Table Of ContentAMBRIDGE
Cambridge
English
An integrated skills course for EAP
Student's Bool<
Martin Hewings
Course consultant: Michael McCarthy
__
·-- ·--.~., -•-~ - . --~'---- ,
Cambridge
Academic
English
An integrated skills course for EAP
Student's Book
Upper intermediate
Martin Hewings
Course consultant: Michael McCarthy
,,:,,,,,,,, CAMBRIDGE
;:: UNfVERSITY PRES S
CAMBRIDGE
UNIVERSITY PRESS
University Printing House, Cambridge CB2 8BS, United Kingdom
Cambridge University Press is part of the University of Cambridge .
lt furthers the University's mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
www.cambridge .org
lnformation on this title: www.cambridge .org/978052 1165204
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012
4th printing 2014
Printed in Spain by GraphyCems
A catalogue record for thís publícation is avaí/ab/e tr9m the British Library
ISBN 978-0-521 -1652-04 Student's Book
ISBN 978-0-521-1652-66 Teacher's Book
ISBN 978-0-521-1652-35 Class Audio CD
ISBN 978-0-521-1652-97 DVD
ISBN 978-1-107 -6071-49 Audio and DVD pack
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for externa! or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will rema in,
accurate or appropriate. lnformation regarding prices, travel ti meta bles, and other
factual informat ion given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafte r.
Acknowledgements
Author acknowledgments The Cambridge Advanced Learner's Dictionary is the world's
Many people have contributed in various ways to this book. most widely used dictionary for learners of English. lncluding ali
My thanks go first to my editors at Cambridge University Press, the words and phrases that learners are likely to come across, it
especially Kate Hansford, Karen Momber and Caroline Thiriau, also has easy-to-understand definitions and example sentences
who have taken the book to publication with great care, to show how the word is used in context. The Cambridge
professionalism, and patience. Thanks, too, to Dilys Silva and Advanced Learner's Dictionary is available online at dictionary.
Robert Vernon for their guidance and encouragement in the cambridge.org. © Cambridge University Press, Third edition &
early stages, to Jessica Errington for her editorial work, and to 2008, reproduced with permission.
Linda Matt hews for organising production schedules. Michael
Development of this publication has made use of the Cambridge
McCarthy has played an important role in shaping the course as
English Corpus (CEC.) The CECi s a computer database of
a whole and also advising on the use of corpora in the material.
contemporary spoken and written English, which currently
1 would also like to thank the Corpus team at Cambridge
stands at over one billion words. lt includes British English,
University Press for their help in accessing the academic corpus.
American English and other varieties of English. lt also includes
At home, my thanks as always to Ann, David and Suzanne for the Cambridge Learner Corpus, developed in collaboration with
their support. the University of Cambridge ESOLE xaminations. Cambridge
University Press has built up the CECt o provide evidence about
Between 1985 and 2009 1 taught English for Academic Purposes language use that helps to produce better language teaching
in the English for lnternational Students Unit at the University of
materia Is.
Birmingham. Much of the material in this book began its life in
handouts produced for students I had the pleasure to work with William S. Pearson et al for the text on p. 12, 'Analysis of
there. 1 would like to thank those students for their contribution. Language as a Barrier to Receiving Influenza Vaccinations Among
an Elderly Hispanic Population in the United States' Copyright
Publisher acknowledgements
2011;
A special thanks to Dr Karen Ottewell at the University of
Cambridge Language Centre for reviewing the material so Duane Brown and Associates for the images on p. 14, 'Career
thoroughly and helping us to organise the lectures and to ali the Choice and Development'4th Edition, published by John Wiley &
lecturers who allowed us to film them delivering lectures for the Sons Ltd;
book: Dr Hugh Hunt, Dr Maru Mormina, Dr Charles Moseley and Emerald for the image on p.15, 'Career Development
Dr Prodromos Vlamis. lnternational' © Emerald Group Publishing Limited;
Spinnaker Leadership Associates, lnc. for the image on p. 15,
We'd like to thank ali the reviewers who have provided valuable
'Career Transition and Achievement' ;
feedback on this project: Jane Bottomley, Anna Derelkowska,
Cambridge University Press for the adapted text on pp. 16-17,
Ludmila Gorodetskaya, Chris Hilton, Sylwia Maciaszczyk, Maggie
'Solutions for the world's biggest problems' by Bjorn Lomborg
McAllinden, Marie McCullagh, Gavin McGuire, Margareth
2007 © Cambridge University Press, Dr. Bjorn Lomborg, director
Perucci, Elaine Rowlands, Chris Sowton, Lisa Zimmermann, and
of Copenhagen Consensus Center, www.copenhagenco nsensus.
