Destinations: English as a Second Language, Secondary Cycle Two, Year Three : Texts, Activities, Grammar, Preparation for the Ministry Examinations 276504080X, 9782765040804

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Secondary Cycle Two • Year Three

English as a Second Language Texts • Activities • Grammar • Preparation for the Ministry Examination

Student Workbook

Conforms to the PROGRESSION of Learning

Cynthia Beyea • Claire Maria Ford • Derek Wright

Secondary Cycle Two • Year Three

English as a Second Language Texts • Activities • Grammar • Preparation for the Ministry Examinations

Student Workbook

Cynthia Beyea • Claire Maria Ford • Derek Wright with the collaboration of Arielle Aaronson

Destinations English as a Second Language Secondary Cycle Two, Year Three Student Workbook

Cynthia Beyea, Claire Maria Ford, Derek Wright © 2013 Chenelière Education Inc. Editor: Susan Ballinger Project managers: Michèle Devlin, Arielle Aaronson Proofreader: Nancy Perreault Photo researcher: Tara Smith Permissions researchers: Tara Smith, Stephanie Colvey Book and cover designer: Micheline Roy Typesetter: Micheline Roy Printer: TC Imprimeries Transcontinental

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-4080-4

Legal deposit: 2nd quarter 2013 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1 2 3 4 5 ITIB 17 16 15 14 13 We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

Acknowledgements The publisher would like to thank the following teachers for their valuable contributions to the publication of Destinations, English as a Second Language. Gillian Baxter: C.S. des Trois-Lacs Nathalie Faucher: C.S. des Appalaches Chantale Fluet: C.S. des Premières-Seigneuries

Table of Contents

Units and Workshops

1

This Is It! ...........................................................................

1

How will you deal with the pressures of your last year of high school? Grammar: Simple present and simple past Write a blog entry describing a demanding day. Extra Reading: What Do You Want to Do Before You Die? by the Buried Life

2

Activist or Outlaw? ......................................................... 21

3

The Mysterious Fate of the Franklin Expedition ....... 43

4

Suspicious Minds............................................................. 65

5

Who Is Responsible? ...................................................... 87

Where do you draw the line between social activism and criminal activity? Grammar: Relative pronouns, conditional sentences (unreal conditions) Write a prole of a social activist. Extra Reading: A Partisan’s Memoir by Faye Schulman

What happened to the expedition? Complete a complex reinvestment task (C2). Grammar: Adverbs, present pefect or present perfect continuous Write a diary entry from a member of the expedition. Extra Reading: The White Dawn by James Houston

What do you think about conspiracy theories? Grammar: Quantiers and pronouns, the active and passive voices Write your own conspiracy theory. Extra Reading: The Eyes Have It by Philip K. Dick

When things go wrong, who is to blame? Grammar: Past perfect, conditional sentences (real conditions) Write your own case study. Extra Reading: Blood Diamonds by Greg Campbell

Preparation for the Ministry Examinations Workshop A: Writing an Opinion Piece...................... 109 Practise writing strong opinion pieces.

Workshop B: Improving Group Discussion Skills ...... 121 Practise strategies for oral interaction.

Workshop C: Writing Effective Supporting Paragraphs ....................................................................... 129 Perfect your argumentative writing skills. Reproduction prohibited © Chenelière Education Inc.

iii

Name:

Date:

Group:

Simple Present ................................................................................................................... 140 Present Continuous ...........................................................................................................

143

Simple Past.........................................................................................................................

146

Past Continuous.................................................................................................................

149

Sentence Builders

Grammar Section

Verbs

The Future ......................................................................................................................... 152 Future Continuous ............................................................................................................

156

Present Perfect ..................................................................................................................

159

Present Perfect Continuous ..............................................................................................

162

Past Perfect ........................................................................................................................

165

Past Perfect Continuous.................................................................................................... 168 Modals ...............................................................................................................................

171

Conditional Sentences ......................................................................................................

175

Gerunds and Full Innitives..............................................................................................

180

The Active and Passive Voices...........................................................................................

183

Direct and Indirect Speech................................................................................................

187

Tag Questions ....................................................................................................................

190

There + To Be.....................................................................................................................

192

Nouns .................................................................................................................................

194

Articles and Quantiers ....................................................................................................

197

Pronouns and Possessives .................................................................................................

200

Adjectives........................................................................................................................... 204 Adverbs .............................................................................................................................. 209 Prexes and Sufxes .........................................................................................................

213

Prepositions .......................................................................................................................

215

Conjunctions and Transition Words .................................................................................

218

Capitalization and Comma Use ........................................................................................

222

Functional Language ....................................................................................................... 225

Reference Section

Strategies ...........................................................................................................................

iv

Table of Contents

227

Verb Tense Overview......................................................................................................... 229 Question Overview............................................................................................................

230

Spelling Rules ....................................................................................................................

232

Common Phrasal Verbs .....................................................................................................

234

Common Irregular Verbs ..................................................................................................

236

Verbs Followed by Gerunds / Innitives............................................................................

238

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Overview of Destinations Second Cycle • Year Three Units In the rst section of Destinations, you will nd ve engaging units. The opening page of each unit explains what you will learn and do.

Opening Page The unit number and title identify the unit.

The introduction of the unit presents the theme. The title gives you an idea of what the unit is about.

The One-Minute Challenge activates your prior knowledge. Work alone, in pairs or in teams to make a list in one minute. You can also add an element of competition.

The descriptions of the tasks explain what you will do in the unit. The guiding question presents the focus of the unit.

Tasks Each unit contains tasks that focus on reading, listening, speaking or writing. The tab on the top of the page indicates the focus of each task.

The Grammar in Context box draws your attention to a grammar point within the tasks and gives you a chance to practise it.

The task number and title help you to nd the task easily. The introduction helps you to understand the purpose of the task. Step-by-step instructions explain what to do.

The Project Possibilities box offers ideas for additional activities that are linked to the theme of the unit. Reproduction prohibited © Chenelière Education Inc.

Overview

v

Working with Words One page in each unit is devoted to exploring vocabulary words. The notes and examples help you understand the vocabulary point. Exercises allow you to practise the vocabulary.

Extra Reading The Extra Reading text and activity encourage you to further explore the theme of the unit.

The What do you think? box presents an opportunity for you to express your opinion, either orally or in writing.

Workshops The workshops prepare students for the upcoming Ministry Examinations by having them review and practise writing and group discussion techniques.

vi

Overview

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Grammar Section In the second section of Destinations, you will nd grammar notes and numerous exercises to help you practise and reinforce your grammar skills. The title indicates what you will learn and practise. The opening page of each subsection shows grammar in context and provides a Grammar Check for you to assess what you already know. The grammar notes help you understand the concept.

The Write It! box lets you practise your grammar skills by writing a text.

Reference Section In the third section of Destinations, you will nd useful reference tools such as Functional Language, Strategies and additional grammar references to help you use English in different situations.

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Overview

vii

Icons The tabs indicate the focus of each task.

GETTING STARTED

READING

LISTENING

SPEAKING

WRITING

EXTRA READING

CD

The CD icon indicates that there is a listening activity or that recorded text is available.

DVD

The DVD icon indicates that there is a video viewing activity.

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write and produce texts.

Strategy Reminder offers students strategies for completing the tasks.

Speak Up provides language prompts needed for oral activities.

Watch Out! highlights common grammar and vocabulary errors to avoid.

This line indicates where to get more information about a grammar concept. For more on the simple present and simple past, see pages 140 and 146 of the Grammar Section.

viii

Overview

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UNIT

1

GETTING STARTED SECONDARY FIVE MARKS THE END OF YOUR HIGH-SCHOOL STORY. WHAT DO YOU THINK WILL HAPPEN IN THIS EXCITING CHAPTER? WHAT ARE YOUR DREAMS AND EXPECTATIONS? WHAT KIND OF CHALLENGES WILL YOU FACE? THIS IS IT—YOUR GRADUATION YEAR!

This Is It!

IN THIS UNIT, FIND OUT HOW TO COPE WITH THE CHALLENGES OF YOUR GRADUATION YEAR.

