E DO W E R
E AUD I
Skills and Language for Study
O A DA
Supporting academic achievement with skills and in-depth language practice
Available January 2013 Teacher's Books and complete course audio available at
www.cambridge.org/elt/forstudy 26283.indd 1
Skills and Language for Study This brand new comprehensive course in Academic Skills and Academic English is perfect for international students beginning or preparing for university-level studies. Academic skills and language are introduced, explored and used within increasingly challenging, subject-specific and authentic contexts. Key Features
- Covers CEF levels B1+ to C1 and provides 80 hours of Skills and Language materials for use in class and independent study per level.
- Skills and Language can be taught separately or combined to form an integrated course.
- A focus on the development of critical thinking skills.
By the end of Pa
• understand mo learning at univ • understand ho • understand ho • use library cata
Building knowledge at university
1a University education offers a range of different methods f knowledge and skills. Work in pairs. Label the diagram b methods.
PLUS: Complete course audio and comprehensive Teacher's Notes available FREE online for extra help with lesson planning.
Each Unit of the Skills for Study books includes: • an Understanding-Researching-Reporting structure using both oral and written academic materials to help students develop research skills, construct effective arguments, use sources and more. • authentic tasks to develop core academic skills and encourage analytical thinking.
1b Look again at your suggestions above and discuss which with and which ones are relatively new to you. Rank the familiarity.
• 'Unit Tasks' for students to consolidate their skills in a practical way which can be used for assessment.
It is likely that in your discussion in 1a you felt that you with learning methods which involved a tutor giving yo However, in your university studies much greater respon is passed to you – you will be expected to devise strategi learning independently, and this will involve doing rese the purpose of writing an essay or report or simply to bu a topic. Eventually you may have to do an original piece project or thesis. Depending on which type of degree yo likely to be involved in the following three types of resea
• a checklist that encourages students to reﬂect on their progress and identify areas for improvement.
• tutor-/lecturer-guided research
Level 1 Skills for Study Student's Book
Language for Study Student's Book
• student-led secondary research • student-led primary research.
1c Work in pairs. Discuss what you think each type of resea
Level 2 Skills for Study Student's Book
Language for Study Student's Book
B2 – B2+
Level 3 Skills for Study Student's Book
Language for Study Student's Book
B2 – C1
Unit 1 Part C ∙ Investigating
Understanding spoken information
By the end of Part A you will be able to: • understand the use of stress in sentences • develop strategies for learning vocabulary • understand modals.
Developing effective listening skills is essential for successful tertiary study. However, most students find this skill difficult. You are often told to ‘practise more’ – and this will help, but only if you can understand what you are listening to! Throughout this course, you will be helped to develop a range of strategies and techniques to improve your listening.
Understanding the use of stress in sentences
1a You are going to listen to part of a lecture giving suggestions on how to improve your understanding of lectures in English. Work in pairs. Discuss what you think some of the suggestions might be. Write your ideas below. Suggestions for improving listening skills in lectures
the end of Part C you will be able to:
understand more about the types of earning at university understand how to find source materials understand how to reference a source use library catalogues to find source texts.
1b Listen to the lecture and check your ideas in 1a. Add any more suggestions your hear. 1A1
1c Listen again and answer the questions. Add ideas to the notes above. 1 According to the speaker, is listening to a lecture different from listening to a friend?
ent methods for building your the diagram below with some different
2 What suggestions does the speaker make to help you cope more effectively with lectures in English?
1d Work in pairs. Check your answers. 1e Listen to some sentences from the same lecture. Underline any words which are emphasised or stressed more than others. 1 But why is it that people think listening to a lecture is such hard work when, for example, listening to a friend is easy and, usually, enjoyable?
2 Well, one thing to think about is the difference between hearing and listening. 3 Simply hearing is what your ears do, your brain doesn’t have to make any conscious effort to think about what is being heard. 4 But listening, well that’s what you do when you’re interested, when you have a purpose or a need for the information.
discuss which methods you are familiar you. Rank them (1–8) in order of
u felt that you were most familiar utor giving you information to learn. greater responsibility for your learning devise strategies and approaches to ve doing research. This could be for or simply to build on your knowledge of original piece of research for a longer e of degree you are studying, you are e types of research:
h type of research may involve.
Work in pairs. Compare your answers. Discuss why some words are stressed more than others. How might listening for stressed words help you in lectures?
Language for Study Level 1
Unit 1 Part A ∙ Understanding spoken information 7
Each Unit of the Language for Study books includes: • an analysis of key grammatical, phonological and lexical features of the texts presented in the corresponding Skills for Study book. • recycling of language within increasingly challenging contexts. • regular interactive 'Lesson Tasks' which practise the target language within the context of an authentic academic activity. • 'Review and Extension' sections with additional activities on each language point, which can be completed by the student independently, outside the classroom.
Skills for Study Level 1
Mapping of Skills and Language for Study A Sample Unit from Level 1 Unit 3 Theme
Science and technology in society
This unit will help students to…
In Skills for Study 1 by improving their ability to…
In Language for Study 1 by improving their ability to…
Achieve a deeper understanding of lectures
• use language cues to help understand the structure of lectures;
• develop an awareness of signpost words;
• identify repetition and restatement of key vocabulary;
• develop strategies for learning new vocabulary;
• use language cues to help predict what is about to be heard.
• understand the meaning and development of arguments: cause and effect.
• identify a purpose for reading;
• record and learn new vocabulary
• analyse a text and think about how it relates to a particular subject;
• understand how prepositions are used in sentences;
• understand how a text is organised and how it affects an argument;
• understand possibility and develop the language of speculating;
• use a number of texts as sources.
• discuss texts with critical language.
• decide how academically suitable information sources are;
• monitor progress in understanding source texts;
• select the most useful sources from library catalogues and reading lists;
• recognise and use key words with greater precision;
• use contents pages, indexes and other key information to help decide if a source is useful.
• understand substitution and use it to improve writing and speech;
• structure a presentation;
• use signpost phrases in presentations;
Understand and use academic texts
Find and evaluate the relevance of academic sources to your own studies
Deliver an academic presentation
• identify and evaluate different visual aids for presentations; • decide which visual aids are most appropriate for particular purposes.
• use grammatical links to avoid repetition.
• ask and respond to questions during a presentation; • recognise and use lively intonation; • refer to visual materials; • summarise and expand on visual information.
Write an academic essay
• identify different essay structures;
• frame ideas from sources;
• choose an appropriate structure for a given task;
• introduce, compare and contrast sources;
• organise ideas to form a structured argument.
• summarise ideas from sources.
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978-0-521-68939-7 978-0-521-14057-7 978-0-521-12162-0