members of the Cambridge ELTA dult Course Advisory Panel:
com;
Michael Carrier, Hanna Komorowska, David Larbalestier, Carlos
Cambridge University Press for the adapted text on pp. 27-
Lizarraga, Jason Moser, Ron Schwart, Anna Shpynova and Scott
28, 'Natural Hazards' by Edward Bryant, 1991, © Cambridge
Thornbury.
University Press;
We would also like to thank the students who participated in Cambridge University Press for the adapted data on p. 31,
the interviews which appear in the Lecture skills units: Frederike 'People and the Earth -Basic lssues in the Sustainability of
Asael; Larissa Bosso; Fei He; Cristoffer Levin; Anna Lowe; Zaneta Resources and Environment' by Rogers and Feiss 1998 ©
Macko; Sithamparanathan Sabesan; Maria Silva-Grazia; Anita Cambridge University Press;
Thillaisundaram. World Health Organisation 2008 for the adapted material on p.
32, 'The global burden of disease' 2004;
Text and photo acknowledgements
Cambridge University Press for the adapted text on p.48,
The authors and publishers acknowledge the following sources
'Communication Across Cultures -Mutual Understanding
of copyright material and are grateful for the permissions
in a Global World' by Bowe and Martín, 2007 © Cambridge
granted. While every effort has been made, it has not always
University Press;
been possible to identify the sources of all the material used,
Cambridge University Press for the adapted text on pp.43-44,
orto trace all copyright holders. lf any omissions are brought
'The Study of Language' 3rd Edition by George Yule 2006 ©
to our notice; we will be happy to include the appropriate
Cambridge University Press;
acknowledgements on reprinting.
Pearson Education for the adapted text on p. 55, 'lnternational
Business' 4th Edition by Rugman & Collinson 2006;
3
Brooks/Cole for the adapted text on p. 73, 'Physical Geography' For the slides in Lecture skills E, p. 153, 'David Begg, Stanley
9th Edition by Gabler, Petersen, Trepasso and Sack © 2009, part Fischer and Rudiger Dornbusch, 'Economics' © 2002,
of Cengage Learning, lnc. Reproduced by permission. www. Reproduced with the kind permission of Open University Press.
cengage.com/permissions; AII rights reserved.