Share your high-school memories and expectations for the coming year. Explore the challenges faced by Secondary Five students. Discovers ways of coping with pressure. Discuss exam-day horror stories. Write a blog entry that describes a challenging day.

O C NE H A M L IN L E U N T G E E

Practise grammar: the simple present and simple past.

How will you deal with the pressures of your last year of high school?

Write one list of things that you will do for the rst time this year, and another list of things that you will do for the last time.

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1

GETTING STARTED Name:

Date:

1. Truth or Dare

Group:

C1

Do you dare to tell the truth about high-school memories, dreams and fears? 1.

With a partner, take turns answering the questions. Support your answers with examples and details. Ask your partner to explain his or her answers. To choose a question, play rock-paper-scissors. If you win, you choose a question. If you lose, your partner chooses.

TRUTH

DARE TIME TO REFLECT

What has been your greatest accomplishment so far in high school?

What was your biggest fear in Secondary One?

Which teacher most inuenced you over the past four years?

Who did you have a crush on in Secondary Three?

What school outing was the most memorable? What do you wish you had known when you started high school? Who were your best friends over the past four years?

What song reminds you of Secondary Two?

What was your most embarrassing moment in school? What was the worst mark you ever got in high school?

TIME TO DREAM

What do you think will be the highlight of this year?

Which celebrity would you choose to be your date for the prom?

Who or what will be your biggest source of inspiration this year?

What is your greatest fear this year?

What is your ideal part-time job this year? What is one new activity you want to try this year? What one thing in your life do you want to change by the end of this year?

If you could write a message to future generations of students on the wall of your high school, what would it say? Who do you hope to become better friends with this year? What would be a memorable April Fool’s joke for your last year in high school?

2. Choose ve adjectives that summarize your high-school years. Explain your choices to your partner. My choices

My partner’s choices

• Tell me why you . . . • I would have to say that . . . • If I could . . . I would . . . • Tell me more about . . .

2

This Is It!

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LISTENING Name:

Date:

2. Feel the Pressure

C2

Learn how your mindset can help you cope with the pressures of high school.

VOCABULARY mindset

1.

DVD

Group:

Match the following graduation year words to their denitions. Check your answers in a dictionary. 1. tuition

a. person sent to recruit new talent

2. scholarship

b. graduation party

3. marks

c. money given to help continue studies

4. rent

d. money that a person borrows

5. apprenticeship

e. academic results

6. loan

f. what you pay to live in an apartment

7. prom

g. a work-training situation

8. scout

h. fees for a university education

2. Watch the video report “Under Pressure” and take notes in the chart. Then, complete the chart for each of the three students who were interviewed. DVD Daniel

Shannon

attitude

cope resolve difculties and challenges

Write down keywords in the chart while you are watching the video. Then, expand your answers to complete Step 2.

Rachel

Goal

Challenges

Mindset

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Unit 1

3

Name:

Date:

Group:

3. Use each word (focus, maturity, determination) once to describe the student’s mindset and offer evidence from the video to support that description.

focus maturity n

determinatio

a. Daniel demonstrated when he

b. Shannon showed her

c. Rachel relies on her

by

to

4. To which of the three students do you most relate? Why?

5. Do you think that the goals and challenges faced by Secondary Five students in Québec are similar to those of the Ontario students described here? Why or why not?

6. Name three main challenges identied by the students in Mississauga.

7. What did you nd most surprising about this high-school graduating class?

8. Why do you think CBC chose to document the pressures high-school students face before graduation? Who is their target audience?

4

This Is It!

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READING Name:

3. Deal with It

Date:

DVD

Group:

C2

Look at how some Secondary Five students are dealing with day-to-day pressure and offer advice. 1.

Watch the second video report “Pressure Released.” Take notes on the different solutions found by the school staff to help students cope with pressure.

DVD

VOCABULARY deadlines cut-off

due dates

minimum

be proactive take action to solve or prevent a problem falling apart being unable to cope

2. Read all ve case studies on pages 6 to 8. Choose the case study that describes the student you relate to the most. Take notes on the pros and cons of the student’s response to pressure.

damaged stress the x

harmed by

the solution

Student’s name and source of pressure:

Response to pressure:

Pros:

Cons:

3. Use examples from the video, the ve case studies and your personal experience to give advice to this student on how to better cope with day-to-day pressures.

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Unit 1

5

Name:

Date:

Group:

CASE STUDY 1

BEFORE this year, Josh was able to easily make good grades in his classes by studying for a couple of hours the night before each test. This year, however, the course material is much more difcult. Although Josh knows that he needs to study more often, he cannot break out of his old study pattern. He sits down to study every night but soon nds himself procrastinating by playing video games, skimming Facebook and texting with his friends for several hours until he realizes that it is too late to begin working. On the night before his last geography exam, he was nally stressed out enough to concentrate, but he had to pull an all-nighter to be able to make a good grade on his test, and he was exhausted the next day. Josh doesn’t really enjoy procrastinating and hopes to break this pattern soon.

JOSH VOCABULARY procrastinating postponing, delaying a task pull an all-nighter study all night without sleeping

CASE STUDY 2

WITH rst term exams coming up, Addie began

ADDIE

6

This Is It!

to panic: what if she couldn’t pass physics and math? What would her parents say if she were not accepted into the Natural Sciences program? She felt sick to her stomach on the way to her part-time job, where she was working 20 hours a week to save money for tuition costs next year. By the end of the day, she was so tired and worried about the situation that she couldn’t concentrate when she nally got around to studying. A girl at work always drank energy drinks to get through long shifts, so Addie thought she would try them while studying for her physics exam. She drank two large drinks while studying and two more before the test because she was so tired from the night before. She did fairly well on the test, but once the energy drinks wore off, she felt horrible.

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Name:

Date:

Group:

CASE STUDY 3

LAST YEAR, Marianne played on her school’s basketball team and helped produce the school play. She studied more than most of her friends, but she still managed to hang out with her family, her friends and her boyfriend. This year, she decided to get a perfect or near-perfect grade point average because she wanted to get scholarship offers from the best universities. She stopped playing sports, participating in clubs or socializing. She even considered breaking up with her boyfriend because he wanted her to spend more time with him. Although she started to miss her friends after a few weeks, she remained frustrated with them for not understanding her dedication to her schoolwork. Everyone commented that she looked tired and too thin, and that she needed more downtime. Because her grades improved so steadily thanks to her hard work, she wished everyone would just leave her alone.

MARIANNE

VOCABULARY grade point average nal grade average downtime relaxation steadily poor

CASE STUDY 4

meets

AFTER being the star of his

rest and constantly

not good competitions

overwhelmed out

stressed

school’s swim team for several years, Charles recently joined a prestigious swim club and began training long hours almost every day. This left him little time for homework, and his grades have already begun to drop. Meanwhile, his swimming performances have been surprisingly poor, and in his most recent race, he nished in last place. His coach told him he had the strength, ability and endurance he needs to win, but that he has to work on his stress management. He sent Charles to the team psychologist, who gave him a special mental training program to improve skills like goal setting, concentration and attitude. It has taken some time, but Charles feels less anxious during races, and his performance has started to improve. He has even learned strategies for dividing his time between homework and training, but the combined pressures of school assignments, upcoming exams and swim meets still have him overwhelmed.

CHARLES

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Unit 1

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Name:

Date:

Group:

CASE STUDY 5

VINCENT is juggling many activities at once. Most of his evenings are lled with driver’s education classes, rugby practice or band rehearsals. He is teaching himself Japanese because he would like to hike around Japan someday. Despite all of these activities, he always manages to eat dinner with his family and to spend at least a few hours hanging out with his friends over the weekends. He does not have a lot of time to spend studying, but he always makes sure to do homework for an hour every night. While his grades are not the highest in his class, they are slightly above average. He knows that he could have higher grades— he just needs to cut out some activities and spend more time studying. But Vincent claims that dedicating time to all of his interests keeps him from being bored. His parents are pressuring him to decide which CEGEP program he wants to follow, but he doesn’t feel ready to settle on a career path and he is not sure whether he wants to attend CEGEP at all.

