PROFICIENCY C2 - Express Publishing

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cover upst PROF Ts cover upst PROF Ts 29/01/2011 2:02 ΜΜ Page 1Upstream Proficiency is a modular secondary-level course for learners of theEnglish language at Proficiency level. The series combines active Englishlearning with a variety of lively topics presented in themed units.Key Featurestheme-based units from a wide variety of authentic sources in fivemodulesña variety of cross-cultural topicsñsystematic development of all four language skills through realisticchallenging tasks which encourage the learner’s personal engagementñlexical exercises practising and activating all essential vocabularyincluding collocations, idioms, phrasal verbs, fixed phrases and wordformationña varied range of reading texts from authentic contemporary sources,with exercises which encourage learners to read extensively as well asintesivelyñstimulating reading and listening tasksña wide range of speaking activitiesñwriting analysis and practice on all types of writing with full models aswell as systematic practice of summary writing skillsñexam and study skills tipsñSelf-Assessment sections at the end of each moduleñpractice in exam-style exercises for all five papers in the Proficiencyexamñgrammar sections covering all major grammatical areas and moreadvanced grammar points plus a Grammar Reference Sectionña complete practice testPROFICIENCY C2Virginia Evans - Jenny DooleyñUpstream Proficiency Teacher’s BookPROFICIENCYComponentsStudent's BookTeacher's BookWorkbook (Student's)Workbook (Teacher's overprinted)Class audio CDsTest BookletEXPRESS PUBLISHINGISBN 978-1-84325-535-2Virginia Evans - Jenny Dooley

UPSTR ts CPE CONTENTS UPSTR ts CPE CONTENTS 29/01/2011 2:04 ΜΜ Page 1

UPSTR ts CPE CONTENTS UPSTR ts CPE CONTENTS 29/01/2011 2:04 ΜΜ Page 2Published by Express PublishingLiberty House, Greenham Business Park, Newbury,Berkshire RG19 6HWTel.: (0044) 1635 817 363Fax: (0044) 1635 817 463e-mail: inquiries@expresspublishing.co.ukhttp: //www.expresspublishing.co.uk Virginia Evans – Jenny Dooley 2002Design and Illustration Express Publishing, 2002First published 2002Third impression 2011Made in EUAll rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted in any form, or by anymeans, electronic, photocopying or otherwise, without the priorwritten permission of the publishers.This book is not meant to be changed in any way.ISBN 978-1-84325-535-2

UPSTR ts CPE CONTENTS UPSTR ts CPE CONTENTS 29/01/2011 2:04 ΜΜ Page 3ContentsUNIT 1Getting the Message Across .p. 5UNIT 2The Happiest Days of your Life? .p. 20Self-Assessment Module 1 .p. 32UNIT 3Extra! Extra! .p. 33UNIT 4Planes, Trains and Automobiles! .p. 44Self-Assessment Module 2 .p. 57UNIT 5The Science of Life .p. 58UNIT 6The Art of Entertainment .p. 68Self-Assessment Module 3 .p. 80UNIT 7Born to Win! .p. 81UNIT 8Respect! .p. 91Self-Assessment Module 4 . p. 103UNIT 9Another Day, Another Dollar . p. 105UNIT 10Our Planet, Our Home . p. 117Self-Assessment Module 5 . p. 130Tapescripts. p. 137Peer Assessment Checklist . p. 1843