Wadsworth for the adapted text on pp. 83-84 'Learning and
The publishers are grateful to the following for permission to
Behavior' 6th Edition. By Chance© 2009, a part of Cengage
reproduce copyright photographs and material:
Learning, lnc. Reproduced by permission. www.cengage.com/
Key: 1= left, c = centre, r = right, t = top, b = bottom
permissions;
Alamy/Simone Brandt for the unit headers, /©Denkou lmages
Cambridge University Press for the adapted text on p. 83
for p59(B), /©Pau l Phillips/iOpeners for p63(r), /©Sami
'Behaviour' by Dockery and Reiss 1999 © Cambridge University
Sarkis for p63(I), /©Peter Titmuss for p72(c), /©aberCPC for
Press;
pl44(t); Corbis/©Anna Peisl for p59(A), ©Moodboard for
Families and Work lnstitute for the data on p. 84 'Times are
p82, /©Helen King for p144(b); Fotolia/©Alexey Bannykh for
changing: gender and generation at work and at home' by
p30(t), /©c#8344922 for p72(r); Getty lmages/©Tom Pfeiffer/
Galinsky, Aumann & Bond taken from Families and Work
VolcanoDiscovery for p30(ct), /©Peter Dazeley for p30(cb),
lnstitute Report 2009, www.familiesandwork.org;
/©BZM Productions for p59(D); istockphoto/©Bartosz Haydniak
TAYLOR& FRANCISf or the adapted text on p. 85 'Gender
for p59(C}, /©Chris Schmidt for pl44(c); Masterfile/©Asia
Development' by Owen Blakemore, Berenbaum, Liben 2009;
for p59(E); Photolibrary/©Sven-erik Arndt for p63(b);
Wadsworth for the adapted text on p. 86 'Understanding
Shutterstock/©George Bailey for p30(b), /©Laurence Gough for
Human Behavior and the Social Environment' 8th Edition by
p113.
Zastrow, Kirst-Ashman. © 2010, a part of Cengage Learning, lnc.
We are una ble to trace the copyright of the photo on page 41
Reproduced by permission. www.cengage.com/permissions;
and would welcome any information enabling us to do so.
Cambridge University Press for the Definition of UNESCOn oun,
on p. 159 from the Cambridge Advanced Learner's Dictionary © Picture Research by Hilary Luckcock.
Cambridge University Press;
Designed and produced by Wild Apple Design,
Al len & Unwin Pty Limited for the adapted text and imges on pp.
www.wildappledesign.com
98-99 'Who Cares? The changing health care system' by Lumby
Video production by Phaebus, and Phil Johnson.
2001;
Audio production by Lean Chambers.
McGraw Hill Companies, lnc, for the material on pp. 99-100
'Who killed health care? America's $2 trillion medical problem -
and the consumer-driven cure' by Herzlinger, 2007;
Oxford University Press for the adapted text on pp. 100-102
'How to Change the World: Social entrepreneurs and the power
of new ideas' by D. Bornstein, 2007;
The Poverty Site for the material on p. 110 Guy Palmer, www.
poverty.org.uk;
Cengage Learning, lnc for the adapted text on pp. 111-112
'Human Development' SE. by Kail and Cavanaugh, © 2010
Wadsworth, a part of. Reproduced by permission. www.
cengage.com/permissions;
National Centre for Social Research (NatCen) for the adapted
text on pp. 128-129 'British Social Attitudes: Perspectives on a
changing society' by Park 2007;
The Office for National Statistics for the data on p. 135 'The
Time Use Survey, 2005' licensed under the Open Government
Licence v.1.0. © Crown copyright 2006;
World Health Organisation Statistics for the data on pp. 138,
140, 'Mortality and burden of disease' © World Health Statistics
2010;
OECD (2009) for the adapted text on p. 139, 'Health ata
Glance 2009: OECD lndicators', OECD Publishing, http://dx.doi.
org/10.1787 /health_glance -2009-en;
Elsevier for the adapted text on pp. 140-142, 145-146, adapted
from 'Héalth Promotion: Foundations for practice' by Naidoo
and Wills, 2000 (Figure on p. 142 adapted from Crawford 1984),
Copyright Elsevier;
4
lntroduction
Who is the course for?
Cambridge Academic Engtish is for anyone who needs English for their academic studies.
lt is an integrated skills course, which mea ns that at each of the levels you will develop your
abilities in reading, writing, listening and speaking in an academic context. In your class there will
probably be students studying or hoping to go on to study many different subjects. With this in
mind, Cambridge Academic English includes topics and texts that will be of interest to students
from all disciplines (subject areas), and teaches language and skills that will be of use to students
working in all subjects. However, sorne parts of the course also help you to develop abilities
relevant to your particular area of study.