VINCENT

VOCABULARY rehearsals practices for a musical performance manages to succeeds despite obstacles

ANALYZE

GRAMMAR IN CONTEXT

Simple Present and Simple Past

1. Look closely at the ve case studies on pages 6 to 8. Do you notice anything special about the verbs? a. Which case study mostly uses regular verbs in the past tense? b. Which case study mostly uses irregular verbs in the past tense? c. Which case study mostly uses verbs in the present tense? 2. Write some of the verbs you found in the case studies that are in the simple past tense.

PRACTISE

Regular verbs

Irregular verbs

3. Write the verbs you found for Step 2 in the simple present, third person singular. Regular verbs

Irregular verbs

For more on the simple present and simple past, see pages 140 and 146 of the Grammar Section.

8

This Is It!

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SPEAKING Name:

Date:

4. Murphy’s Law

Group:

C1

What exam-day horror stories have you heard? 1.

Read the sentence below. Can you think of a moment in your life when this was true?

Murphy’s Law: Anything that can go wrong will go wrong.

2. With your team, take turns reading and discussing each of the following statements that demonstrate Murphy’s Law on exam day.

• What did you do when . . .? • I don’t know if I . . .

a. The morning of the exam, you wake up late.

• The same thing happened to me when . . .

b. The exam is an open-book exam, so you forget your book.

• You must have been . . .

c. The exam is a take-home exam, so you lose the exam. d. The calculator you have used all year suddenly breaks down during your nal math exam. e. The thing you studied most is the only thing not on the exam. f. The moment you get your copy of the exam, you forget everything you learned during hours of studying. g. As soon as you leave the exam classroom, you remember the answer to the only question you couldn’t answer. h. You arrive at school 15 minutes before the exam, but it takes you 20 minutes to nd the correct room.

3. Write an exam-day horror story of your own. Discuss it with your team and answer their questions.

4. Combine elements from each teammate’s exam-day horror story and come up with one truly horric exam experience! What happened? Take turns adding one sentence to the story. Reproduction prohibited © Chenelière Education Inc.

Unit 1

9

READING Name:

Date:

5. Countdown to Glory

Group:

C2

Some say that winning is more about attitude than ability. 1.

Write in your own words what the following expression means. Give an example of an occasion when the expression applied to you or to someone you know.

It’s all in your head. Meaning:

Example:

2. Read excerpts from the blog entries posted by Olympic athlete Rosie MacLennan as she prepared to compete in the 2012 Summer Olympics in London. As you read, underline the message from the mentor and the three questions that changed Rosie MacLennan’s mindset.

ROSIE MACLENNAN is a Canadian trampoline

THE “WANT” BY ROSIE MACLENNAN

athlete who has been competing internationally since the age of 11. She is a three-time Canadian National Women’s champion and has won gold medals at the 2011 Pan American Games and the 2012 Olympic Games.

April 24, 2012

VOCABULARY serious groove consistent rhythm wavering fuels mentor adviser

indecisiveness

motivates experienced

comfort zone / bubble situation with which you feel condent mental toughness determination

10

This Is It!

With less than 100 days until the opening ceremonies for the London 2012 Games, Karen, Jason and I have gotten into a serious groove with training and I am loving it! My excitement is building but it is in everyone around me also. As with most sports, trampoline has its ups and downs (hahaha) but there is no wavering in my passion or my commitment to my goals and this is what fuels the 3−8 hours of daily training. At the beginning of the month, an athlete mentor sent out a message to athletes on the road to London as she does about once a month. The message was about going beyond your comfort zone, which I found really interesting but also very true. If you train within that comfortable bubble, never pushing those boundaries, you will never nd where your limits are or how good you can really be. Going outside of that bubble in trampoline is what makes you add that extra ip or twist, jump that extra foot and kick out your skills at the top of your bounce, even if it means falling a couple times before you get it. I started thinking about what fuels that urge to go beyond where you are comfortable and reach “where magic happens.” Many sport psychologists attribute this to mental toughness; the ability to handle the pressure, face and overcome obstacles, and keep

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Name:

Date:

Group:

yourself motivated. There is a lot of truth behind this but where does mental toughness come from? I believe that a lot of it comes down to the “want.” How badly do you really want to reach your goal? How strong is that urge to do whatever it takes to get there? A lot of people talk about wanting to do something. What I am talking about is the level of “want.” As an athlete, when we reach the point where our muscles ache and we feel like we cannot push anymore, we have to dig deep and nd something within to keep us going. In this situation, I have started to literally repeat my goals in my head reminding myself what I am working towards. Our brains can give you that extra strength and resilience.

VOCABULARY dig deep effort resilience recover uke

make an extra ability to

accident

This level of “want” is something that Canadian athletes have, this kind of “want” makes magic happen.

August 2, 2012

On the way “home,” I started thinking about two days from now—the day of competition. The last few days, I have gotten a few waves of nerves and feeling the pressure of nerves, for me, is a good thing. It shows that I care and still have that passion and drive. I also know that the most pressure is coming from within myself. There was a turning point in my training in the winter when my trainer, James, was asking me about my training which hadn’t been going as well as I wanted and he could see that my drive was lower than normal. Essentially, the conversation came down to the question “WHY NOT?” It was at this point while riding on a bike for 30 minutes angry at myself for not believing in the possibilities that something switched inside me. I gained a new appreciation of the opportunity that I was granted qualifying for the Olympics and that I should take full advantage. WHY NOT do everything in my power to make myself the best I can be. From that point forward, I had a new perspective and drive in training. When I got to London, I did not want any excuses. There are so many things that go through an athlete’s mind before competition. As an athlete, we do not know how we will perform on the day of. We don’t know if we will have the meet of our life or some uke will happen that turns it all around. What I know is that I am condent in my preparation, which is 95% of the experience, and I have learned so much through the process. I also know that I love this sport and I love the challenge.

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Unit 1

11

Name:

Date:

Group:

August 5, 2012

I wrote in my last post about my trainer asking me “Why not?” What I did not say was the questions that preceded that were “Do you believe you are the best?” and my response was no. He then asked “Do you believe you could be?” to which I answered “I don’t know.” It was then that he asked me “Why not?” I had no good answer for him. I sat on the bike for 30 minutes after that workout session so mad at myself. But knowing that he believed in me so much (along with so many others), I came to the conclusion that maybe I did not think it was possible then but I knew that I was going to do everything in my power to get there. That moment, the re inside me truly ignited. I knew that I had an opportunity that so many dream of and I knew that I had to give it my all. Competing in my nal routine was a highlight because that’s the moment I was doing what I loved and was really in the zone but I have never felt so proud to stand on top of the podium, watching the ag raise and hearing the anthem play. I will never forget that moment or all the people that helped me get there. The one thing that would have made it better would have been to have my amazing teammate, a true champion for our sport and the one who paved the way for Canadian trampoline, Karen, standing with me.

VOCABULARY in the zone in a state of perfect concentration relentless

never ending

I am honoured to be a part of the Canadian team with such amazing athletes and so thrilled I made my country proud. Every athlete here representing Canada is someone to be tremendously proud of for their dedication, perseverance, hard work and relentless efforts! Source: Rosie MacLennan’s blog

3. Why was the advice given by the mentor before the Olympic Games so important to athletes’ performance?

4. Do you think Rosie ever doubted that she would achieve her goals? What makes you think this?

12

This Is It!

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Name:

Date:

Group:

5. What does Rosie MacLennan mean by the “want”?

6. In your opinion, how is the saying “It’s all in your head” demonstrated in Rosie MacLennan’s blog?

7. What do you think is Rosie MacLennan’s greatest strength? Explain, using ideas from the blog.

8. Does Rosie MacLennan’s example inspire you to achieve your goals? How?

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Unit 1

13

Name:

Date:

Group:

WORKING WITH WORDS Sufxes can help us transform nouns or verbs into adjectives. 1.

Circle the correct answer in the two questions below. a. If you have an eye for innovation, are you innovative or innovated?

