Upstream ADVANCED C1 ADVANCED C1 - Express Publishing
cover Up CAE Ts cover Up CAE T's 09/03/2013 1:35 ΜΜ Page 1Upstream Advanced C1 is a modular secondary-level course for learners of theEnglish language at advanced 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 realistic,challenging tasks which encourage the learner’s personal engagementñlexical exercises practising and activating all essential vocabulary areasincluding 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 asintensivelyñstimulating reading and listening tasksña wide range of speaking activitiesñwriting analysis and practice on all types of writing with full modelsñrealistic, stimulating dialogues featuring people in everyday situationsñexam and study skills tipsñSelf-Assessment sections at the end of each moduleñpractice in exam-style exercises for all five papers in the CAE examñgrammar sections covering all major grammatical areas and moreadvanced grammar points, plus a Grammar Reference sectionADVANCED C1Virginia Evans - Lynda EdwardsñUpstream ADVANCED C1 Teacher’s BookADVANCED C1ComponentsStudent's BookTeacher's BookWorkbookTest BookletClass Audio CDsStudent’s Audio CDsEXPRESS PUBLISHINGISBN 978-1-84325-957-2Virginia Evans - Lynda Edwards
UPSTREAM (CAE) - CONTENTS (T'S) UPSTREAM (CAE) - CONTENTS (T'S) 09/03/2013 1:38 ΜΜ Page 1
UPSTREAM (CAE) - CONTENTS (T'S) UPSTREAM (CAE) - CONTENTS (T'S) 09/03/2013 1:38 ΜΜ Page 2Published by Express PublishingLiberty House, New Greenham Park, Newbury,Berkshire RG19 6HWTel.: (0044) 1635 817 363Fax: (0044) 1635 817 463e-mail: inquiries@expresspublishing.co.ukhttp: //www.expresspublishing.co.uk Virginia Evans – Lynda Edwards, 2003Design and Illustration Express Publishing, 2003First published 2003Third impression 2010Made 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 978-1-84325-957-2
UPSTREAM (CAE) - CONTENTS (T'S) UPSTREAM (CAE) - CONTENTS (T'S) 09/03/2013 1:38 ΜΜ Page 3ContentsUNIT 1Something to Shout About .p.5UNIT 2Escape Artists .p. 17Self-Assessment Module 1 .p. 31UNIT 3People Power .p. 31UNIT 4Growing Concerns .p. 40Self-Assessment Module 2 .p. 51UNIT 5Our Changing World .p. 51UNIT 6A Job Well Done .p. 60Self-Assessment Module 3 .p. 68UNIT 7Fit for Life .p. 69UNIT 8Live and Learn .p. 77Self-Assessment Module 4 .p. 86UNIT 9The Image Business .p. 86UNIT 10Shop Around .p. 95Self-Assessment Module 5 .p. 108Peer Assessment Checklist .p. 109Writing Checklists .p. 111Tapescripts.p. 121Key to Workbook .p. 1453
UPSTREAM (CAE) - CONTENTS (T'S) UPSTREAM (CAE) - CONTENTS (T'S) 09/03/2013 1:38 ΜΜ Page 4
UPSTREAM (CAE) - KEY - UNIT 01 UPSTREAM (CAE) - KEY - UNIT 01 09/03/2013 1:37 ΜΜ Page 5Unit 1of money might have the problem of people continuallyasking them for handouts.Unit 1 – Something to Shout AboutObjectivesVocabulary: success and achievements; special occasions;celebrations; career qualities; feelingsReading: multiple matching; multiple choiceListening: listening for gist and detail; blank filling; multiplematchingSpeaking: asking for/giving advice; giving an opinion;expressing uncertainty; giving and responding to news;comparing and contrasting; speculatingEnglish in Use: multiple cloze; error correction; gap fill;register transferGrammar: gerunds and infinitives; dependent prepositionsPhrasal verbs: carry; wearWriting: formal and informal lettersLead in (p. 7)1 a. Direct Ss to the title of the unit. Discuss the meaning.‘Something to shout about’ – when you’ve done somethingspecial, or have something to celebrate. Elicit other phrasesto express happiness or how the people might befeeling – on top of the world/on cloud nine/ecstatic/proud/overwhelmed, etc.Ask Ss to look at the pictures and say why the peoplemight be happy.Suggested Answer KeyABCDhe’s won a prizehe’s made a breakthroughthey’ve had a babythey’re celebrating an anniversary/they’ve been married along time.Elicit other possible causes for celebration. Passing adriving test/passing an exam/getting married/getting a job,etc.b. Direct Ss to the task and ask them to discuss the aspectsin pairs. Allow 2 or 3 minutes. Allow longer if theconversation seems animated. Get feedback from oneor more pairs and encourage general discussion if Ssseem interested.Suggested Answer KeyA: For many people success is really important. It makesthem feel special and improves their confidence. A lot ofpeople like others to look up to them. For some people it’senough just to know they’ve achieved what they are ableto do and they don’t let everyone know what they’ve done.But most people like to get recognition for hard work orspecial talents. Happiness is certainly not automatic.People think that if you’re successful you’ll be happy, butthis isn’t always true.B: Sometimes if you’re successful it’s like a drug and youwant more and more success so that it takes over your life.For other people there is a fear that they might not be ableto live up to their success or even lose what they’ve gainedso their lives are completely centred on achieving moreand more. In more obvious cases, celebrities