Student's Book B1 is aimed at students who need to improve their English significantly in order to
guarantee success in higher education. lf you are familiar with the Common European Framework of
Reference (CEFR) proficiency levels, Student's Book B1 is likely to be most useful for lndependent
Users at level B1 and above. Student's Book B2 is aimed at students who will soon be starting
undergraduate or postgraduate studies and are lndependent Users at level B2 and above.
Student's Book C1 is aimed at students who may already have begun their academic studies. lt will
also be of interest to non-native English-speaking academics who need to present and publish in
English. lt will be of most use to Proficient Users,at level C1 and above.
How is the book organised?
The introductory unit, Academic orientation, introduces you to aspects of studying academic
English. For example, you will learn about academic culture and consider possible differences in
study methods in different countries and in different subject areas.
The Student's Book is organised into integrated skills and lecture skills units:
• lntegrated skills units 1-10 (with separate Audio CD)
Ten units are organised around a broad topic of interest and help you develop your skills in reading,
speaking and writing academic English. Each of these units ends with a grammar and vocabulary
focus that is of particular importance in academic written and spoken communication. The cross
references in the margins point to further information, strategies, or extra practice which can be
found in the Grammar and vocabulary section of that unit.
:~(cid:141)o.o) The separate Class Audio CD includes all the recordings needed for the listening and
speaking sections and gives students focused listening practice, strategies to participate in
tutorials and group work.
• Lecture skills units A-E (with separate DVD)
After every two integrated skills units there is a Lecture ski/Is unit to help you develop skills in
listening to lectures and taking notes. For this course, a variety of lectures were recorded at the
University of Cambridge and a separate DVD accompanies the Student's Book, containing clips of
these lectures and of students talking about their experience of studying in English at university.
(IJA.oJ Extracts from these lectures have been used in the lecture skills units to help you understand,
for example, how lecturers use language, visual information, gesture and pronunciation to present
content and show how they are organising the lecture.
What kind of language does the course teach?
Cambridge Academic English uses authentic aca9emic texts. The texts you will read are taken from
the kinds of textbooks and journal articles that your subject tutors might recommend you to read.
You may find these challenging at first but you will learn strategies in the course to help you to cope
with them. We believe that working with authentic texts in EAP is the best way of preparing to read
them during your academic course of study.
5
The lectures you will watch are delivered by experienced lecturers and researchers. In many
colleges and universities around the world you will be taught in English by sorne tutors who are
native English speakers and others who are non-native English speakers. To help you prepare for
this, both native and non-native English-speaking lecturers have been included in this course.
The vocabulary focused on in the course has been selected for being of particular importance in
academic writing, reading, lectures and seminars. In choosing what to teach we have made use
of the Academic Word List compiled by Averil Coxhead (see www.victoria.ac.nz/l als/r esources/
academicwordlist/ for more information). This list includes many of the words that you are likely to
encounter in your academic studies.
What are the additional features?
Each unit contains the following additional features:
The Study tip boxes offer practica! advice on how you can improve the way you study.
The lnformation boxes provide useful background on language or academic culture.
The Focus on your subject boxes encourage you to think about how what you have learnt
applies to your own subject area.
© The Corpus research boxes present useful findings from the CAEC.
The Word list at the back of the Student's.Book covers key academic words essential for
development of academic vocabulary.
For each level of the course, a full-length version of one of the lectures from the DVD is available
online. This gives you the opportunity to practise, in an extended context, the listening and note
taking skills that you develop in the Lecture Ski/Is units. The video and accompanying worksheets
are available for students at www.cambridge.org/elt/academ icenglish.
To make sure that the language we teach in the course is up-to-date and relevant, we have made
extensive use of the Cambridge Academic English Corpus (CAEC) in preparing the material.
@
What is the Cambridge Academic English Corpus (CAEC)?
The CAEC is a 400-million-word resource comprising two parts. One is a collection of written
academic language taken from textbooks and journals written in both British and American English.