Some words can be made into adjectives using both ed and ing, but their meaning is different. Example: motivated and motivating

b. If you persist in your efforts, are you persisting or persistent? Common sufxes that transform nouns or verbs into adjectives

ed (exhaust ent (patience ive (support

exhausted) patient) supportive)

less (price

priceless)

tic (charisma

charismatic)

ing (confuse

confusing)

2. You are looking for a part-time job. Respond to the advertisements, using adjectives created from the nouns in bold to describe yourself. a. We are looking for someone with a lot of motivation.

I am very motivated to work for your company. b. Our ideal candidate will demonstrate determination.

c. Do you have the resilience to beat the odds? If so, apply!

d. Commitment to our product is an essential quality of an employee.

e. We want someone who will not relent in the face of adversity.

f . At this company, our motto is “dedication to satisfaction.”

g. Above all, we want candidates who show a lot of creativity.

h. Our staff has the condence it takes to succeed.

i. Do you have the energy it takes to be a star salesperson?

14

This Is It!

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WRITING Name:

Date:

6. What a Day!

Group:

C3

In your nal year of high school, you are bound to have some bad days. Write a ctional blog entry about a day that is so bad that you have to laugh. 1.

Look at the following examples of upsetting situations and brainstorm additional ones to add to the list. Choose a few. forgetting your project at home losing your wallet

getting stuck in the bathroom

spilling food on your clothes

missing the bus

breaking your cellphone

2. At the end of this stressful day, what would make you feel better? Brainstorm ways to release the pressure and choose one or two.

3. What happened on that very bad day? What did you do to feel better at the end of the day? Organize your ideas and plan your text. Take notes in the boxes below. MORNING

LUNCHTIME

Who?

Who?

When?

When?

Where?

Where?

What?

What?

AFTERNOON

EVENING

Who?

Who?

When?

When?

Where?

Where?

What?

What?

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Unit 1

15

Name:

Date:

Group:

4. Write the rst draft of your text on a separate sheet of paper. Refer to the excerpts from Rosie MacLennan’s blog on pages 10 to 12 as a model. 5. Revise and edit your text. Use this writing checklist:

I used the rst person point of view. My text includes information about what happened and how I reacted. I wrote about how I coped at the end of the day. I used varied vocabulary. I used the simple past and simple present tenses correctly. I checked my spelling and punctuation. 6. Exchange your text with a classmate. Ask for feedback. 7. Write your nal copy. Make sure to integrate feedback, changes and corrections. 8. Publish your work. Read your classmates’ blog entries and discuss the following questions: • Whose day was the worst? What happened?

• Who found the best way to cope with a terrible day? How?

Project Possibilities Design a stress-management program with objectives and activities to support future graduates. Publish it for the current Secondary Four students at your school. Create a public awareness information sheet on positive or humorous ways to handle a grad year challenge. Post it in the hallway with your classmates’ work.

16

This Is It!

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EXTRA READING Name:

Date:

Live Your Dreams

Group:

C2

BEFORE READING

People often make bucket lists—a list of things to accomplish before “kicking the bucket”—in order to motivate themselves.

1.

Complete this bucket list with one thing you have done and one thing you want to do before you nish high school: Already done

Still on my list

2. In your own words, try to guess what the following idioms mean: a. to hatch a plan b. to get another shot at c. to burn to know d. to overcome hurdles e. to hit the open road f.

to be on a roll

g. to expect a second go h. to knock off an item

3. “Next time, I’ll do it next time.” When have you caught yourself expressing these same thoughts? In your opinion, why do we have a tendency to put off doing what we want to do?

WHILE READING

4. Read the story on pages 18 and 19. While reading, underline all the people in the story who helped Jonnie Penn achieve his goals.

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Unit 1

17

Name:

Date:

Group:

What Do You Want to Do Before You Die? BY THE BURIED LIFE

The Buried Life started in a garage in Victoria, B.C. Frustrated and lacking purpose, Jonnie Penn, Dave Lingwood, Duncan Penn and Ben Nemtin set off on a mission to achieve their wildest dreams—and help others achieve theirs in the process. Their book, What Do You Want to Do Before You Die?, and their television show, The Buried Life, are based on their adventures.

H

osed by the infamous post-high-school “Where do I go now?” years, my brother, best friend, next-door neighbour, and I hatched a plan to hit the open road and attempt to live out one hundred of our wildest dreams. It was a harebrained scheme, hatched from a potent mix of ambition, disillusionment, and raw fury over where the world was heading. Each of us had our own reasons for enlisting and our own hurdles to overcome. *** It was Duncan who rst suggested the list. “We can’t just talk about the things we want to do. We have to actually do these things,” he cracked. “Let’s test this. If nothing in the world were impossible, what would you do? Even if it is impossible, what do you want to do before you die?” “If anything were possible,” I began, “I would open the six o’clock news, kiss Rachel McAdams, lead a parade, let someone else have a chance I missed.” The list went on. Dave’s list included riding a bull. Ben wanted to sing the national anthem to a packed stadium and make a toast at a stranger’s wedding. Duncan wanted to play guitar with Jack Johnson and live as close as he could to Hunter S. Thompson. Each meeting pushed our ambitions further. Our conversations became like drugs. The thrill of mortality was a high I’d never had before. By April we had agreed on a list of one hundred mutual dreams and managed to book two weeks off from work in August to go after them. For each item we knocked off our list we promised to help a stranger experience something that they had long dreamed of—fair payback for any help we got along the way. All we needed was a name.

VOCABULARY hosed depressed, crushed harebrained scheme crazy plan

But often, in the world’s most crowded streets, But often, in the din of strife,

potent

strong

There rises an unspeakable desire

a high

a thrill

After the knowledge of our buried life . . .

articulated strife

18

For weeks we laughed about the idea of being knights on a quest and stupid ways of naming ourselves accordingly. Then Matthew Arnold came along. In his 1852 lament “The Buried Life”—required reading for English 102—there were four lines that articulated what we could hardly describe to one another after months of meetings:

expressed

effort to survive

This Is It!

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Name:

Date:

Group:

That was it! We were buried. Lost. Detached from the promise of growing up. Ill prepared for adulthood, without even the vocabulary to express it. We burned to know more. How did this happen? Did others feel this way? Is this just how the world works? Our intensity swelled. I bet my life savings on eBay to buy a secondhand video camera. Dave picked up an extra job bartending, and Ben combed the phone book to petition companies for their support. With the help of my uncle Nigel, Duncan rescued a mossy ’77 Dodge Coachman RV from a neighbour’s eld; we named it Bedadu. By August 2, we were ready for the road.

VOCABULARY swelled

grew quickly

oat decorated parade vehicle intoxicating rush enthusiasm bank on expect

heady

count on,

At 9:00 AM Dave arrived half-awake with cans of chili and an armful of children’s blankets for our new home. Duncan checked the oil, tested the propane, and threw our last skateboard into the tooly bin. Ben showed up late with a grin on his face and a box of shiny metal under his arm. I couldn’t help but chuckle as I clicked the camera to life. This was insane. *** “#43: Become a knight for a day” would be the rst item we checked off. Three days later we were on a roll. The local newspaper had put Ben and his suit of armor on the front page (#40 on the list), and strangers from across the country began to join in. A local juice company, Happy Planet, donated two weeks’ worth of juice; a parking attendant donated $50 for food; a stranger lled up our tank. On the fourth day a call came from Adele Dewar, president of the Seventeenth Annual Peachfest Parade in Penticton. Our application for the event had been accepted. The organizers were interested to know more about our oat. Two days later we arrived (just minutes too late for them to pull us out) with yellow streamers proudly taped to the RV’s side and cans tied rmly to the bumper. Ferris Bueller would have been proud. Somehow the crowd excitedly knew: “#2: Lead a Parade” was off the list. It was too much fun for words. Each new accomplishment shot us up with the intoxicating rush that makes you believe you can do anything . . . *** Sometimes we hate going after our dreams. They seem too hard or too far away to accomplish. All too often we expect a second go or another shot at the chances we didn’t take the rst time around. “Next time,” we say. “I’ll ask her out next time.” Life doesn’t work perfectly and it never will. It could work better, sure, but don’t bank on happiness as a prize so far down the road that you forget the joy of right now. This is your “one wild and precious life,” and it’s up to you to decide what to do with it. Nothing should be out of reach. The shoulders of greatness are there for the standing on. If four punks from Victoria, British Columbia, could make it this far, imagine what we could all do together. Our classrooms, careers, and culture await reinvention. Together we can make adulthood a destination, not a curse. If we held ourselves to a higher standard, we’d see that democracy could be improved, human welfare could be improved . . . everything can be improved if we work together. It makes me wonder: What do you want to do before you die? Jonnie Penn Reproduction prohibited © Chenelière Education Inc.

