OPEN WORLD C1 ADVANCED - MAP OF CONTENTS

UNIT TITLE READING AND USE OF ENGLISH LISTENING WRITING

Starter Language learning Future prospects ‘Advanced’ English
Take it from me
p.8

1 Part 5 Distractors in listening tasks Part 1

Good company Dunbar’s number An essay
p.14 The reality of twins
Part 3
Friends or contacts?
Family sizes
2 Part 2 Part 3 Proofreading
On the move The Electric Egg Travel vloggers
p.28 The Kittiwake Holiday pleasures

Progress check 1 p.40

3 Part 8 Part 4 Part 2
Rolling in money Young entrepreneurs Currency A report
p.42 Digital finance apps Financial events and services

4 Part 7 Part 2 Part 2

The natural world Sustainable fashion Planet 9 An email
p.54 The Great Pacific Garbage Patch Wildlife repopulation

5 Part 4 Part 1 Considering both sides of an

Surfing, scrolling and Viral posts argument
swiping Bitcoin
p.66
Progress check 2 p.78
6 Part 6 American and British English Part 2
Structures and landmarks The work of Zaha Hadid A proposal
p.80 Skyscrapers

7 Part 1 Guessing meaning from context Part 2

Broadening horizons Overly ambitious? A review
p.92 Grammar schools

8 Part 5 Part 3 Signposting

On demand Online shaming Interactive television
p.104 The death of cinema Citizen journalism

Progress check 3 p.118

9 Part 6 The culture of Japan Part 1
Cultural contribution Modernisation of museums An essay
p.120 Geek culture

10 Part 2 Part 1 Part 2

Living life to the fullest The rice and the chessboard Boris Becker A review
p.132 Explaining the urge to climb Everest Sports in schools
Part 3
Grassroots football
Badminton sisters
11 Part 8 Signposting in presentations Part 2
A steady job Recruitment fairs A report
p.144 Work-life balance

Progress check 4 p.156

12 Part 7 Part 2 Part 2
Mind over matter The Wisdom of Crowds The Intelligence Trap A letter/email
p.158 The lost wallet experiment A psychology experiment

13 Part 1 Part 4 Part 1

Lifestyle choices Road-schooling Alternative lifestyles An essay
p.172 Hotel living Positive changes

14 Part 4 Inferring attitude Part 2

Looking after yourself A proposal
p.184

Progress check 5 p.196

4
SPEAKING GRAMMAR VOCABULARY REAL WORLD
Making conversation Past and perfect tenses review Easily confused words
Future tenses

Part 1 Question forms Personality Being courteous

Talking about yourself Verb patterns (1) – Gerunds and infinitives Negative prefixes
C2 Relationship idioms

Part 2 Determiners and quantifiers Travel Driving in the UK

Describing a pair of photos Adverb modifiers Prepositional phrases (1)
C2 Prepositional phrases

Asking for and giving Conditionals (1) Money Personal finances

clarification Verb patterns (2) – Objects, reflexives Verb collocations
and reciprocals C2 Money idioms

Buying time and keeping the Future continuous, perfect, perfect Space Out of this world?
conversation going continuous and be + to + infinitive Noun collocations
Verb patterns (3) – Multi-word verbs
C2 Future tenses for speculating about the
present and past
Parts 3 and 4 Relative clauses Multi-word verbs (1) Dealing with technology
Collaborative task and Modals (1) Language for expressing change
discussion C2 Phrases with dare

Part 1 The passive Buildings Renting a place to live

Strategies for answering Modals (2) – Modals in the past Phrases with get, have, make and do
questions C2 Building-related phrases and
collocations
Part 2 Articles Adverb + adjective collocations Education in the UK and the
Structuring your talk Countable and uncountable nouns Wordbuilding USA
C2 Expressions with bring and take

Parts 3 and 4 Reported speech and reporting verbs TV Working in the media
Interactive communication Conditionals (2) – Advanced conditionals Verbs of communication
and wish/if only C2 Reporting verbs