have theproblem of loss of privacy and people who have made lots2 a. Tell Ss they are going to listen to three people talkingabout what they think are the secrets of success. Putthe three people on the board in this order:neurosurgeon – business executive – actor. Check theyunderstand the meaning of ‘neurosurgeon’. Elicit fromSs what they think these people might say about thesecrets of success and list ideas on the board.Let Ss listen once to identify the speakers and see if theyhave predicted correctly. Tell Ss they will have to listenfor specific words to complete the sentences in theexercise. Advise them to look at the words that comebefore and after the gaps and to consider the grammarof the sentence. Tell them that this is a task they willhave to do in the Listening paper.Ask Ss to give synonyms forblock out (q. 2) try not to listen to / filter outchannel your efforts (q. 3) direct your energybecomes second nature (q. 5) becomes automaticLet Ss listen again and give them 1 to 2 minutes afterlistening to fill in the blanks in the exercise.Answer Key1234567believe in yourselfnegative thoughtssidetracked/distractedRemind yourself of your targetfocused and positivedisciplinedunderestimate yourselfAsk Ss what else they can remember from what thethree people said about the secrets of success and listthem on the board.Optional activity. Photocopy tapescript and ask themto find collocations for: obstacles (to face) – to knock(your confidence) – incompatible (with) – get (sidetracked/nowhere, etc). Ask them to suggest othersituations when these collocations could be used.b. Tell Ss they are going to decide which three elementsfrom Ex. 2a they think are the most important. RemindSs to use a variety of linking devices to support theirchoices, e.g. so that, however, in order to, rather than, etc.Allow Ss 2 or 3 minutes to perform the task in pairs. Ask2 or 3 pairs to provide feedback.Suggested Answer KeyFirstly, blocking out negative thoughts is vital. Otherwise you’lllose confidence and never succeed.Then, channelling your efforts in the right direction will helpyou to avoid losing focus and will encourage you to bepositive.Finally, reminding yourself of your target in different ways canreally help.Ask Ss if there is one single piece of advice they thinkstands out as the most important.5
UPSTREAM (CAE) - KEY - UNIT 01 UPSTREAM (CAE) - KEY - UNIT 01 09/03/2013 1:37 ΜΜ Page 6Unit 13 Tell Ss to imagine they are a particular person e.g. ’Imagineyou are a fitness instructor’ and ask them what qualities theywould have to have to do this job. Brainstorm these and liston the board. Tell them they will be matching job qualitieswith particular jobs and giving their reasons.Take themthrough the list of qualities, explaining any difficulties e.g.foresight – the ability to think ahead to consider potentialproblems; diplomacy – the ability to deal with different peopletactfully. Look at the example with them and indicate that Ssare to give extended answers. Ask Ss to work in pairs tomatch qualities with jobs from the box and to givereasons.The stronger, faster Ss can think of extra jobs oftheir own. Allow enough time for the weakest Ss to haveconstructed at least two reasons. Encourage Ss to alternatetheir sentence structure, e.g. ‘Lawyers need to be .’, ‘Diplomacyis needed by .’. Monitor, correct and encourage. Elicitfeedback from several pairs.Suggested Answer KeyA: A footballer, on the other hand, needs physical strength andstamina to be able to keep up with the pace of the game.B: Team spirit is obviously a must for him as he doesn’t act aloneand success depends on the whole team playing together.A: Imagination is vital for an art director as he is always dealingwith art and artists in some way or another.B: It is also the most important quality a novelist must have aswithout it there would be no stories or fantasy worlds.A: Foresight and diplomacy are definitely part of a politician’smake-up as he has to deal with a wide range of different typesof people and consider future obstacles and changes.B: The business executive must also possess these abilities for thesame reasons but obviously in a different work environment.He must be able to see the consequences of his decisions andlook ahead to changing economic situations.A: A teacher cannot work without having intellect as he or sheneeds to be able to teach others and maintain respect.B: This is also important for lawyers and doctors who mustcommand respect in the community.A: Many careers need people who are quick thinking. A firefighterin particular needs this quality as he has to make quickdecisions which can save lives.B: The footballer has to think on his feet as well. And teachers.Students can ask them all sorts of difficult questions!A: Determination is a quality which all people need if they reallywant to do their jobs efficiently and be successful at what theychoose to do.B: I agree. If you haven’t got determination, you won’t getanywhere.4 Tell Ss that here are two different quotations about