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New
Cambridge
Advanced

English

CAMBRIDGE
UNIVERSITY PRESS


P U B L I S H E D BY THE PRESS S Y N D I C A T E OF THE U N I V E R S I T Y OF C A M B R I D G E

The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom
CAMBRIDGE

UNIVERSITY

PRESS

The Edinburgh Building, Cambridge CB2 2RU, UK

40 West 20th Street, New York, NY 10011-4211, USA
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


13 Communication

24

14 The English-speaking world

32

15 How strange!

40

17 Love stories
What do they look like? Politically correct?
Modal verbs Synonyms and opposites - 2
Personalities

18 The natural world

19 What's in the news?
The good old days? The past - 2
Fourteen ninety-nine Forming adjectives
In other words ... Get

74

10

Utopia?

Handwriting A professional writer
Different styles Long and short sentences
Living with a computer Formal letters and
personal letters The differences between
spoken and written English A tactful letter
In ... and out of...

9 You're as old as you feel

136

What do you enjoy reading? Small World
How romantic are you? First meetings
First paragraphs Expressing feelings
Four weddings and ... Head over heels ...

48

56

128

How are you? Prefixes Spelling
Conditional sentences Giving advice
First aid Hearts, hands, legs and feet

Travelling abroad Tourism and tourists
Making notes A letter of complaint
Travel writers High, middle and low


Advertising Colours

Films, shows and concerts One of my
favourite films ... Adults only
Making an emphasis Punctuation
Planning ahead ... At... and by ...

4 Enjoy your meal!

92

Role models Emphasising the right syllable
Charlie Chaplin Style, tone and content
Sharing opinions Household names
For and on

Science and technology First day at school
Education systems The sixth form
Comparing and contrasting How does it
work? Look and see

United nations World Music
The past - 1 Really? That's amazing!
See the world? Synonyms and
opposites - 1 You can't lose!

3 That's show business!

11 Fame and fortune


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

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:
• What kind of person would place such an advertisement?

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

why?

1 The events in these stories aren't in chronological order. Decide together on the correct order
of events for each story. Take turns to retell each story, using and, but, so or then to make
longer sentences:
1

They managed to swim to a nearby island. Their ship went down in a typhoon. They wanted to attract
the attention of passing ships. They lit a fire on the highest point of the island. They were rescued.
A passing cruise liner spotted the smoke.

Their ship went down in a typhoon but they managed to swim to a nearby island. They wanted
to attract the attention of passing ships, so they lit a fire on the highest point of the island.
A passing cruise liner spotted the smoke and they were rescued.

2 I arrived late for work. I couldn't get the car to start. It was a cold, damp morning. I had to push the car
down the hill. I managed to start the engine. I jumped into the car. The car gathered speed.
3 Her interest in politics made her decide to stand for parliament. She won the by-election with a large
majority. She gave up politics for good. She lost at the next general election.


New Cambridge Advanced English

4 They got home very late. They spent a long time drinking coffee and talking. They went dancing
together. They went to a cafe together.
5 Our plane didn't take off. The airport was closed because of fog. Many flights were delayed.
Inconvenience was caused to hundreds of passengers. We had to spend the night in the departure lounge.
6 The kidnappers were caught by the police. All ports and airports were being watched. The kidnappers
were trying to get out of the country. The hostages were released. The ransom money was paid.
Rewrite each story in Bl as one or two long sentences. But CHANCE EACH ENDING, substituting

Show the first page of your story to your partners (WITHOUT the
last paragraph). Ask them to suggest what might come next.
Do their ideas agree with what you had in mind?
Finally, show them your last paragraph and ask for their comments.


The Castaways
Reading
1 Ask your partners:
• if life on a desert island would be wonderful - or a nightmare
• why they think desert islands are popular in fiction and movies
2 Fill the gaps in these sentences with suitable words from the list below. Look up any
unfamiliar words in a dictionary.
1 As Lucy and Gerald were resourceful people they stood a good chance of
. But the longer they were alone together the more the
and they got on each other's
.

in difficult
between them grew

2 In Shakespeare's The Tempest (1610) some sailors are
on a
island, where the
magician Prospero and his daughter Miranda live. Prospero rules the island's natural creatures,
including the good spirit Ariel and the evil monster Caliban.
3 In Daniel Defoe's Robinson Crusoe (1719) the hero, after living many years in
who becomes his

4 In Robert Louis Stevenson's Treasure Island (1883) a man is

Mary, the eccentric widow, abstained.
Tom the reporter killed several dozen wild pigs.
Tanned their skins into parchment
And printed the Island News with the ink of squids.