Part 1 Comparison Culture and festivals Visiting Glastonbury

Pronunciation Reason, purpose and result Prepositional phrases (2)
C2 Comparative forms

Starting a presentation Substitution and ellipsis Verb prefixes and suffixes Understanding the rules of
Contrast and concession Words with similar meanings games
C2 Sports idioms

Parts 3 and 4 Emphasis (1) Work and careers Applying for a job
Justifying opinions Emphasis (2) Multi-word verbs (2)
C2 Expressions with line

Exemplification Participle and to + infinitive clauses Verbs related to mental processes Dealing with stress
Nominalisation Mood and feelings
C2 Think and thought idioms

Pausing or chunking in Pronouns (1) – it and there clauses Safety and risk Staying safe whilst travelling
natural speech Pronouns (2) Adjective + noun collocations
C2 Expressions with time

Part 2 Review (1) Word families relating to health Discussing food preparation
Speculating Review (2) Health
C2 Health idioms

MAP OF THE BOOK 5

Cambridge University Press
978-1-108-89145-5 — Open World Advanced Student's Book with Answers with Practice Extra
Anthony Cosgrove , Claire Wijayatilake
Excerpt
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SPEAKING
MAKING CONVERSATION
PHRASES WHICH ORDER IN
1 Work with a partner and interview each other using
STRATEGY LISTENING
the questions below. Make notes about your
(1–3)
partner’s answers.
A You’re having
• How long have you been learning English? me on!
• What aspects of learning English do you find the most B Really?
difficult/the easiest?
C Why was that?
• Have you ever been in a real world situation in which
your English proved to be really useful? D That’s true.
• Tell me about a holiday you had that was memorable E No way!
for some reason. F That sounds
• Tell me about the last film you watched in English. Did amazing.
you watch it with or without subtitles?
G Me too/neither.
• Tell me about any hobbies or interests that you have.
H You’re so lucky!
2 Share what you learnt with the class. I I know what
you mean.
3 Look at the advice in the tip box for maintaining
successful conversations. Then match the J What a
nightmare!
conversation strategies (1–3) with the active
listening phrases (A–L). Can you think of any more K Like what? 3 1
examples for each of the three strategies? L That must have
been lovely!
ACTIVE LISTENING
A successful conversation is not just about how well you speak, 4 002 Listen to three conversations based on
but also how well you listen and support the other speaker. Show questions from Exercise 1. Complete the third
the other person that you are actively listening both with your column of the table by noting the order in which you
body language (eye contact, nodding in agreement, etc.) and
by saying things that show you are engaging with what they are hear each phrase.
saying. Here are three common active listening strategies:
5 Work with a new partner. Ask each other one of the
• Strategy 1: Expressing your emotional response to what
questions from Exercise 1 and use the ideas in
the other speaker is saying (surprise, relief, fear, etc.)
Exercise 3 or your own ideas to keep the
• Strategy 2: Expressing comprehension of/agreement with
conversation going.
the speaker’s situation/point
• Strategy 3: Asking for more detail or a follow-up question

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Cambridge University Press
978-1-108-89145-5 — Open World Advanced Student's Book with Answers with Practice Extra
Anthony Cosgrove , Claire Wijayatilake
Excerpt
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Home Latest posts About Search

GRAMMAR
PAST AND PERFECT TENSES REVIEW Topic of the day –
GRAMMAR ON THE MOVE
EMBARRASSMENT
Watch the video We all have those moments in life
when we mess up. And we’re
pretty sure you’ve had some too,
moments that you wish you
GRAMMAR REFERENCE / Past and perfect tenses review:
Page 198
could erase from your memory.
Tell us about yours.
1 Answer the questions. REPLY
1 What is an anecdote?
2 What makes a good anecdote? @princesspeach
3 Match the pictures with the anecdotes in the text.
Everyone (1) was listening/had been listening to the teacher
when suddenly a phone (2) started/had started ringing.
A B When it stopped, I made a joke that all mobiles that ring in
class should be confiscated by the teacher and then I looked
around the room to see whose it was. It was only then that
I noticed that the whole class (3) had been looking/was
looking at me. Then the penny dropped. It was my phone
that (4) has been/had been ringing. I (5) didn’t turn/hadn’t
turned it off before coming into class!