success.Elicit paraphrases of the first quotation from the Ss andbuild up the paraphrase on the board. Allow Ss 2 to 3minutes to write a paraphrase of the second one in pairs.Monitor and correct and ask two or three pairs to read outtheir paraphrases.Suggested Answer KeyPeople who are successful often become so because they are busyconcentrating on what they should be doing and achieve successfor this reason rather than taking their minds off their work toactively seek others’ approval, in this way not working assuccessfully as they might do.This quotation can, I think, be interpreted in two ways. Firstly it saysthat the road to success is not easy and successful people havealways had to deal with failure at some stage in their careers.6Failure can also contribute to success by making people stronger,better at what they do and more determined. Secondly it can meanthat for every person going up the ladder there is always anotherperson coming down.Elicit agreement or disagreement from Ss and encouragethem to justify their opinions and maybe contribute someexamples from their own personal experience. Feed invocabulary which might help e.g. rewarded/get to the top/having a face that fits/the right place at the right time/ mindset/bydint of/stepping into someone’s shoes/rejection, etc.Suggested Answer KeyPersonally, I think there is some truth in both statements but I mustadmit I don’t fully agree with either. The first statement should betrue. People who work hard should be rewarded for their work andachievements. However, in real life it is often those who shoutabout what they do and make a big show of it that get noticed andpromoted or whatever. I also think that success sometimes justdepends on being in the right place at the right time or evenknowing the right people and having a face that fits. If you’redetermined to get somewhere and have the mindset that wants toget ahead, you will.Regarding the second quotation, I think it’s true that we all learnfrom our mistakes and even people who have made it to the topwith apparent ease have often had to work hard on the way upand had to deal with all sorts of rejection. If we interpret it in thesecond way, I agree that to reach the top you often have to be hardand not think about other people and who you might be steppingon. However, I don’t think that this is always true and there aremany gentle, considerate people who make it to the top by dint ofhard work and talent. It depends on the career.Reading (pp. 8-9)1 a. Explain that Ss will read about what people think theyneed for success. Most of the people are involved insport. Write ‘How to be a Winner’ on the board andremind Ss of the secrets of success they heard on therecording. Ask which they think apply to sports winnersand list on board. Allow about a minute for Ss to do thetask in pairs. Elicit answers.Suggested Answer KeyAccording to the introduction, talent is only a very small partof what it takes to achieve success.Elicit answers to the second question and add them tothe list on the board.Suggested Answer Keydetermination/stamina/hard work/luck/good healthb. Inform Ss that the words and expressions appear in thearticle they are about to read. Check the basic meaningof each.Allow Ss to discuss possible contexts in pairs and elicitfeedback. Then give them three or four minutes to scanthe text to check their ideas. Ss should not be given toolong at this stage as it is important for them to practisescanning and not to read in detail. Elicit feedback.
UPSTREAM (CAE) - KEY - UNIT 01 UPSTREAM (CAE) - KEY - UNIT 01 09/03/2013 1:37 ΜΜ Page 7Unit 12 Strategy box. Go through the strategy box with Ss andexplain clearly what they have to do in these sections of theexam. Point out that it is not necessary to understand everyword to be able to answer the questions. Follow the firststage in the box. Students read the whole article quickly toget a general idea. Give a time limit of around 4 minutes.Then read through the questions together. Now read thefirst section together and see if any of the questions areanswered here (second question: She benefited from failing).Then allow Ss to continue the questions. As this is the firstunit, Ss may work in pairs and divide the questions betweenthem. Allow 5 to 10 minutes for Ss to find the answers anddiscuss them with their partner. Alternatively, the exercisecould be completed at home. Conduct feedback and ask Ssto underline relevant parts of the article.Answer Key1234567891011121314CAIBCHCFBDIEFGwhen I matured from a little girl to a woman .I have learned a lot from my own disappointments .I misjudged my race and .Then one of the specialists said there was no reason why .My coach encouraged me to keep going .Imagine you are experiencing success .mark off mini goals on the way .Just by writing down your goals for the day .I was diagnosed as a diabetic .don’t get side-tracked .Push yourself beyond your limits .try making a few decisions based on your gut instinct .without being organised.it helps to repeat words such