UPSTR ts CPE CONTENTS UPSTR ts CPE CONTENTS 29/01/2011 2:04 ΜΜ Page 4

UPSTR ts CPE UNIT 1 UPSTR ts CPE UNIT 1 29/01/2011 2:04 ΜΜ Page 5Unit 1Unit 1 – Getting the Message AcrossObjectivesVocabulary: means of communication; facial expressions;ways of speaking; the InternetReading: multiple choice; gapped textListening: listening for opinion, gist, detail, inference;multiple matching; sentence completion; multiple choicequestionsSpeaking: telephone conversation; asking for and promisingdiscretion; introducing news; expressing surprise; speculating;evaluating; suggesting alternativesGrammar: modal verbsPhrasal verbs: act; breakWriting: expressing opinions in essays, letters and articles1 Direct Ss to the title of the unit. Discuss what the titlemeans – to get a message across means to make someoneunderstand what you want to say. Elicit other phrases witha similar meaning e.g. get the gist of something/make yourselfunderstood /let someone know / spell something out / convey ameaning.Write the word communicating on the board. Briefly elicitfrom Ss what they consider makes someone a goodcommunicator. Allow Ss two or three minutes to rankelements of communication, then ask one or more pairs topresent their ideas. Encourage general discussion if Ss areinterested in the topic.Suggested Answer KeyI think developing an interesting exchange of ideas is the bestexample of good communication because that’s when you reallyget to know someone. You’ve got to be able to get your messageacross, of course, and it helps if you can do it quickly and efficiently;that’s where using language correctly is important. If you can’t dothat, people won’t understand you, and you won’t be able toexpress what you think and feel about something. I don’t think it’sso important to have time to think before you speak. It depends onthe situation and on the person – some people think more slowlythan others.2 Ask Ss to identify means of communication shown in thepictures at the top of the page. Write them on the board.Elicit the advantages and disadvantages of using these.Allow Ss four or five minutes to make sentences aboutthese ways of communicating. Ask individual Ss to read outtheir ideas.Suggested Answer KeyññññI would use a fax if I needed to send some documents tosomeone or if I just needed to get a message to someonequickly and cheaply.I would use e-mail if I wanted to order a product through theInternet.I would choose to speak to someone face-to-face if I wanted todiscuss something personal.I would use a mobile phone if I wanted to help in anemergency, or to send messages to my friends. It is quick andeasy, but too expensive to use for long chats.3 Check that Ss understand prompts. Allow two or threeminutes for Ss to match the sentences to the photographsand complete sentences.Suggested Answer Key12EA3A4E5C6B7A8E(see example)I think writing letters is the most personal form ofcommunication because you can take as much time asyou need to express yourself.I believe letters can be very slow and they can take weeksto reach their destination.I believe that mobile phones are a very efficient way ofcommunicating because you can be reached whereveryou are.I think e-mail can be the most versatile because you cansend sound or pictures.I think that faxes can be impersonal and you cannotalways communicate meaningfully.I believe writing letters can be artistic because you canuse customised paper and handwriting makes themessage more personal.I think mobile phones can be limited because you canonly send brief messages.4 a. Make sure Ss understand the meaning of charity andstranded. Allow them to work in pairs for three or fourminutes to discuss the content of the reports. Monitorto check understanding of vocabulary and encouragespeculation. Elicit speculations from Ss and write themon the board. Accept all suggestions at this stage, itdoes not matter if the Ss’ answers are not correct, thepurpose is to encourage speculation and build upconfidence in spoken expression.Suggested Answer Key1234I suppose it’s about using the Internet to raise money forpeople whose houses were destroyed in an earthquake.It must be something to do with people using the Internetto get into other people’s bank accounts .It must be about something really old-fashioned that wasuseful to fishermen in a particular situation, such as theirboat’s engine breaking down.It’s probably about the results of a survey on whetherpeople prefer to communicate over the phone or by e-mail.b. Explain that the news programmes cover the samestories as the headlines. Play the cassette and stop aftereach item. Ss check to see if their predictions werecorrect. Play cassette for a second time for Ss to fill ingaps in sentences. Elicit Ss’ opinions of the usefulness ofthe different technologies in these situations.Answer Key12public spiritconducted online34distress callpersonal element5 Point out to Ss that both quotations use comparisons. Askthe Ss what is compared to what, and what comparativestructure is used in each case. e.g. first quotation: meansof communication compared to communicating the more .the lesssecond quotation: good communication compared toblack coffee as . asElicit ideas for paraphrase of first quotation from Ss andbuild up paraphrase on the board. Allow Ss three to fiveminutes to write a paraphrase of the second one in pairs,monitor and correct, then ask two or three Ss to read outtheir paraphrases.5

