Table Of ContentCambridge
Advanced English
Leo Jones
Published by the Press Syndicate of the University of Cambridge
The Pitt Building, Trumpington Street, Cambridge CB2 1RP
40 West 20th Street, New York, NY 10011-4211, USA
10 Stamford Road, Oakleigh, Victoria 3166, Australia
© Cambridge University Press 1991
First published 1991
Fourth printing 1992
Printed in Great Britain at
the University Press, Cambridge
ISBN 0 521 33697 X Student's Book
ISBN 0 521 33698 8 Teacher's Book
ISBN 0 521 335175 Set of 3 cassettes
Copyright
The law allows a reader to make .a single copy of part of a. book
for purposes of private study. It does not allow the copying of
entire books or the making of multiple copies of extracts. Written
permission for any such copying must always be obtained from the
publisher in advance.
Contents
Thanks iv
Welcome! 1
1 Desert islands 2
2 Around the world 10
3 That's show business! 18
4 Food and drink 27
5 Crossing the Channel 37
6 Buildings and homes 47
7 Put it in writing 55
8 Those were the days! 66
9 The third age 75
10 It takes all sorts ... 83
11 Fame and fortune 92
12 Rich and poor 101
13 Communication 109
14 The English-speaking world 1 18
15 How strange! 126
16 Travellers 135
17 Love stories 143
18 Body and mind 153
19 On business 160
20 The natural world 170
21 Here is the news 181
22 Education 191
23 Science and technology 201
24 Utopia 210
Communication activities 2 17
Acknowledgements 249
Index 252
Thanks
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 and Lindsay White for their 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, Christ Church College, Department of Language Studies,
Canterbury
Sylvie Dawid, Beverly Langsch and Monty Sufrin, Berne
George Drivas, Moraitis School, Athens
Tim Eyres, Godmer House, Oxford
David Gray
Amanda Hammersley, British School of Monza
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, Lyons
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.
Welcome!
Each of the 24 units in Cambridge Advanced English is based on a different
topic and is designed to help you to develop all your skills in English. 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.
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. You can prepare
many of these in advance at home
• Listening exercises with tasks and activities to help you improve your
listening skills
• 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
• work on Grammar revision: the 'problem areas' of English grammar are
dealt with in a thought-provoking and interesting way
• Word-study exercises to help you.to develop your vocabulary skills
• Functions sections to help you to practise the functional language needed
in different situations OR work on Pronunciation
Every unit contains:
• exercises on vocabulary connected with the topic of the unit
• opportunities for discussion
• work on idiomatic expressions and phrasal verbs
• integrated activities where, for example, a listening task leads on to
discussion, which in turn leads on to a reading task, which may then lead
on to a writing task
Activities shown with this symbol 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.
indicates that there is recorded material on the cassettes,
indicates that you should use a fluorescent highlighter to highlight
useful words or expressions you come across in a text or exercise.
Enjoy using Cambridge Advanced English]
1
1 Desert islands
1.1 A year on a desert island Listening
A The advertisement above appeared in Time Out, a London weekly
magazine. Work in pairs or small groups and discuss:
- what kind of person would place such an advertisement
- what kind of person would reply to it
- why the word "wife" is in inverted commas
Tuin Island
В You'll hear part of a broadcast about Lucy Irvine and Gerald Kingsland
who spent a year together on Tuin Island in the Pacific Ocean. It was Gerald
Kingsland who placed the advertisement in Time Out.
Before you listen to the recording, look at the questions and see which
answers you can GUESS without hearing the broadcast.
Listen to the recording and note down your answers.
Was it Lucy (L) or Gerald (G) or both of them (L + G) who . . .
wrote Castaway L wrote The Islander G
had lived on another tropical island had worked in a tax office
was 24 years old was 51 years old .....
caught fish tried to grow vegetables
did the cooking was going to write a novel
was bad-tempered went off for long walks alone
fell in love with the island wrote a diary _
was bitten by insects couldn't walk
lost a lot of weight had an irritating voice
lost touch with reality drank salty water
did repairs for local islanders went to Badu for Christmas
wanted to stay longer on the islands .: wrote a best-selling book
2
С
Good listeners are often able to ANTICIPATE what a speaker is going to
say. It's often possible to guess what is about to be said from the context
and from your knowledge of the subject matter.
Work in pairs. Look at this transcript of the last part of the conversation
and write down the missing words. The first is done as an example.
1 Then the rainy season came: enormous storms and very
2 So they left the island to visit Badu for Christmas. They had to stay till the sea was
for them to return.