Unit 1

19

Name:

Date:

Group:

AFTER READING

5. Jonnie says that the “thrill of mortality” was like a drug. Why would mortality be thrilling? In your opinion, what does he mean?

6. Jonnie says that the boys were “ill prepared for adulthood”—yet they had all graduated from high school. In your opinion, will high school prepare you for life beyond the classroom? In what ways?

7. While on the road, The Buried Life received help from many strangers. Why do you think people were so quick to donate to the boys’ mission?

8. The Buried Life give examples of their individual dreams (“become a knight for a day” or “lead a parade”). But together, they have a larger dream. What is it?

9. The boys described in the end of the passage are very different from the ones we initially meet. How did their journey change them?

10. If nothing in the world were impossible, what would you want to do before you graduate?

w hat do you think? Consider the following question: Can people both live responsibly and live out their dreams? Form an opinion on this issue and write an opinion piece that defends your position, using strong supporting arguments.

20

This Is It!

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2

UNIT

GETTING STARTED MOST SOCIAL ACTIVISTS ARE PEACEFUL PEOPLE WHO WANT TO MAKE THE WORLD A BETTER PLACE. BUT WHEN THEY GO TO EXTREME MEASURES, LIKE BLOCKADING ROADWAYS, INTERRUPTING POLITICAL ASSEMBLIES OR EVEN DAMAGING PROPERTY TO MAKE THEIR VOICES HEARD, ARE THEY ACTIVISTS OR MERELY OUTLAWS?

Activist or Outlaw? IN THIS UNIT, EXPLORE THE DIFFERENCES BETWEEN ACTIVISTS AND OUTLAWS.

Discuss whether some famous activists are also outlaws. Read about one activist’s driving motivation. Compare the motivation, actions and consequences of two protest movements. Learn about an activist who became an outlaw for his cause. Write a prole describing an activist who inspires you.

O C NE H A M L IN L E U N T G E E

Practise grammar: relative pronouns; conditional sentences with unreal conditions.

Where do you draw the line between social activism and criminal activity?

Write a list of as many social and political issues as you can think of.

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21

GETTING STARTED Name:

Date:

1. Rebel with a Cause

Group:

C1

One person’s hero is another person’s outlaw. What do you think? 1.

The following prompts may help you discuss answers with a classmate: • I really admire . . . • Even if he faced opposition, he . . .

With a partner, match the names of the following activists with their proles. Discuss whether you believe the person was a hero or an outlaw. Give reasons for your answers. Try to convince your partner of your opinion.

• Helen Armstrong • Julian Assange • Jane Fonda • Mahatma Gandhi • John Lennon • Gabriel Nadeau-Dubois • Louis Riel • Malcolm X

a. One of the most controversial gures in Canadian history, this Métis leader and founder of Manitoba was a key gure in the 1869 North-West Rebellion against the Canadian government and, later, in the 1885 Rebellion. Although he was elected to the House of Commons on three occasions, he spent much of his life in exile from Canada and was executed for treason at the age of 41.

• I think he/she went too far because . . .

Hero

Outlaw

c.

b. This defender of women’s and workers’ rights was arrested numerous times for disorderly conduct over the course of her career as an activist, but she is best known for her role during the Winnipeg General Strike of 1919. At a protest that turned violent during that strike, she was arrested for inciting women to use their hat pins to jab the legs of police ofcers’ horses.

Hero

In the 1920s and 1930s, this political and spiritual leader was arrested multiple times while leading a civil disobedience campaign against British rule in India. He helped India achieve independence from Britain in 1947, but he was assassinated six months later by a Hindu fanatic who disagreed with his message of non-violence.

Outlaw Hero

Outlaw

d.

VOCABULARY advocated recommended, supported stance

22

In his early years, this American civil rights activist and spokesperson for the U.S.-based Nation of Islam called for the separation of blacks and whites. He advocated that blacks take whatever measures necessary, including violence, to pursue their struggle for civil rights. His stance on these issues softened later in his life but he was assassinated by members of his former organization in 1965. Hero

Outlaw

position

Activist or Outlaw?

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Name:

Date:

e.

Group:

f. This nonconformist British singer was broadcast worldwide in March 1969, as he and his wife held a “bed-in for peace” in Amsterdam to protest war in Vietnam and White House foreign policy. During a second bed-in in Montréal, he recorded his best-selling song “Give Peace a Chance,” which has become an anthem of anti-war activists. He was so controversial that the Nixon government made every effort to have him deported from the United States.

Hero

Outlaw

g. In recent years, this Australian has become famous as a cyber-activist who publishes leaked condential documents from private and governmental agencies through his online organization, WikiLeaks. He argues that this is in the interest of freedom of information, but it has made him a highly controversial gure, particularly among government ofcials, who argue that his actions endanger public safety.

During the early 1970s, this actress protested the United States’ involvement in the Vietnam War. Her actions included making radio broadcasts in Vietnam denouncing the U.S. bombing of North Vietnam and arguing that American prisoners of war were not being as badly treated as they claimed to be. While some admired her drive and her anti-war message, others labelled her a traitor to her own country.

Hero

Outlaw

h. In 2012, this spokesperson for a Québec student union led college and university students in boycotts and public demonstrations to protest against government-imposed tuition hikes. These protests sometimes resulted in damage to public property and disturbance of the peace. Moreover, he was accused of inciting students to disobey restrictions on the right to demonstrate.

When you explain your point of view, try to express your ideas in more than one way. If you are not sure that your classmate has understood, the following expressions can be useful: • In other words, . . . • I mean that . . .

VOCABULARY Hero

Outlaw

Hero

Outlaw

boycotts protests in which participants refuse to buy products or deal with an organization

2. Which activist do you nd most inspiring? Support your answer with reasons.

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Unit 2

23

READING Name:

Date:

2. Inside Story

Group:

C2

What motivates someone to become an activist? Value: an ideal or principle that is considered important in life Right: a just claim or privilege that is guaranteed by law or moral principle 1.

a. Complete the Venn diagram, using the above denitions to decide whether the following words represent values, rights or both.

life

freedom

employment

happiness

education

justice

security

gender equality

tolerance

food

clean water

entertainment

expression

community

property

VALUES

RIGHTS BOTH

b. Which of the values and rights listed above would you be willing to ght for? What would make you ght for them?

2. Read the video transcript on pages 25 and 26. Underline statements that indicate the values and rights this activist believes in.

24

Activist or Outlaw?

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

ERIEL DERANGER has been a First Nations activist since she was only a child. Having worked with several groups and institutions on indigenous issues, she is currently involved in the ght to create awareness about the negative impacts of the Alberta Oil Sands projects on climate change and Aboriginal rights. In the following video transcript, she explains her motivation for working as an activist.