C D @angelinaballerina

In a department store last week, I (6) bumped/was bumping

into someone and knocked them to the floor. I was
mortified and started apologising profusely. It was only then
that I realised I (7) have been talking/was talking to a
mannequin! And a headless one at that! I felt so ridiculous
and went bright red, especially because a smiling sales
assistant then asked me if I thought we should call an
ambulance. Am I the only person who (8) has done/has
2 Choose the correct tense options to complete the
been doing this or does it happen all the time?
forum posts.
@derekthebeast95
3 Complete the grammar summaries with the names
of the tenses. Last year, I (9) was visiting/had been visiting the US for the
first time. One day, I decided to go to a drive-through
present perfect simple past perfect continuous restaurant for lunch. I drove up to the machine, wound down
past continuous past perfect simple the window and placed my order. Or so I thought. After a
while I (10) heard/was hearing a voice saying ‘Can you drive
up to the speaker? You’re talking to the trash can!’ I felt like
1 The often provides background such an idiot. The thing is, I (11) ’ve never been/’d never
information about the activities in progress when the been to a drive-through restaurant before that, you see!
events of the story begin, or expresses an action that I only went to this one because it felt like a typical American
was in progress in the past when another shorter past thing to do.
action interrupts it.
2 Use the to indicate that a @geographyteachernigel
completed past event occurs before another past event.
A few months ago, I called in sick for work. The previous
3 You can use the to ask night I (12) felt/had felt really ill. I (13) was vomiting/had been
questions about past experiences that may have vomiting all night and obviously I (14) didn’t sleep/hadn’t slept
happened at some point in a person’s life, to describe a wink. However, after a few hours’ sleep I felt much better,
an action or state that started in the past and continues so I decided to head down to the beach for a walk.
until now, or to talk about recent past events that have I (15) was/had been there about half an hour when I noticed
a present result. someone (16) has been waving/was waving at me. I waved
4 The is less common in English back, but it wasn’t until they came closer that I realised it
was one of the receptionists who works part-time in my
and is used to talk about an extended activity that
school. In fact, it was her that I (17) had been speaking/
occurred and finished before another past event or
had spoken to when I called in sick that morning. I quickly
situation happened. tried to justify why I was there and not in my bed, and to be
fair, she was fairly understanding. But I felt terrible about
4 Write notes about the key events of a funny anecdote what she might think of me. And I (18) haven’t been having/
of your own. Then work in groups and take turns to haven’t had a day off since!
read your anecdotes out.
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Cambridge University Press
978-1-108-89145-5 — Open World Advanced Student's Book with Answers with Practice Extra
Anthony Cosgrove , Claire Wijayatilake
Excerpt
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VOCABULARY
EASILY CONFUSED WORDS
1 Choose the correct word from each pair to complete the
sentences.