The second is a collection of spoken language from academic lectures and seminars. In both parts
of the corpus a wide variety of academic subject areas is covered. In addition to the CAEC, we have
looked at language from a 1. 7-million-word corpus of scripts written by students taking the IELTS
test.
Conducting our research using these corpora has allowed us to learn more about academic
language in use, and also about the common errors made by students when using academic
English. Using this information, we can be sure that the material in this course is built on sound
evidence of how English is used in a wide variety of academic contexts. We use the CAEC to
provide authentic examples in the activities of how language is used, and to give you useful facts
about how often and in what contexts certain words and phrases are used in academic writing.
We hope you enjoy using Cambridge Academic English and that it helps you achieve success in your
academic studies.
Martín Hewings
6
Contents
Academic Assessing your academic skills
orientation Thinking about academic culture
Page 10 Thinking critically
Avoiding plagiarism
Recognising variation across academic subjects
Focusing on academic vocabulary
Unit 1 Grammar and
Reading Llstening and speaking Writing skills
Choices and vocabulary practice
implications Researching texts for essays lntroducing your Understanding how essay Avoiding repetition: that (of)
Page 14 Skimming and scanning presentation types are organised and those (of)
ldentifying the sequence of Clarifying key terms Drafting the introduction to an Word families: linking parts
ideas essay of texts
Understanding implicit Language for writing: common Verb-noun collocations
meanings knowledge
lnferring the meaning of
words
Vocabulary building:
adjectives
.
Unit 2 Grammar and
Reading Listening and speaking Writing skllls
Risks and hazards vocabulary practice
Page 26 Selecting and prioritising Preparing slides for Using claims to plan essays Complex noun phrases
what you read presentations Supporting claims with Countable and uncountable
Thinking about what you Choosing the right type of evidence nouns
already know chart for a slide Adjectives meaning large or
lnferring the meaning of Presenting charts important
words Pronunciation 1: numbers Prefixes
Vocabulary building 1: Pronunciation 2: inserts
collocations
Vocabulary building 2:
cause---effect markers
Retelling what you have read
Lecture skills A Preparing for lectures Llstening Language focus Follow up
Page 38 Lecturing styles Understanding lecture aims Repetition and rephrasing Taking notes: annotating
Revising basic information Understanding outlines slides 2
ldentifying main and Reviewing your notes
secondary points
Taking notes: annotating
slides 1
Unit 3 Grammar and
Reading Listening and speaking Wrlting skllls
Language and vocabulary practice
communication Predicting the content of a Making suggestions in group Referring to other people's Impersonal it-clauses:
Page 42 text work work saying that something is
Reading for detail Pronunciation: stress in Using in-text references important, interesting, etc.
Scanning for information adjectives ending in -ic Language for writing: reporting Word families
Understanding implicit and -ica/ verbs Nouns with related
meanings adjectives ending in -ic and
Vocabulary building: -ical
adjectives Reporti ng verbs
Thinking about ways of
taking notes
7
Unit 4 Grammar and
Reading Llstenlng and speaking Writing skills
Difference and vocabulary practice
diversity Thinking about what you Working with colleagues: Language for writing 1: the Linking parts of a text:
Page 54 already know generating ideas and grammar of reporting verbs conjunctions and sentence
Reading in detail reporting Language for writing 2: connectors
Taking notes Pronunciation: dividing comparing and contrasting Single-word verbs and multi-
Vocabulary building 1: word speech into units Reporting what you read word verbs
families Word families
Vocabulary building 2:
adjective-noun collocations
Collecting information for an
essay
Taking notes for essay
writing
Lecture skills B Preparing for lectures Listening Language focus Follow up
Page 66 Using preparation strategies Making predictions during a Organising questions and topic Expanding your vocabulary
Making predictions before a lecture changes
lecture starts ldentifying topic change
Following an argument
Taking notes: using symbols
and abbreviation in note&
Unit 5 Grammar and