THE ROOTS OF ACTIVISM

The reason I do what I do doesn’t come from the fact that I’m an environmentalist. So many people think that the reason why you’re ghting development is because you’re an environmentalist or a tree hugger. It’s what a lot of people say, but for me, it comes from a connection to the land, and it’s not a supercial connection to the land. My father was a trapper. He worked the traplines for many, many years with his father who worked the traplines with his father. My parents are indigenous rights activists, and they’ve always been ghting development. Our traplines were basically stolen from our family for uranium development in the late seventies, which dispossessed my family of our traplines and which basically pushed us off our land. My whole life has had the background of ghting for our rights to our land and ghting resource development and extraction. As a child, we used to go and spend a lot of time in Northern Alberta. Tar sands have been around since the seventies, so in 1987, my dad took us up there, and he showed us the tar sands, and he showed us the development, and he showed us what they were doing and how they were destroying the land, and how they were poisoning the rivers. There was literally a dead sh on the shore outside the Sun Corp. site, and my dad said to me, “This is what the white man does. He rapes the land. He takes it for oil, and he poisons it in the end.” Then, we left, and we went over into the indigenous territory near Fort McKay, and we went out into the bush, and my dad told us stories at the re, and the northern lights were probably the most intense northern lights that I’ve ever seen in my entire life. It was so incredibly beautiful, and we spent about ve or six days on the land, gathering water from the lakes and the rivers, swimming, and shing. My dad was hunting. It was incredible.

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VOCABULARY tree hugger negative term for an environmentalist traplines area where traps have been set to catch small animals tar sands deposits of sand and clay mixed with heavy oil rapes

violently attacks

Unit 2

25

Name:

taken

Tar sands development in Northern Alberta, 2012.

Group:

One of the things my dad said to us on the way back to Fort McMurray when we passed the Sun Corp. was, “You’re going to be the ones who are going to have to ght these people, to make sure they don’t continue to rape the land when you get older because they’re never going to stop unless we stop them.” And at the time, I didn’t really believe him. I didn’t really understand that. My parents divorced and separated, so I didn’t go back up North for a long time, and when I went back up North three or four years ago, I drove that same road from Fort McMurray out to Fort MacKay, and there’s literally nothing left. It is a toxic desert of nothing, and at that moment, I felt like everything had been ripped out of me. It was as if my connection and my memories of that place were just gone.

VOCABULARY ripped out violently

Date:

The reason this is so important isn’t for me. It’s for the next generation. My daughter, my sister’s children: they will never see their land. And the land of our traplines that was taken from us in the seventies is gone. It’s been polluted by uranium mining. It’s been destroyed. You can’t drink out of the lakes. There’s no more sh. The only thing that there is left to do is to try and protect what is left, and that’s why I do what I do. Source: Muskrat Magazine, Issue 1, video interview

3. Complete the chart below with two values and two rights that motivated Deranger’s activism. Refer to the list on page 24 for ideas. Add details from the text to support your choices. Values and rights

Supporting details

Value 1

Value 2

Right 1

Right 2

26

Activist or Outlaw?

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Name:

Date:

Group:

4. Eriel Deranger’s father told her, “You’re going to be the ones who are going to have to ght these people . . . because they’re never going to stop unless we stop them.” Explain what Deranger’s father was saying in your own words.

5. Explain how Eriel’s father’s words proved to be true. Justify your answer with examples from the text.

GRAMMAR IN CONTEXT

Relative Pronouns

ANALYZE

1. The two sentences below both use pronouns to introduce a relative clause. Circle the words that each pronoun replaces. What differences do you see in the functions of the two pronouns? a. I am reading an article about the man who started WikiLeaks. b. The Louis Riel biography that I found at the library was fascinating.

PRACTISE

2. In the text on pages 25 and 26, nd a sentence with a relative pronoun. Write it below and underline the word or words that the pronoun replaces. Then, answer the question.

Is the pronoun a subject or an object?

3. Rewrite these two sentences as one, substituting a relative pronoun for one of the nouns. Louis Riel was a Métis leader. Riel founded Manitoba and led two major rebellions.

For more on relative pronouns, see page 201 of the Grammar Section.

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Unit 2

27

READING Name:

Date:

3. A Tale of Two Protest Movements

Group:

C2

Compare two examples of public demonstrations, their motivations and their outcomes. 1.

Read situations a, b, c and d. What would you do in each situation? Complete the sentences. Look at the list below for inspiration. • Take part in a protest march • Try to get the media to investigate • Start a social media pressure campaign • Start a petition • Write to your member of parliament • Wait to see what happens a. If the city announced the construction of a major industrial park just behind the school, creating dust, noise and trafc during a crucial exam period,

b. If the school board decided to block cellphone signals on school grounds to discourage texting and the use of social media during classes,

c. If the federal government decided to impose one year of military training for all students after graduating from high school,

d. If a classmate learned that her family was going to be deported because their application for refugee status had been refused,

2. Read the texts describing two protest movements on pages 29 and 30. Underline the sentences that describe the activists’ actions and tactics.

28

Activist or Outlaw?

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

FROM WINTER 2010 through the spring of 2011, a revolution swept across the Arab world when massive groups of citizens came together in protests that led to social and governmental changes. This revolution came to be known as the Arab Spring. It began when Tunisian police ofcers illegally conscated the fruits and vegetables of a street vendor, presumably because he did not have enough money to bribe them. To protest this injustice, the vendor set himself on re in the middle of a public street. Riots ensued as thousands of angry young Tunisians joined forces to express their frustration at unemployment, corruption and police repression. When the riot degenerated into chaos, protesters smashed store windows and destroyed cars until the police came and arrested them. However, the protests continued, and by the end of January, the Tunisian president had ed his country.

ARAB SPRING

Next Stop Meanwhile, tensions were mounting in neighbouring Algeria. In January, activists took to the streets in a desperate attempt to force government authorities to respond to increasing food prices and unemployment. Protesters began breaking into government buildings and other agencies. Others clashed with police and ransacked stores. Eventually, the trade minister announced that the price of bread and cooking oil would come down.

Domino Effect Egypt joined in the demonstrations after another activist set himself on re near the parliament buildings in Cairo to protest economic conditions. Egyptian Prime Minister Hosni Mubarak eventually resigned and let the military take over. Next, Yemen was hit by civil unrest. A group of activists, headed by Tawakul Karman, a woman who received the 2011 Nobel Peace Prize, demanded, among other things, that President Ali Abdullah Saleh step down. Fearing that she would inspire more protesters, the police arrested Karman, but in February 2012, the Yemeni ruler was voted out of ofce. As the year wore on, civil unrest broke out as, one after the other, Arab nations such as Morocco, Bahrain, Libya, Syria and Jordan followed the example, encouraged by photos and reports that they were seeing on social media sites. In a wave of new-found audacity, the previously-repressed populations spoke up, acted out and demanded that authorities respond to the crises in their countries or step down from ofce. Although the governments tried to maintain control by arresting, intimidating and even murdering the protesters, they were unable to repress public demonstrations.

Reproduction prohibited © Chenelière Education Inc.

Protesters demonstrate on the streets of Hurghada, Egypt, 2011.

VOCABULARY swept

spread

ensued ed

followed

left rapidly

clashed

fought

ransacked looted

robbed,

step down

leave ofce

repress

stop

Unit 2

29

Name:

Date:

Group:

THE SPRING OF 2012 will long be remembered in the minds of Québec residents as a time when echoes of protests past seemed to come back from the era of the Quiet Revolution to haunt the streets of Montréal, Québec and Sherbrooke. Students from universities, CEGEPs and high schools joined forces to demand free access to education after the provincial government announced gradual tuition hikes over a period of ve years.

MAPLE SPRING

In February 2012, students rst took to the streets of Montréal, wearing squares of red cloth pinned to their clothing to publicly denounce the tuition hikes. The protesters claimed that the government was restricting access to higher education, thereby widening the gap between social classes. By late March, tens of thousands of students had joined the movement, which had gained national and international attention. Classes were cancelled at many universities and CEGEPs.

Escalating Crisis

tuition hikes increases to school fees

Throughout April, student groups and the government tried to negotiate. However, after a demonstration degenerated into vandalism and public mischief, the student group was excluded from the negotiation table, and the media condemned the students’ violent acts. However, the public’s view of the protesters changed when the government passed a law that gave police the authority to arrest public protestors who had not given prior notice of the time, place and route of their protest march. Many Québec citizens believed that this law breached the protestors’ freedom of expression. May 22 marked the date of the largest act of civil disobedience in Canada’s history as a vast number of students and partisans marched in Montréal. A few nights later, the police arrested more than 500 demonstrators.

public mischief acts of civil disobedience

Aftermath

VOCABULARY

breached

30

violated

Activist or Outlaw?