whose/who’s
1 going to English class today? Can you let the teacher
know that I might be a little late?
2 He is one of the few professors opinion actually matters
to me.
recipe/receipt
3 You must give me the for that curry you prepared for us
last week – it was delicious!
4 Shops generally will refuse to give you a refund for something you
bought if you can’t provide the original  .
all together/altogether
5 I think it’s better if we go to see the teacher rather than
separately – she’s more likely to listen if we explain it to her
collectively.
6 I can produce good English when I am not in a pressure situation.
However, doing so in an exam is a different matter  .
among/between
7 I’m an actor, but I’m not working at the moment. Let’s just say I’m
jobs!
READING
8 You know you’re good friends when they finish your
sentences for you!
LANGUAGE LEARNING
complement/compliment 1 Work with a partner and discuss the
9 I must you on your accent. Where did you learn such statements below about language
good English? learning. Do you agree or disagree with
10 I think her blue jeans and black leather jacket each other them? Give reasons or examples from your
perfectly. It’s a classic look!
own experience.
principle/principal
11 I agree in with your suggestion, but I am not sure it will 1 Children are better at learning languages
actually work in reality. than adults.
12 One of the reasons I am learning English is to improve 2 You can’t learn a language well unless you
my job prospects. learn the grammar.
3 Soon we won’t need English classes or
2 003 Listen to four people talking about how they remember English teachers. We will just learn through
problem vocabulary. Which speaker(s) (A–D) mention(s) the apps.
following points? 4 To learn a language successfully, you have
to be prepared to make mistakes and even
1 remembers some good advice from their school days to make a fool of yourself from time to time.
2 says that words can look similar in different languages but mean 5 You learn a language much quicker if you
very different things can spend time in or live in a country where
3 says that translating from their language into English can cause it is spoken.
errors
4 invents reasons for words to be spelled in certain ways 2 Quickly read the introduction to the blog
5 records their vocabulary in a way that helps them eliminate the post. What do you expect Aureliano’s five
error they talk about tips to be?

3 Work in groups and discuss the questions. 3 Now read the text to see if you were right
about Aureliano’s advice.
1 Are there any words in English that you have problems with or
mix up? 4 Complete the blog post by putting the
2 How useful do you find it to translate English into your language? headings in the correct places (1–5).
3 Do you have any techniques for recording and learning new
vocabulary? Storage Use Association
Selection Review

10

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Anthony Cosgrove , Claire Wijayatilake
Excerpt
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languagetoday.com

BECOMING AN EXPERT LANGUAGE LEARNER

Aureliano Verdi, 22, has spent much of his life studying languages for fun. He’s fluent in 16
of them, including Farsi, Arabic, Lithuanian and Korean, and here he describes the five
principles he uses in order to master new vocabulary quickly and effectively in any language.

Young children are often said to be the real experts when it comes to 3 
language learning. Up until the age of about seven, they are able to pick In the 1880s, German psychologist Hermann Ebbinghaus
up the language they are exposed to, without the need for a teacher to established that when we learn something, we initially
explain the difference between the tenses, or between subject and object retain it quite well. But over time, that memory
pronouns. Somehow, they just manage to get it, and they do so deteriorates; Ebbinghaus termed this phenomenon the
unconsciously, in other words without making any real effort. So perhaps forgetting curve. But he also discovered that this