UPSTR ts CPE UNIT 1 UPSTR ts CPE UNIT 1 29/01/2011 2:04 ΜΜ Page 6Unit 1ñSuggested paraphrases– Our highly developed methods of communication, ratherthan helping to increase communication, actually make itmore limited and less expressive.– Having an interesting conversation gives you so manythings to think about that your brain is too busy to let yourest, even after the conversation has finished.Elicit agreement and disagreement from Ss. Encourage Ss tojustify their feelings. Try to feed in vocabulary to help themexpress themselves. Write words on the board asappropriate. e.g. spoken/ written communication; transmit;make contact with; participate in; interact with; socialise;carry on a conversation/discussion; articulate; verbalise; putsth into words; express/air your views/opinions; voice anopinion; exchange views; make sth known; break news.As an extension Ss could make up their own short ‘quotes’on Communication using comparative structures.Suggested Answer KeyPersonally, I agree with both quotations. I think everyone wouldagree with the second one, we all know how much fun it can be tobe with friends and talk about something interesting. We’ve all gotdifferent ideas and opinions, and someone else’s view onsomething can stimulate you, and start you thinking in a differentdirection. I think the writer of the first quotation is making a goodpoint, too. We have very advanced technology which allows us tocommunicate easily with anyone we want to, but it also meansthat we communicate in a very brief fashion. Most mobile phonesare used for sending short text messages to friends and e-mails areoften only a few lines and use an abbreviated form of language.We are not able to express our deeper attitudes and feelings in thisway.6 a. Write ‘Morse telegraphy’ on the board. Remind Ss ofthe news report they heard on the cassette. Ask Ss howmuch they know about Morse and how it works. Thenelicit how the words and phrases given could be used inconnection with Morse.Suggested Answer Keyback-up plan – Morse code can be a back-up plan forcommunicating in emergencies if modern technology fails.short and long tones – Morse code is made up of short andlong tones which represent letters.tedious procedure – Sending Morse is probably a tediousprocedure, because it might take a long time.dying art – Using Morse is probably considered a dying artnowadays because it is hardly ever used now.distress calls – Morse is probably only used to send emergencymessages, such as distress calls.military services – The military services might still use Morsein some cases.b. Give Ss two or three minutes to think of questions.Elicit, and write them on the board.Suggested Answer KeyIs it still used?How does it work?When was it first used?Allow five minutes for Ss to read the text and find the topicsof each paragraph. Monitor and help where necessary, butagain encourage Ss to read for gist only. Ask individualstudents for topics and put them on the board. Ss discusswhether they are appropriate or not, giving reasons fortheir answers.(Samuel Morse was born in 1791 and until the 1830’s was asuccessful portrait painter. He became interested in electricity andthe possibility of using it to send signals in 1832. The firstdemonstration of Morse telegraphy took place in 1837. Theoriginal Morse telegraph was an electric circuit consisting of abattery, a key and an electromagnet connected by a wire. Whenthe key was depressed, the electrical circuit was completed andelectricity travelled along the wire. A pencil was attached to theelectromagnet and it made a mark on a paper tape whenever anelectric current passed through it. The marks were either long orshort, according to how long the key was held down for, which iswhy Morse created the code of dots and dashes corresponding toletters of the alphabet, which we know as Morse code.)Optional extra activity: Ss research another invention fromthe last century which is either no longer used very muchnow, or is not used at all, and present it to the class in thenext lesson.Answer Key – paragraph topics:Paragraph 1: Modern technology backed up by oldertechnology.Paragraph 2: What Morse code is.Paragraph 3: Times when Morse can be essential.Paragraph 4: The use of Morse code at sea.Paragraph 5: Morse and the railways.Paragraph 6: Why the military services use Morse code.Paragraph 7: Amateur users.Paragraph 8: How unlikely it is that Morse will disappear.8 Direct Ss to strategy box. Go through it with them. Followthe procedure for question 1 with the Ss. e.g. Ss findrelevant section of text: line 6 ‘The world could . plan .’Ss paraphrase to make sure meaning is clear to them, thenselect correct answer. Go through the next two or threequestions in this way. Ss complete remaining questionsalone. Give feedback to the whole class. Ss should beencouraged to justify their answers from the text. It isimportant, too, to discuss incorrect answers, making sure Ssunderstand why they are wrong.Answer Key1234ACDB(lines 7-9)(line 17-18)(lines 24-27)(lines 45-47)6C (lines 59-60)D (lines 70-71)D (lines 82-83)9 a. Point out to the Ss the importance of recordingvocabulary. Allow Ss four or five minutes to read thetext again and underline words associated withcommunication. Elicit meanings. Ss work in pairs tomake sentences. T should monitor.Optional Extension: use the verbs as a basis for wordformation – people/things and abstract ideas.e.g. interpret – interpreter – interpretation.Answer Key7 Give Ss two minutes to find the answers to their questionsin the text. Do not allow more time as it is important that Ssread for specific information only and do not becomeinvolved in searching for vocabulary at this stage.567connect (line 2)broke down (line 6)silent (line 7)language (line 10)