Night marches, pots-and-pans demonstrations, and even protests that used public nudity to get the public’s attention continued throughout the summer with repercussions lasting long after the winter and spring sessions had ended. When the ruling provincial party was voted out of ofce in the fall, many people argued that the student protestors were largely responsible for the change in leadership, particularly after the new government announced that they had revoked the tuition hikes.

Students protest against the new law in the streets of Montréal, 2012.

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Compare each of the following elements of the Arab Spring and the Maple Spring. Write how they are similar or different. Similar

Different

a. Tactics and actions

b. Impact of actions

c. Motivations

4. After considering the above similarities and differences, do you think it is appropriate to compare the two movements? Use examples to support your argument.

PRACTISE

ANALYZE

GRAMMAR IN CONTEXT

Conditional Sentences (Unreal Conditions)

1. The following conditional sentences express unreal conditions. Underline the unreal conditions. Then, explain what an unreal condition means in your own words. I would ght for justice if I felt that my rights weren’t being respected. If I learned that I was being paid less because I was a girl, I would ght for gender equality.

2. Complete the following conditional sentences, using unreal conditions. a. I would boycott my favourite brand of clothing if

b. War would end if For more information on conditional sentences, see pages 175 to 179 of the Grammar Section.

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Unit 2

31

DVD

LISTENING Name:

Date:

4. Peace Warrior?

Group:

C2

Some activists are accused of going too far for their cause, but just how far is too far? 1.

Read the following protest tactics. Write N next to those you consider non-violent and V next to those you consider violent. 1.

seeking publicity from the media

5.

vandalism

2.

a boycott

6.

group lobbying

3.

a blockade

7.

celebrity endorsement

4.

defacing property

8.

intimidation

2. Match the above tactics to the following examples of student protests. a. A group of Secondary Four students call a meeting with the principal to protest the cancellation of a student trip. b. Students protesting planned tuition hikes break the windows of a government building. c. A radical student group sends a message through social media to other students that any student willing to cross the picket line may later regret it. d. Students call a local TV station to cover the launch of their composting project to encourage local citizens to buy student-made composting bins. e. Students protesting the cancellation of the fall term after a lengthy strike decide to block access to the schools. f.

Students refuse to wear their school uniform to show they don’t agree with an administrative move.

g. Students invite a local artist to come in and talk about bullying and denouncing intimidators. h. Students, unhappy with cuts to their school’s sports budget, spray slogans on the school building, inciting students to protest. 3. Do you think that the students went too far in any of these protests? Give reasons for your opinion

32

Activist or Outlaw?

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Name:

Date:

Group:

4. Watch an excerpt from the documentary Eco-Pirate: The Story of Paul Watson and take notes on the violent and non-violent tactics used by Paul Watson. Non-violent tactics

DVD

Violent tactics

5. Compare the reaction of Greenpeace ofcials to that of famous environmentalists David Suzuki and Farley Mowat regarding Paul Watson’s tactics.

6. Do you think that Paul Watson’s tactics were too extreme? Give reasons to support your position.

Members of the Sea Shepherd Conservation Society aboard their anti-whaling protest ship in the Southern Ocean, 2009. Reproduction prohibited © Chenelière Education Inc.

Unit 2

33

GETTINGSPEAKING STARTED Name:

Date:

Group:

5. Something to Think About

C1

Activism has attracted some brilliant minds. Consider what they had to say. 1.

With a group of your classmates, take turns reading the following quotations. Explain what you think the author of the quote meant.

2. Read the question that follows each quotation and take turns giving your opinion. Support your position with examples from this unit and from your personal experience.

Use the following prompts to help you express your ideas: • I think he meant that . . .

“

If we are to reach real peace in this world . . . we shall have to begin with children.

”

Mahatma Gandhi

• The main idea is that . . . • If I understand correctly, . . .

a. Is it a good idea for parents to involve their children in protests, or should they be allowed to wait until they are old enough to form their own opinions about issues?

• Based on my experience, . . .

“

“

Students should not only be trained to live in a democracy when they grow up; they should have the chance to live in one today.

”

An individual has not started living until he can rise above the narrow connes of his individualistic concerns to the broader concerns of all humanity.

”

Ale Kohn

b. How much power do you think teens should have in making decisions at school?

Dr. Martin Luther King, Jr.

c. Do you agree that everyone should be an activist?

“

There are risks and costs to a program of action. But they are far less than the long-range risks and costs of comfortable inaction.

”

John F. Kennedy

d. Can you give an example of a situation when this has been shown to be true?

34

Activist or Outlaw?

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Name:

Date:

Group:

WORKING WITH WORDS Expand your vocabulary by using different forms of these words related to activism. 1.

Complete the chart with words in the same family. Verb

1. act

Noun (person)

Noun (abstract)

activist

2. organize

organization

3. protest 4. disrupt

Adjective

protesting disrupter

5. represent 6. campaign

campaigning

7. demonstrate 8. boycott

demonstration boycotter

9. rebel

rebel

10. respect

respecter

boycotting

2. Rewrite the sentences, using a different word from the same family as the bolded word.

a. The student unions voted for the disruption of classes.

The student unions voted to disrupt classes. b. Bystanders were surprised to see the protesters in the streets with pots and pans.

c. State police arrested Tawakul Karman for organizing public protests.

d. Leaders representing the people were called to the negotiation table.

e. It was amazing to see children and teens among the demonstrators.

f. Boycotting CEGEP students had to complete their spring term in the summer.

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Unit 2

35

WRITING Name:

6. My Inspiration

Date:

Group:

C3

Most activists have pushed the boundaries of the law in their quest for justice. Write a prole of an activist who inspires you personally. 1.

Read the descriptions of activists in Task 1 on pages 22 and 23. Choose one who inspires you, or another that you know of. Do research to learn more about this activist.

2. Take notes on your activist’s cause, motivation for taking action and tactics.

Name of activist

36

Causes

Motivation

Background

Actions and tactics

Outcomes

Impact on society

Activist or Outlaw?

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Name:

Date:

Group:

3. Explain how this person respected or did not respect principles of non-violent action.

4. How does this person inspire you?

5. Write the rst draft of your text on a separate sheet of paper. 6. Revise and edit your text. Use this writing checklist.

I used the third person point of view. My text includes information about: the activist’s background my reasons for choosing this activist the activist’s causes, motivation and tactics the activist’s impact on society and inuence on me I used varied vocabulary. I used verb tenses and relative pronouns correctly. I checked my spelling and punctuation.

7. Exchange texts with a classmate. Ask for feedback. 8. Write your nal copy. Make sure to integrate feedback, changes and corrections. 9. Publish your work. Post your activist prole for other students to read.

Project Possibilities Create an awareness video. Apply what you have learned to raise awareness about a cause you care about. Research and design a guide to using social media to raise funds and create pressure groups to support a cause.

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Unit 2

37

EXTRA READING Name:

Date:

Fight! Resist!

Group:

C2

BEFORE READING

Throughout history, small groups of ghters have fought larger military forces using guerrilla warfare. These “little wars” include tactics like ambushes, sabotage and surprise attacks to conquer larger traditional armies. 1.

Use your knowledge of prexes and sufxes to help you with the vocabulary.

Can you give any examples of conicts that have included guerrilla warfare?

2. Read the list of adjectives. Categorize them below. underground

conventional

independent

centralized

radical

planned

numerous

irregular

systematic

erratic

revolutionary

structured

Words that describe guerrilla warfare

Words that don’t describe guerrilla warfare

WHILE READING

3. Read the story on pages 39, 40 and 41. While reading, underline the actions and tactics that the partisans used to ght against the Nazis.

38

Activist or Outlaw?