Reading Llstening and speaking Writing skills
The world we live in vocabulary practice
Page 70 Recognising plagiarism Reaching a consensus in Using paraphrases Articles: zero artic/e and the
Getting started group work lncluding quotations in your Complex prepositions
ldentifying the main ideas Pronunciation: contrasts writing Person, people, peoples
in a text
Summarising what you have
read
Vocabulary building: single-
word verbs and multi-word
verbs
Vocabulary ir. context:
hedgi ng adverbs
Unit 6 Grammar and
Readlng Llstening and speaklng Writing skllls
Behaving the way vocabulary practice
wedo Organising information for Referring backwards and Writing conclusions in essays Avoiding repetition:
Page 82 an essay forwards in presentations Language for writing: hedging expressions with so
Skimming and scanning Giving references Wh-noun clauses
texts Using viewpoint adverbs to
Taking notes and explaining restrict what is said
what you have read Verb/ adjective + preposition
Vocabulary building: combinations
collocations
Lecture skills C Preparing for lectures Llstening Language focus Follow up
Page 94 Thinking about the purposes Understanding evaluations Noticing differences in the Taking notes: annotating
of lectures Understanding lists language of lectures and Reconstructing your notes
academic writing
'¡ Noticing prominent words
8
Unit 7 Grammar and
Reading Listening and speaklng Wrlting skills
Bringing about vocabulary practice
change Reading critically Concluding your Using an academic style Adding information about
Page 98 Finding information and presentation nouns: relative clauses
taking notes Pronunciation: linking words /t-clauses: expressing
Vocabulary in context 1: in speech units personal opinions
inferring the meaning of impersonally
words Abstract nouns + of + -ing/
Vocabulary in context 2: to-infinitive
hedges
Retelling what you have read
Unit 8 Grammar and
Reading Listenlng and speaking Writing skills
Work and equality vocabulary practice
Page 110 Understanding figures and Taking part in tutorials and Looking at the structure and Passive voice
tables joining in discussions content of reports Past perfect
Scanning for information Pronunciation: stress in Language for writing 1: -ing nouns
Taking notes compound nouns 1 describing events in a time
Understanding the sequence
significance of references Language for writing 2: cause
Vocabulary in context: and effect
avoiding repetition
.
Lecture skills D Preparlng for lectures Listening Language focus Follow up
Page 122 Building basic information Understanding the Understanding vague Listening for a lecture
relationship between parts language summary
of the lecture Comparing notes
Understanding descriptions
of processes
Unlt 9 Grammar and
Reading Llstening and speaking Writing skllls
Controversies vocabulary practice
Page 126 Understanding the writer's Tutorials: asking for and Describing information in Verbs followed by a noun
opinion giving more information figures and tables phrase or that-clause
ldentifying main ideas and Pronunciation: intonation in Language for writing 1: Non-finite relative clauses
supporting information wh-clefts referring to figures and tables Adverbials used to comment
Recognising general nouns Language for writing 2:
Understanding hedges referring backwards and
Vocabulary building 1: formal forwards
and informal verbs Writing practice
Vocabulary building 2:
opposites
Unit 10 Grammar and
Reading Listening and speaking Writing skills
Health vocabulary practice
Page 138 Reading for evidence Summarising what has been Contrasting information Referring to quantities
Thinking about what you said Taking a stance: expressing Evaluative adjectives and
already know Evaluating visual aids disagreement adverbs
Preparing for essay writing Pronunciation: stress in Writing practice Phrases connecting
Vocabulary in context: compound nouns 2 sentences: this/these
inferring the meaning of Non-finite relative clauses
words
Understanding connections
in texts: this/these
Developing hedging skills
Lecture skills E Preparlng for lectures Llstenlng Language focus Follow up
Page 150 Overcoming problems in Understanding specialised Understanding signals of Listening and annotating
listening to lectures terms incomplete information slides
Understanding reasons Unde rstanding forward and Writing up your notes
backward reference Overcoming problems
Audioscripts Page 154 Appendices Page 167 Glossary of grammar terms Page 170 Wordlist Page 171
9