UPSTR ts CPE UNIT 1 UPSTR ts CPE UNIT 1 29/01/2011 2:04 ΜΜ Page 7Unit 1transmitted (line 15)telegrapher (line 15)transmission (line 19)receive (line 18)telegraphy (line 22)calls for help (line 26)radio operator (line 27)transmitter (line 39)telegraph (line 47)relay orders (line 52)communications systems (line 58)broadcasting (line 60)voice messages (line 61)interpreted (line 62)get through (line 66)get on the air (lines 73-74)chat (line 74)conversation (line 81)wired (line 83)ñññññññññThe switchboard operator connected me to Mr Hyde’s office.All communication between them has broken down.The message was transmitted using a two-way radio.I have received at least ten phone calls today.His behaviour could be interpreted as rudeness or asshyness.I’ve been trying to get through to that number allmorning, but it’s impossible.Once he gets on the air he never stops talking, but ineveryday life he hardly says a word.It’s good to meet old friends and chat over a cup of coffee.Mike couldn’t get there, so wired his best wishes for Bethand Tom’s wedding.b. Ask Ss to explain the words in bold from context. Stressthe importance of learning to guess approximatemeanings from the context in order to be able to readfast and accurately in the exam. Allow Ss to use theirdictionaries only after having tried to guess meaningfrom context. Ss write sentences in pairs. Ask differentpairs to read out their sentences, pointing out that adifferent context can alter the meaning of a word insome cases e.g. distorted sound and distorted opinion.Ss work in pairs to find synonyms for highlighted words.Write them on the board.Extension activity: Divide Ss into two teams. Give themfive minutes to find antonyms for as many words asthey can. Each team then challenges the other to givean antonym or near antonym for a particular word. Ifthe second team cannot find a suitable antonym, theyhave the right to challenge the first team to give theiranswer. The teacher is the judge. The team with themost correct answers wins.Answer Keyquaint anachronism – an old fashioned thing that isinteresting in a charming waylegacy – something affected by a past situation or actionrelay – sendprudence – the quality of showing care and thought for thefuture.distorted – a transmission which has had its form orcontent changed by interference.come out on top – prevail, winclatter of sounds – continuous, rattling soundsreceded from public view – gradually seen ordiscussed less.ññññññññNowadays, when everybody uses computers, a typewriterseems like a quaint anachronism.The custom of building villages high on a hill away fromthe sea is a legacy of the days when attacks from pirateswere common.Mr Keele relays instructions to his staff through hissecretary.His natural prudence led him to avoid taking risks.The trick mirrors in amusement arcades distort yourreflection.Whether or not he is in the right, he always manages tocome out on top in any argument.Judging by the clatter of sounds coming from the kitchen,dinner must be on the way.Celebrities rarely manage to completely recede formpublic view.Suggested synonymssilent – noiselesstedious – boring, dullskilled – expertbasic – fundamentalwent off – failedreliable – dependabledistinctive – clearly recognisableroutinely – regularly, normallyshut down – closedbreak down – collapsevirtually – almost, practicallytake over – conquerflexible – adaptable10 Ask students to complete task in pairs. Check answers andelicit why one choice is better than the other.Answer Key12groped aroundtedious3 dying art4 adrift at56callpecked11 Go through strategy points with Ss. Point out that they willbe required to answer questions like these in Paper 3 of theProficiency exam. Ask Ss to find and underline the sectionsof the text for each question. Do questions 1 and 2 with thestudents. Elicit paraphrases of the quoted lines and

PROFICIENCY Upstream Proficiency is a modular secondary-level course for learners of the English language at Proficiency level. The series combines active English learning with a variety of lively topics presented in themed units. Key Features ñ theme-based units from a wide variety of authentic sources in five modules ñ a variety of cross .

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