it’s unsurprising that so many courses, apps and language teaching tendency to forget can be combatted. If you revisit newly
materials claim to get you learning a foreign language as an adult in the learnt information at time intervals, it becomes less and
same way you acquired your first language as a child. But is that feasible? less easy to forget. What this means for vocabulary
Or even desirable? learners is that each day, you should take another look at
Adult learners should not be underestimated. It might take a child seven the words you learnt yesterday, the day before, and the
years to become reasonably proficient (albeit with a restricted day before that. That way, they should make it into your
vocabulary), whereas an adult can reach an advanced communicative long-term memory.
ability in one year. That might sound like a bold claim, but I am living 4 
proof, having attained intermediate to advanced level in 16 of them –
The ancient Romans had a saying: ‘Verba volant sed
and most of those were as an adult. For me, the key to learning so many
script manent’ – ‘Spoken words fly away, but written
languages has been the ability to combine the unconscious methods we
words stay’. What they were trying to tell us is that you
used as children with the conscious methods used by adults. We can
need to have a way of permanently recording words in
achieve the best of both worlds by following my five principles, in order
order to retain them in memory. For some people, the
to become expert vocabulary learners, whatever the language.
physical act of writing something down aids their ability
1  to remember it. Just scribbling it on the back of an
A language such as English has something in the region of one million envelope isn’t enough – it’s got to be in a place where
words. But who knows that many? Or, more to the point, who wants to you’ll be able to access it later, maybe on your phone or in
know that many? The ability to filter out what you don’t need is a key skill a notebook.
for any language learner. If you don’t do this, and you try to look up every 5 
single word in a text, well, that’s like reading an entire newspaper just to
Of course, having the words in your head so that you can
get to the sports page! Don’t make this mistake. Opt instead for the most
think about them isn’t enough – you need to say them.
useful words in a language. Focus on what’s going to be of use for you.
But just saying them to yourself isn’t enough either,
So, if you’re a doctor, you might need to know that another word for ‘skull’
according to Boucher and Lafleur, two researchers at the
is ‘cranium’. But if you’re not, odds are that you can get by without
University of Montreal. To effectively memorise new
knowing this word, so go for a more useful one instead!
words, you’ve got to repeat them out loud to another
2  person. When you’ve read a text and found some words
Identifying words to learn is key, but if you try to absorb these words out to learn, try to summarise for a friend what you’ve read,
of context, you’ll have a hard time fitting them all in. So what I advise is making sure to incorporate the new words into your
that you connect new information in your head to existing information. conversation. If you’re a learner of English yourself, why
Let’s say you already know the adjective confidential (meaning secret), not try it with this text?
and then one day you learn the multi-word verb keep something to So, there you have it: the five principles which I have
yourself (meaning not share information): you could link these two items of followed to learn several languages to a pretty decent
vocabulary in your mind. You can think of keeping something to yourself level. But hey – there’s nothing special about me. You can
as being what you would do with confidential information. Or the other do it too!
way round: confidential information is something you would keep to
yourself. The words fit together into a context like pieces of a puzzle.

