N ew C a m b r i d ge A d v a n c ed E n g l i sh CAMBRIDGE UNIVERSITY PRESS PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK http://www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011-4211, USA http://www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcon 13,28014 Madrid, Spain © Cambridge University Press 1991,1998 This book 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 1991 New Edition 1998 Third printing 2000 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 62939 X Student's Book, paperback ISBN 0 521 62941 1 Teacher's Book, paperback ISBN 0 521 62940 3 Class Cassette Set Thanks 4 11 Fame and fortune 92 Role models Emphasising the right syllable Welcome! 5 Charlie Chaplin Style, tone and content Map of the book 6 Sharing opinions Household names For and on 1 Desert islands 8 12 Education and science 102 A year on a desert island Joining sentences - 1 Writing a narrative Science and technology First day at school The Castaways Survival Education systems The sixth form All's well that ends well! Comparing and contrasting How does it work? Look and see 2 Around the world 16 13 Communication 112 United nations World Music The past - 1 Really? That's amazing! The art of conversation Joining sentences See the world? Synonyms and - 2 Gestures You just don't understand! opposites - 1 You can't lose! Advertising Colours 3 That's show business! 24 14 The English-speaking world 120 Films, shows and concerts One of my English in the world Indirect speech favourite films ... Adults only Spelling and pronunciation 1 - Consonants Making an emphasis Punctuation I V signs British and American English Planning ahead ... At... and by ... Speaking and thinking 4 Enjoy your meal! 32 15 How strange! 128 To whet your appetite ... Favourite foods Truth or fiction A good introduction and Appropriate language Simple • progressive conclusion A sense of humour aspect Words easily confused Mind control Day and time Bring, carry and take 16 Body and mind 136 Travellers or touris 40 How are you? Prefixes Spelling Travelling abroad Tourism and tourists Conditional sentences Giving advice Making notes A letter of complaint First aid Hearts, hands, legs and feet Travel writers High, middle and low 17 Love stories 144 6 It takes all sorts ... 48 What do you enjoy reading? Small World What do they look like? Politically correct? How romantic are you? First meetings Modal verbs Synonyms and opposites - 2 First paragraphs Expressing feelings Personalities Four weddings and ... Head over heels ... 7 Put it in writing 56 18 The natural world 152 Handwriting A professional writer Fauna and flora Compound words Different styles Long and short sentences Protecting the environment The future Living with a computer Formal letters and and degrees of certainty Spelling and personal letters The differences between pronunciation 2 - Vowels Keep, hold, spoken and written English A tactful letter stand and turn In ... and out of... 19 What's in the news? 160 66 In the headlines Don't believe everything The good old days? The past - 2 you read ... Danger - Hippies! Connecting Fourteen ninety-nine Forming adjectives words Crime and punishment Reports In other words ... Get and opinions Presenting a radio show Back, front and side 9 You're as old as you feel 74 20 The real world ... 170 The Third Age Paragraphs Cranny power Family life A letter to the editor Ages Earning a living A satisfying job Satisfaction and success Word order - 10 Utopia? 82 Great business deals? Abbreviations and acronyms -ing and to ... Applying for An ideal home? The perfect society? a job First, second, third ... and last The best of all possible worlds Articles Describing a place Synonyms and Communication Activities 180 opposites - 3 Hard, soft, difficult and easy Acknowledgements 192 I'd like to thank everyone whose hard work, fresh ideas, helpful comments and criticisms have enhanced this book immensely: The following teachers reported on their experiences using the first edition with their students: Dolly Irani in France Chrysoula Georgouli 8 Fotini Petrou in Greece Andrea Marschalek in Hungary Bernardo Santano Moreno in Spain Anna Kibort in Poland Peter Tomkin in the UK Elizabeth Tataraki and Clare West reported on the proposal for a new edition. Alison McCabe alerted me to some of the problems that face candidates in the Reading paper of the CAE exam. The following teachers reported on the new material as it was being written: Christa Kochuyt Temple in Belgium Katherine Spence in France Philip Devlin, Ines Laue S Caroline Mears in Germany Andrea Marschalek in Hungary David Massey Б Mary Nava in Italy Karina Schymik Б Tadeusez Z. Wolanski in Poland Teresa Corchado in Spain Sue Gosling, Nick Kenny, Patricia O'Sullivan, Peter Watkins 6 Martin Wilson in the UK Liz Sharman set the ball rolling. Charlotte Adams took over and continued to give her encouragement and support, with help from Niki Browne. Alison Silver edited the book and guided the project efficiently through to publication. I'm very grateful for her insights and meticulous attention to detail. It was, as ever, a pleasure to work with her. Hilary Fletcher researched the photographs. Michelle Uniacke Gibson was responsible for text permission. Celia Witchard did the illustrations. Ruth Carim was the proofreader. Paul Wilson of Sage Associates designed the book with the help of Gecko Limited. Susie Fairfax organised the Interviews and asked all the right questions. James Richardson produced the recordings. Andy Taylor was the engineer at Studio AVP. From the first edition First of all, I'd like to say how grateful I am to: Jeanne McCarten for her inexhaustible patience, support and encouragement throughout my work on this book, Alison Silver for her friendly editorial expertise, Peter Ducker for the design of the book, and Peter Taylor and Studio AVP for producing the recordings. Thanks very much also to the following teachers who used the pilot edition with their classes and contributed detailed comments on it and who evaluated and reported on subsequent revised units. Without their help, this book could not have been written: Pat Biagi, Christ Church College ELTU, Canterbury Jenny Bradshaw Sylvie Dawid, Beverly Langsch and Monty Sufrin, Migros Club School, Berne George Drivas, Moraitis School, Athens Tim Eyres, Godmer House, Oxford David Gray Amanda Hammersley, British School of Monza, Italy Chris Higgins and staff, Teach in Language and Training Workshop, Rome Tom Hinton Roger Hunt, International House, Madrid Ruth Jimack Christine Margittai Laura Matthews, Newnham Language Centre, Cambridge Joy Morris