3 Gerald told Lucy she should be the one who would write
4 So both of them happily spent the last months of their time on
5 When the time came to leave, he wanted her to
6 The idea would be, you know, he'd repair engines to make
7 But she didn't want to. She felt that she was too
8 And she wasn't in
9 So she left to go home and write the account of their
10 And her book was a best-seller, called
Listen to the recording and check if your guesses were right. If you
didn't get the exact words, did you at least get the gist of what was said?
D Work in small groups. Discuss with your partners:
- the main differences between the two versions of the story, as told by
Lucy and Gerald in the two books
- your personal reactions to the story
- your reactions to the way Lucy and Gerald behaved
- how YOU would have coped with being Gerald or Lucy's companion
3
1.2 Islands and adventures Vocabulary
A Work in small groups. Ask your partners:
- if life on a desert island would be wonderful — or a nightmare
- which desert island stories they have seen or read
- why they think desert islands are popular in fiction and movies
B Fill the gaps in these sentences with suitable words. Look up any
unfamiliar words in a dictionary. The first is done as an example.
1 Although there was an a supply of fish, Tuin Island had very few natural r
and a limited supply of f water.
2 Lucy and'Gerald's s r s consisted of rice, oil and tea.
3 Lucy and Gerald agreed on the d of 1 between them, but the building of a
permanent s was a bone of contention between them.
4 If two people spend too long together the t between them starts to grow and they
get on each other's n s.
5 In Shakespeare's Tempest (1611), some sailors are s d on a remote island where
Prospero and his daughter Miranda live.
6 In Robert Louis Stevenson's Treasure Island (1883) a man is r d after many years
alone on an island where he had been left by pirates.
7 If you are a resourceful, determined person you stand a better chance of s ing in
difficult c....: s.
8 People are fascinated by stories about desert islands but they prefer to experience d
and hardship vicariously rather than at f hand.
C Work in groups of three. .Student A should look at Activity 1 on
page 217, student B at 32 on page 230 and C at 50 on page 237. You will
each see a summary of the story of one of these books:
The Blue Lagoon The Swiss Family Robinson Robinson Crusoe
Spend a few minutes studying the summary and then tell your partners what
you know about the story. Try to MEMORISE the main points, and refer back
to the summary only if you lose track of the story.
1.3. The Castaways Reading
A Look at the poem on the next page and listen to the recording.
Before you do the task in B, highlight any unfamiliar words using a
fluorescent highlighter and, if necessary, look them up in a dictionary.
B Work in small groups. For EACH of the five characters in the poem,
make notes on the following information:
4
The Castaways or Vote for Caliban
The Pacific Ocean They all worried about Mary, the eccentric
A blue demi-globe widow,
Islands like punctuation marks. Her lack of confidence and her . . .
But there wasn't time to coddle her.
A cruising airliner
The volcano erupted, but they dug a trench
Passengers unwrapping pats of butter
And diverted the lava into the sea
A hurricane arises,
Where it formed a spectacular pier.
Tosses the plane into the sea.
They were attacked by pirates but defeated
Five of them, flung on to an island beach, them
Survived. With bamboo bazookas firing
Sea-urchins packed with home-made
Tom the reporter. nitroglycerine.
Susan the botanist. They gave the cannibals a dose of their own
Jim the high-jump champion. medicine
Bill the carpenter. And survived an earthquake thanks to their
Mary the eccentric widow. skill in jumping.
Tom the feporter sniffed out a stream of Tom had been a court reporter
drinkable water. So he became the magistrate and solved
Susan the botanist identified a banana tree. disputes.
Jim the high-jump champion jumped up and Susan the botanist established
down and gave them each a bunch. A university which also served as a museum.
Bill the carpenter knocked up a table for their Jim the high-jump champion
banana supper. Was put in charge of law enforcement -
Mary the eccentric widow buried the banana Jumped on them when they were bad.
skins, Bill the carpenter built himself a church
But only after they had asked her twice. Preached there every Sunday.
They all gathered sticks and lit a fire.
There was an incredible sunset. But Mary the eccentric widow
Each evening she wandered down the island's
Next morning they held a committee meeting. main street,
Tom, Susan, Jim and Bill Past the Stock Exchange, the Houses of
Voted to make the best of things. Parliament,
Mary, the eccentric widow, abstained. The prison and the arsenal.
Tom the reporter killed several dozen pigs. Past the Prospero Souvenir Shop,
He tanned their skins into parchment Past the Robert Louis Stevenson Movie
And printed the Island News with the ink of Studios,
squids. Past the Daniel Defoe Motel
She nervously wandered and sat on the end of
Susan the botanist developed new strains of the pier of lava,
banana
Which tasted of chocolate, beefsteak, peanut Breathing heavily
butter, As if at a loss,
Chicken and boot polish. As if at a lover,
She opened her eyes wide
Jim the high-jump champion organised games To the usual incredible sunset.
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. by Adrian Mitchell
5
Description:Thanks 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,