_

after many

, finds a


New Cambridge Advanced English
Susan the botanist developed new strains of banana
Which tasted of chocolate, beefsteak, peanut butter,
Chicken and bootpolish.
Jim the high-jump champion organised organised games
Which he always won easily.
Bill the carpenter constructed a wooden water wheel
And converted the water's energy into electricity.
Using iron ore from the hills, he constructed lampposts.
They all worried about Mary, the eccentric widow,
Her lack of confidence and her But there wasn't time to coddle her.
The volcano erupted, but they dug a trench
And diverted the lava into the sea
Where it formed a spectacular pier.
They were attacked by pirates but defeated them
With bamboo bazookas firing
Sea-urchins packed with home-made nitro-glycerine.
They gave the cannibals a dose of their own medicine

useful things he or she accomplished

•
•

useless or pointless things he or she did
why you admire or sympathise with him or her (or why you find him or her
objectionable or unlikeable)

3 Compare your ideas. Then find out from your partners:
•

what their impressions of the poem are

•

which character they sympathise with most - and why

•

what they think the poem is about, beneath the surface of the narrative

4 Write a paragraph (about 100 words) about your impressions of the
poem and explain what you like and/or don't like about it.

Highlighting new
words or phrases in
the context you first
met them will help
you to remember


as the sea became 8

They didn't use their search and rescue beacon because 9
To prevent themselves being swept overboard they 10
His colleague was suffering from11
After 12

adrift they found themselves within

of their final destination.

Pen Hadow's ideal desert island would be in 14
He'd be perfectly happy surviving there alone for 15

How would you and your partners cope if you found yourselves together on a desert island
in the tropics? Decide together:
* what useful skills you possess between you, which you could use if you were on a desert island —
make a list
• what qualities you would hope for in a fellow castaway — make a list
* what basic supplies you'd need on a desert island as survival rations
• what TEN luxury items you'd like to have with you on the island


New Cambridge Advanced English

All's well that ends well!
Idioms and collocations
Replace the phrases in red with one of the expressions below.
1 Taking everything into consideration, I wouldn't like to be a castaway.

7 If nothing goes wrong my plane will arrive just before lunch.
8 The film wasn't brilliant but it was just about satisfactory, I suppose.
9 'How are you feeling?' 'Much better, I'm feeling fine today, thanks.'
10 I enjoyed the story but nevertheless I felt a little cheated by the ending.
11 There were 187 passengers on board altogether and they tried to get into the lifeboat at the same time.
12 To begin with, in an emergency, remember, this is important, don't panic!
above all all at once all at once all being well all but all in all in all in all У all over
all right all right all the same all told / in all by all means first of all it's all the same
Fill these gaps with suitable expressions from the list above.
1

learning new idioms and expressions is worth the effort. Secondly . . .

2 I'll meet you tomorrow evening at 8 o'clock,
3 If you want to read a book, I don't mind at all: it's
4 Going out on Sunday sounds like a good idea.

to me.
, I don't think I'll join you

5 We got caught in the traffic and by the time we arrived it was
6 I'd rather do this work by myself, if it's
7 'Would you mind helping me?' '
8

to you.
.'

when reading an English text, try to work out the meaning of
unfamiliar words from the context before you consult a dictionary.

Fong Naam
Gilberto Gil
Inti lllimani
Joe Arroyo
Juan Luis Guerra
Khaled
Ladysmith Black Mambazo
Marta Sebestyen
Nikos Ksidakis
Nusrat Fateh Ali Khan
Oumou Sangare
Papa Wemba
Paul Simon
Ruben Blades
Youssou N'Dour

Algeria
Brazil
Chile
Colombia
Congo
Cuba
Dominican Republic
Greece
Hungary
Mali
Mali
Pakistan
Panama
Senegal


6 Soukous and salsa music makes you want to
7 The music of the Andes and Hungary is very
8 Asian music uses different

from Western music.

9 The term 'World Music' was
by a group of record
where to find such recordings in a record shop.
10 Peter Gabriel's motto is 'High-tech and

to help buyers to know

'.

Ask your partners to describe what kinds of music from foreign countries - including the
USA and the UK - they enjoy listening to and why.


The past — 1

Look at these groups of sentences. What's the difference in meaning between the sentences
i n each group?
1^
1 When we heard the song we started singing.
When we had heard the song we started singing.
2 Did you enjoy your holiday}

Have you enjoyed your holiday)

1 She w a s b o r n in India a n d c a m e to Britain w h e n she w a s 18.
She

1

t w e l v e years o l d .

l e a r n i n g English six years a g o w h e n she

that p r o g r a m m e about Japan on TV last n i g h t ?

2

you
Look over there: s o m e o n e has broken a w i n d o w . I w o n d e r w h o d i d it?
What a lovely p h o t o g r a p h !

you

2

it yourself?

Present perfect
3 She has w o r k e d hard all her life.
I haven't seen her recently.

3

to the USA?