and staff, British Institute, Barcelona Jill Mountain and staff, British Institute, Rome Julia Napier Patricia Pringle, Universite II, Lyon Lesley Porte and Diann Gruber, ESIEE, Paris Rachelle Porteous, London School of English Tom Sagar and colleagues, College Rousseau, Geneva Katy Shaw and colleagues, Eurocentre, Lee Green Elizabeth Sim and staff, Eurocentre, Cambridge Lynda Taylor Kit Woods Finally, thanks to Sue, Zoe and Thomas for everything. Introduction New Cambridge Advanced English will help you to develop all your skills in English: speaking, listening, reading and writing — as well as helping to develop your vocabulary and improve your grammar. You'll find exercises and activities in each unit that concentrate on different skills, helping you to revise and consolidate what you already know, and to develop and extend your knowledge further. New Cambridge Advanced English is specially designed to be suitable BOTH for students who are preparing for the Cambridge Certificate in Advanced English (CAE) exam AND for students who aren't preparing for this exam, but who want to develop their English for their work, studies and social lives. Each unit is based on a different topic. The odd-numbered units are 'Theme units' and they contain: • informative Reading texts from a variety of authentic sources, with tasks, exercises and activities to improve your reading skills • Listening exercises with tasks and activities to help you improve your listening skills • Interviews with people who have special knowledge of the theme or stories to tell about it • Effective writing exercises to help you develop useful techniques you can use in your writing • realistic Creative writing tasks to give you an opportunity to express yourself in writing The even-numbered units are 'Language units' and they contain: • shorter Reading texts or Listening exercises, leading to discussion or a writing task • Grammar review: the 'problem areas' of English grammar are revised in a thought-provoking and interesting way • Word study exercises to help you to develop your vocabulary skills • Speaking activities to help you to practise the functional language needed in different situations and improve your pronunciation Every unit contains: • exercises on Vocabulary connected with the topic of the unit • opportunities for Discussion • work on Idioms and collocations or Verbs and idioms, including phrasal verbs Symbols in the Student's Book: (Some of the f f activities are Communication Activities, where you and your partner(s) are given different information that you have to communicate to each other. These are printed at the end of the book but in random order so that you can't see each other's information.) = Recorded material = Writing task = Use a highlighter Enjoy using New Cambridge Advanced English1. A year on a desert island Listening and Speaking This advertisement appeared in Time Out, a London weekly magazine. Discuss these questions: UNINHABITED TROPICAL ISLAND ADVENTURE. • What kind of person would place such an advertisement? • What kind of person would reply to it? Writer wants "wife" for one vear. • Why is the word 'wife' in inverted commas? О It was Gerald Kingsland who placed the advertisement in Time Out and Lucy Irvine was the 'wife' who was chosen to accompany him. This is the first page of Castaway, her account of their year together. After you've read it through, discuss the questions below. CHAPTER ONE Landings An infinity of sea and sky bluer and more brilliant than in any dream. Our wake made a white streak across the blue so struck with glittering points of light it smarted the eye. We passed islands to our left and to our right; bottle green bosomy mounds frilled about with white sand rising out of that electric world of blue. Which one of them was to be our home for the next year? Its name, and the fact that it was situated somewhere in the Torres Strait where the Arafura and Coral Seas meet between the northernmost point of Australia and Papua New Guinea, was all we knew about our island. We were travelling in an aluminium dinghy, resting low in the water under the weight of five people and luggage for the two of us who were to be castaway. Our temporary companions were a young female photographer and the two silent Torres Strait Islanders who were manning the boat. G and I were squashed close together but each clamped stiffly in a separate world of anticipation. The sensation of waiting and the vastness of the sea and sky made the passage seem timeless. We skirted the edge of a reef across a long stretch of open water and then the dinghy made a decisive turn and the boy steering pointed ahead. 'Tuin,' he said simply, the 'u' sound an 'oo'. The first impression was of a long narrow island with small hills to north and south muffled in dense dark green. Huge boulders, like gigantic molars, stood out in the middle of a wide open bay. There was a long straight beach with light coloured sand. And palm trees. from Castaway by Lucy Irvine Discuss these questions: • How did they reach the island? • Why couldn't they identify their island as they approached it? • How many people were in the boat with them? • What colours are mentioned in the first paragraph? What impression does this give you of the place? • What features of the island are mentioned in the last paragraph? What impression do you get of the island? New Cambridge Advanced English You'll hear a conversation about what happened during their year together. Before you listen to the recording, look at the questions and see which answers you can GUESS, without hearing the conversation. Was it Lucy ( L ) or Gerald ( G ) or both of them ( L + G ) who . . . 2 Listen to the first part of the recording and note down your answers above. Then compare your answers with a partner's. Which answers have you heard so far and which do you still have to listen out for? 3 Do the same with the second and third parts of the recording. Discuss with your partners: • your reactions to the way Lucy and Gerald behaved • how YOU would have coped if you'd been Gerald or Lucy's companion • which of their books you'd like to read — and why? • whether you'd like to see the film 1 Student A should look at Communication Activity 1 on page 180, student В at 19 on page 186 and С at 35 on page 191. You'll see a summary of one of these stories: Spend a few minutes studying the summary and then tell the story. Don't just read the summary aloud to your partners — try to MEMORISE the main points. Refer back to the summary only if you lose track of the story. ф 2 Rewrite ONE of the summaries as a complete story.