5 Find words in the text which mean: 6 Decide what point Aureliano was making about
effective language learning when he mentioned the
1 learn completely (introduction)
following:
2 realistic (introduction)
3 achieved (introduction) 1 children aged up to seven
4 select (paragraph 1) 2 his own success as a language learner
5 gets worse (paragraph 3) 3 the sports page of a newspaper
6 continue to keep (paragraph 4) 4 the forgetting curve
7 writing quickly and without care (paragraph 4) 5 an envelope
8 make one thing become part of something else 6 Boucher and Lafleur’s research
(paragraph 5)

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978-1-108-89145-5 — Open World Advanced Student's Book with Answers with Practice Extra
Anthony Cosgrove , Claire Wijayatilake
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LISTENING
FUTURE PROSPECTS
1 004 Listen to three students describing
how they think English will help them in the
future. What do they give as the main reason
for learning English?

A English will help me to travel abroad.

B English will improve my job prospects.
C English will enable me to reach a wider audience.

2 Match the verbs and objects from the

recordings to make phrases.

1 conquer A cash
2 launch B myself
3 run out of C the world
4 enhance my D a new blog
2 Correct the mistake in each of the sentences.
5 push E employability
There may be more than one possible answer.
3 Work in groups and answer the questions. 1 Tomorrow it’s snowing, so I would imagine that
1 In terms of how you expect English to help you in the future, classes are going to have to be cancelled.
which speaker(s) are you most similar to? 2 I haven’t decided what I’m doing tomorrow.
2 What other motivations do you have for learning English? Perhaps I’m going to go cycling.
3 A: ‘Will we go out this evening? We could try
that new restaurant that got those rave
reviews.’
GRAMMAR B: ‘Good idea – let’s give it a shot!’
4 I’ll drop you a line as soon as my plane will land
FUTURE TENSES in London.
5 Both teams are evenly matched so when they play
GRAMMAR ON THE MOVE each other for the first time in December, I have
Watch the video no idea who is winning.
6 Unless he actually knuckles down and studies
hard this year, I am sure he shan’t pass the course.
1 Match the extracts from the listening (1–7) with the
descriptions (A–E). There may be more than one answer. 3 Choose the correct options to complete the
sentences. Can you explain your choice?
1 “I imagine that I’ll basically be on the road until I run out
of cash.” Sometimes both options will be possible.
2 “When I’m older, I’ll still continue to work on my English.” 1 What are you doing/going to do after your
3 “I’m saving up money by spending a year working on an English lesson today?
oil rig and that comes to an end next month.” 2 In what ways do you hope your English is
4 “I’m going to work hard on my English, starting next week.” improving/will improve over the next year?
5 “My English is going to enhance my employability.” 3 Do you think you will still be studying/are still
6 “In fact, I am taking the Cambridge Advanced exam in studying English in ten years’ time?
October.” 4 Do you think that English is still going to be
7 “The idea is that if I get enough followers in the future, then spoken/is still going to speak by humans 1000
I’ll be able to earn money from advertisers.” years from now?
5 Is it likely that another language is going to
A expressing a future intention, desire or promise replace/will replace English as the world’s main
B making a prediction about the future international language? If so, which?
C using the present simple to describe a scheduled event at 6 Do you think your teacher shall give you/will give
a known time in the future you homework at the end of today’s lesson?
D using the present simple to describe the conditions for a
possible future outcome 4 Work with a partner to ask and answer the
E using the present continuous to talk about a fixed plan or questions in Exercise 3.
arrangement
GRAMMAR REFERENCE / Future tenses: page 199

12

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Anthony Cosgrove , Claire Wijayatilake
Excerpt
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WRITING
‘ADVANCED’ ENGLISH
1 Work with a partner. Discuss what you think it means to be able 3 Look at the words and phrases which could
to communicate in English at an advanced level. You may use fill the 12 gaps in Damian’s email. For each
the following ideas to help you: gap, both options can be considered
• situations you need to be able to communicate in correct. Which one should Damian, as an
• grammar and vocabulary advanced learner, use in order to show
• accuracy (avoiding errors) what he is capable of? Give reasons.
• pronunciation 1 a richer
• formal and informal English appropriacy b bigger
2 a I struggle with
2 Quickly read Damian’s answer to the homework his new b are difficult
teacher has set him (ignoring the gaps). Identify his perceived 3 a area
strengths and weaknesses. b of these
4 a This is tricky because
In order for me to help you learn as effectively as possible b What makes this tricky is the fact that
on this course, I’d like to find out about you as a learner. 5 a quite a challenge
What do you feel that you are good at with English, and b difficult
what do you find hard? Please email me your answer and 6 a Also,
write about 200 words. b One reason for this is that
7 a Moreover,
b As for my language skills,
8 a over the past year or so
Reply Forward
From: Damian
b this year
To: Emma
9 a and I don’t need to have
Hello Emma, b without resorting to
I’ve been learning English for ten years now. I’m making good 10 a probably couldn’t do
progress, and I’m pleased about that. For example I can tell I’ve b couldn’t have coped with
certainly got a much (1) vocabulary now than I did a 11 a the accent of my classmates
few years ago. But there are still a few areas that (2)  .
b I’d ideally like it to be
One (3) is the grammar of articles – a and the.
12 a I would be grateful for
(4) we don’t really have an equivalent article system in
Polish, so it can be (5) to choose a or the correctly. b please give me
(6) there seem to be so many rules about article use
that it can be hard to know which one to apply. 4 Now write a similar email to your teacher,
(7) I can tell that my ability to read and to listen have outlining your own strengths and
really come along (8)  . For example, I can watch films weaknesses as a learner of English. Use
in English (9) the subtitles. That’s something I ‘advanced’ vocabulary and structures in
(10) a year or two ago.
order to show your teacher what you are
Having said that, I’m aware that my accent is stronger than capable of.
(11)  . So (12) any help on how to improve
my pronunciation.
Many thanks for the opportunity to tell you a bit about myself.
I’m looking forward to our classes together over the coming year.
With best wishes,
Damian

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