as .For Ss who have not done this type of exercise before,spend time in the classroom explaining how the answersrelate back to the questions.3 a. Remind Ss of the importance of recording new vocab incontext. Allow Ss to reread the text to look at the itemsin context and match them to the meanings. Elicitfeedback, asking several Ss for answers.Answer Key12gc34eb56da7fb. Ask Ss to look at the highlighted words and phrases incontext. Direct them to the first one and ask for theusual meaning of ‘claw’ (the nail of an animal’s foot). Thenask Ss to suggest what ‘claw my way back’ might mean.Allow Ss 2 to 3 minutes to do the task, before checkinganswers.Suggested Answer Keyclaw my way back – get back with difficultykeep plugging away – keep tryingmatured – developed, grewput things into perspective – decide on prioritiesside-tracked – distracted from your goaltackling – dealing withboost – increasediscipline – a particular area of studyexternal – not directly related to your thoughtsbarriers – self-imposed limits4 Again, ask Ss to look at the phrases in context. Elicitsuggestions and check answers.Suggested Answer KeyI lost it completely – I was not in control (point out here thecolloquial usage of ‘to lose it’, meaning to go mad, getangry, get very upset, etc)hurdles block your path to success – obstacles get in the way ofyour achieving your objectivesinch your way towards it – move gradually in that directionworld peace is not riding on you succeeding – your failure is notgoing to have earth-shattering consequences; it’s only a sportbeing on top of my diary – being organised and keeping to aroutine where I can fit everything ina voice inside your head tells you that you can’t do something –you have an overwhelming feeling of inadequacy; you feel surethat you will fail; you are filled with self-doubt; etcbecome second nature – develop into an automatic/instinctiveresponse5 a. Remind Ss that they discussed the keys to success in Ex.1 (and a list was made on the board). Ask Ss to writedown individual lists and compare with their partner.Allow 2 to 3 minutes for Ss to do the task and elicitanswers from individual Ss. Encourage
advanced grammar points, plus a Grammar Reference section Components Student's Book Teacher's Book Workbook Test Booklet Class Audio CDs Student’s Audio CDs ISBN 978-1-84325-957-2 cover Up CAE Ts_cover Up CAE T's 09/03/2013 1:35 ΜΜ Page 1
An upstream reference architecture must support and respond to the functional activities of an upstream organization and provide the capabilities needed to effectively and efficiently run the business. Oil and gas exploration and production (E&P) is a vast, complex, data-driven business, with data volumes growing exponentially. These upstream .
Two or more downstream channels are locked. Blinking green. The modem router is scanning for a downstream channel. Off. No downstream channel is locked. Upstream Solid amber. One upstream channel is locked. Solid green. Two or more upstream channels are locked. Blinkin
3 D D D E D H t H VL P P P (4) FLOW NEAR UPSTREAM FREE SURFACE 12 ( ) 2 0 3 U DCL E U VH X H P Q P P E x P U Couette Poiseuille H U X DCL L U P U P 0 P VAC Flow under upstream die lip Neglect capillary effect on upstream meniscus x DCL is 0 2 6 U E VAC DCL H V P P X P (5) FAILURE MECHANISMS V PV Capillary number X DCL L U X DCL! 0 E 0 (1)
hot air in the region downstream of the train.Backlayering occurs upstream of the fire. Hot air is transported towards the upstream vent creating unfavorable conditions for the escaping passen-gers. The front of hot air reaches the position of the upstream vent (at 150 m) about 250 sec after halt of the train. Similar to the down-stream vent .
Upstream Oil and Gas Emissions Calculations: Storage Tanks Page 1 Upstream Oil and Gas Emissions . Two tests: one for flow rate, one for volatile organic compounds (VOC) concentration and speciation Should measure flash, working, and breathing . pollutants (HAP) or toxics composition data for gas and/or liquid phase Sales gas .
Zero Low Med High Max 0 2 4 6 8 10 12 x 10 10 Fleet Infiltration Scenario kg GHGs, Electricity and Transportation Sectors Electricity Upstream Electricity Generation PHEV Gasoline Upstream PHEV Gasoline Combustion CV Gasoline Upstream CV Gasoline Combustion Total GHG - electric and transportation sector CO Pb NOx PM10 VOC SOx-25-20-15-10-5 .
24% of the total capex on upstream oil and gas projects in sub Saharan Africa over the next 5-6 years commencing from 2019, will be expended in Nigeria. . Upstream Financing Oil & Gas Annual Review 2018 6 Upstream asset financing was generally slow for most of 2018, save for the odd transaction here and there. NNPC and NPDC favoured
Hudson River Upstream Baseline The upstream baseline for the Reassessment RI/FS is defined as the PCB conditions observed above th e GE plant site at Hudson Falls, or the area upstream of the GE outfall just above Bakers Falls Dam at Rive r Mile (RM) 196.1. The baseline is defined relative to the area of interest for this study.