New Cambridge Advanced English

1 Look at these examples - the verbs are in red and the time expressions are in blue:

Time expressions
Some time expressions are not normally used with the present perfect but with the SIMPLE PAST
(or past perfect):
In 1989 Japan overtook the USA as the world's richest nation.
Did you see that documentary about South Africa on TV the other day?
Some are not normally used with the simple past but with the PRESENT PERFECT (or past perfect):
/ haven't been abroad since January.
Have you seen any good TV programmes lately?
Some can be used either with the SIMPLE PAST or the PRESENT PERFECT, depending on the situation:
'Have you ever been to Kenya)' 'Yes, I have. I went there earlier this year.'
'Did you ever go to Mombasa while you were in Kenya)'
A few are normally only used with the PAST PERFECT:
He had booked his tickets a few days before.
We were worried because she hadn't arrived by 11 o'clock.
2 Arrange the time expressions below into four lists:
1 used with SIMPLE PAST

3 used with either SIMPLE PAST or PRESENT PERFECT

2 used with PRESENT PERFECT

4 used with PAST PERFECT

already a little while earlier a long time ago a moment ago all my life always at midnight
by midnight by now by the end of the year for two months in the morning in 1997 just now


Really? That's amazing!
Speaking
You'll hear 15 short extracts, in which people are reacting to a piece of information or news
that a friend gives them. Interpret the reactions by noting the number in one of the spaces.
surprised:
interested:
disappointed:
annoyed:
pleased:

• •
• •
•
•
•

not surprised:
uninterested:
relieved:
excited:
sympathetic:

1 Arrange the phrases in the middle to show which of the eight REACTIONS they would
normally express. Some of them can express more than one reaction.
ANNOYANCE
DISAPPOINTMENT
EXCITEMENT
INTEREST


or information with an appropriate remark.

Many of the phrases
in B can be used
sarcastically as well
as sincerely.

1 Make a list together of some of the following things. Use your imagination to invent some
of these if necessary:
* your favourite colour, car, book, TV show, film, writer, song, piece of music, holiday resort, hobby,
sport, animal, first name, country
* some things you're looking forward to AND some things you're dreading in the future
* some amazing AND annoying AND disappointing things that have happened recently
* some good news and some bad news
* the main turning points in your lives: what decisions and choices you've made and what happened
as a result
2 join another pair and get them to react to your information and news'.

"For me? Ooooooooh! I love surprises!'


New Cambridge Advanced English

See the world?
Listening and Reading
You'll hear a broadcast about theme parks.
Note down ONE main attraction of each place
in the chart.

Theme park

strip combined, atop dark volcanic sand.

Instead, it is time to head for the indoor
beach park, with its predictable waves, clean,
rubberised, sandgrained flooring and perfect
weather - rain or shine.
"It's the instant noodles of beaches," explains

Push-button lover
WHAT do video cassettes, ice
cream, pizzas, whisky and
bouquets of flowers all have in
common? The answer is that in
Japan they can all be bought
from a vending machine. Japan
boasts more vending machines
per person than any other
country in the world, with one
for every 22 people. America,
by contrast, has one for every
46; the European Community
only one for every 200.
Japanese vending machines
are also more productive. Sales
per machine are almost two-

....

Find out what your partners know about the people who live in the various countries.you
talked about in

frightened

nervous

petrified

scared

scared stiff

terrified

2 Choose THREE of the following groups of adjectives and make similar charts to show the
relative FORCE of the adjectives. Then add one more word to each of your charts, (if you
need to use a dictionary to look up any words you don't know the meaning of, look
carefully at the examples as well as the definitions.)
ANNOYED

cross discontented dissatisfied
livid resentful upset

SURPRISED

amazed

CALM

composed
unmoved



taken aback

relaxed

light-hearted

serene

unemotional

on top of the world

overjoyed

down in the dumps
miserable sorry

1 Make a list of things that might make you feel angry, happy, unhappy, excited, surprised
or afraid.
2 Ask your new partners to say how they would feel about the things in your list and ask
them why.
Like this:
How would you feel if you saw a
I'd be absolutely terrified!
shark while you were swimming?
Why is that?

Because I might get eaten
by it!

Complete each sentence with a suitable expression from the list above:
1 They were enthusiastic at first, but they soon

2 Let's write to each other regularly - it would be a shame if we .
3 It's not as difficult as you think, try not to

.

4 In some countries people will do anything to avoid
5 In an emergency don't

6 I'm sorry I'm late, I'm afraid I
7 Just because someone doesn't understand, don't
8 He said he could ski down the slope easily but half-way down he

Highlight the most
useful new
expressions (or other
vocabulary) in this
section.


Films, shows and concerts

Vocabulary and Listening

1 Look at the photos and write down ten words that come into your mind when you think
about different kinds of entertainment.
2 Find out from your partners how often they:
•

and the

surprises you), exciting

them — and the name of every
, others are filmed on
or they may be
(the way the film is cut
(car chases, fights

(visual techniques which make the fantasy seem like reality), and the
(music and sound effects).

action award cartoon cast
location played plot scene
studio stunts subtitles

credits crew director dubbed editing flashback list
screenplay sequel set shot soundtrack special effects

4 Make a list of the instruments you can hear in a pop or rock band. And make a similar list
of some of the instruments that play in a symphony orchestra.
B You'll hear an interview with Maev Alexander, who plays the leading lady in The Mousetrap,
the world's longest-running play. Complete each of the sentences in the summary opposite
with a number or a short phrase.