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Name:

Date:

Group:

A Partisan’s Memoir BY FAYE SCHULMAN

T

he ghting had ended. The partisans were returning to their bases, and I was with them and alive. It felt like a dream. I had been accepted into the Soviet partisans! I wasn’t sure what was waiting for me now, what kind of a life I would have. But I knew I was very lucky. I was now a partisan, no longer afraid of the Nazis. I tore off the yellow star of David. We started our journey into the woods. ... Was I tough enough to withstand these living conditions? Would I be strong enough to keep up with the partisans on a mission? Most were trained to ght and used to living under these conditions. I closed my eyes and prayed, “Oh God! Give me the strength and the courage to confront all this and give me life and health to be able to do my work.” I was grateful to be alive and realized how lucky I was to be among the partisans, away from the murdering Nazis. I knew that many Jewish girls would be happy to be in my place. The circle of my life had turned. No more slavery, no more eyes looking down on me, no more threats. Though my life was still in danger, I felt human again. Physical and emotional pain loomed, as did hunger, suffering and the primitiveness of our existence. But I was alive. I would have to learn to adapt. A gun was in my hand now. I would learn to shoot, to aim at the enemy. Now, if the enemy pointed his gun on me, I could shoot back. I had the opportunity to avenge the blood of my mother, my father, my sisters, my brother and my sister’s two children. I was not afraid of being killed. Responsible only for myself, I no longer had much to lose except for my life. I was prepared to do everything in my power to help the partisans in their ght against our common enemy. I was proud to join the ranks of freedom ghters who lived and fought in occupied territory. ... I was a partisan from September 1942 to July 1944 when we were liberated by the Soviet army. We were guerrilla ghters who fought mostly in small-scale ground combat operations, dangerous but highly effective in harassing the enemy. We destroyed railroad tracks, blew up enemy trains

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Faye Schulman was born in Lenin, Poland in 1919. In August 1942, the Germans killed more than 1800 Jews from the Lenin ghetto, including Faye’s parents, sisters and younger brother. Faye was among the few who survived. She joined a partisan group of escaped Soviet Red Army prisoners. Trained as a photographer by her brothers, she managed to create a photographic record of the resistance efforts of her group. Read her account of how she fought back.

VOCABULARY star of David Jewish symbol used by Nazis to identify Jews loomed seemed likely to happen ranks groups of soldiers harassing disturbing, making life difcult for

Unit 2

39

Name:

VOCABULARY ambushes attacks

surprise

disrupting hinder lull

blocking

stop

temporary calm

shtetl

town

siblings sisters

brothers and

choked breathe

unable to

sheltered

housed

Date:

Group:

lled with munitions and food heading for the front line. We destroyed highways, set up ambushes, attacked towns and villages occupied by the Nazis. We demolished bridges and fortications, disrupting communications and supply lines to the enemy troops. We engaged in counter-propaganda and tried to win support from the local population. Our goal was to hinder the enemy in any way we could. ... It was towards the end of the year 1942. Our detachment of partisan ghters had been given an order to leave our base in the woods for another raid on the town of Lenin. Misha, the Russian leader of our brigade, had sent us on a mission to strike at the enemy. This time we were to raze the houses used as headquarters by the Nazis and their collaborators. After the initial gunre, there would be the usual brief lull before the arrival of Nazi reinforcements during which we would be able to seize any necessary supplies for survival in the forest: ries, ammunition, food and medical supplies. I had personal reasons for wanting to join in the assault of the town of Lenin. This was the shtetl which I had called home. Here I had been born and had lived with my family in the house lovingly built by my father. Here I had been raised with my six siblings and had experienced my youth. It was also the town where members of my own family had been murdered by the Nazis. ... I nd myself near my family’s house and run inside. I am choked with emotion. This house had always been full of life, of people coming and going—relatives, friends, neighbours. And now total silence. The rooms empty, the home’s rightful occupants dead. Potato peelings litter the oor where the Nazis had dropped them. Hearing our gunshots, they had departed in terror only moments ago. From our partisan informers, I know that my former home has sheltered about thirty local collaborators who work as Nazi policemen. I stand in the centre of the room, transxed, dry-eyed. In my mind I hear a strange urgent cry. It is my mother’s voice. A cry with an echo. I see images of my sisters, my brother. Yes, I hear them all crying—a cry of the innocent, demanding remembrance: “Run! Fight! Resist!” That cry gives me no peace. I clench my sts. I myself cannot cry. No time for tears. The tension, the necessities of the moment overrule my inner feelings. Another partisan runs into the house. It is Moishe, whom we have nicknamed der Weisser, the blond. “This is your house. What do you think?” he bellows. “Shall we burn it down?” My family is dead; my town has been occupied. I will never live here again. I do not want the murderers to have the use of our home. In less time than it takes to form these thoughts, I shout back at him, ‘Burn it!’ He pours gasoline on the living room oor. I light the matches. The house is instantly ablaze. As we retreat to the safety of

40

Activist or Outlaw?

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Name:

Date:

Group:

the forest, I turn my head to watch the ames and smoke breaking through the sky. I feel heartbroken, devastated—something precious has been lost yet again. Still more ties to my past are irrevocably severed. A terrible truth: this town and this house, so close to my heart, are no more. I can still hear the screams coming from the three trenches; they are forever engraved in my mind. ... Too many have denied the Holocaust. Even more have perpetuated the myth of passivity, the fallacy that six million Jews went docilely to their deaths, like lambs to the slaughter. It is important that future generations should know this to be untrue. In reality, wherever there was the slightest opportunity, Jews fought back. The Jewish people did their utmost to survive under unfathomably difcult circumstances in the forests, in the ghettos, and in the camps. We all fought for our lives and for the lives of our loved ones. Many fought with weapons in hand in the ghettos, as underground ghters in occupied cities and villages, as partisans in the forest, and simply as individuals who resisted those who came to destroy them.

VOCABULARY severed fallacy belief

cut off mistaken

slaughter massacre

killing,

unfathomably impossible to imagine

Inevitably, the majority of those unsung heroes and heroines who fought as partisans did not survive. Yet their bravery and courageous qualities should never be forgotten. We shall never know the precise number of the anonymous dead. As one of the survivors, I feel compelled to speak for those who were tragically silenced. So little has been written—it has almost been kept a secret—about the bravery of the Jewish partisans. I served in the partisan resistance, as one of thousands of Jewish men and women who joined the partisan movement and engaged in daily attacks, ambushes and battles against the enemy. We faced hunger and cold; we faced the constant threat of death and torture; added to this we faced anti-Semitism in our own ranks. Against all odds, we struggled against Nazi oppression. We used every available resource, all our courage, spirit and inventiveness, to combat the enemy. Many partisan ghters were mere children—teenagers like myself—entrusted with the weight of adult responsibility. They never gave up. They fought for revenge, for honour and dignity, for an end to the murder and an end to the war, many to their last breath.

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Unit 2

41

Name:

Date:

Group:

AFTER READING

4. What was the motivation for Faye Schulman’s activism?

5. What was the main goal of the partisans’ guerrilla tactics?

6. Of all the guerrilla tactics used by the partisans, which do you think were the most effective? Explain your choices.

7. Circle the adjective you think best describes how Faye Schulman felt when she saw her house burning. Explain your answer, using information from the text. lonely avenged depressed all of the above

8. With so much literature already written about the Holocaust, why do you think Faye Schulman wanted to tell her story?

w hat do you think? Consider the following question: Do you think it is justiable to break the law when defending your cause? Form an opinion on the issue and write an opinion piece that defends your position, using strong supporting arguments from the unit readings, the video and your personal experience.

42

Activist or Outlaw?

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3

UNIT

IN THE SPRING OF 1845, TWO SHIPS LEFT ENGLAND ON A QUEST TO FIND A NORTHWEST PASSAGE THROUGH THE ARCTIC. THE SHIPS SPENT TWO WINTERS TRAPPED IN ICE BEFORE THEY, AND THE 129 MEN THEY CARRIED, DISAPPEARED. THEIR FATE REMAINS A MYSTERY.

The Mysterious Fate of the Franklin Expedition IN THIS UNIT, IMAGINE THAT YOU ARE A MEMBER OF THE EXPEDITION.

Discuss survival in extreme Arctic conditions. Learn about different aspects of the ill-fated Franklin expedition. Listen to an Inuit perspective on Arctic exploration. Write a diary entry from a member of the expedition. Complete a complex reinvestment task. C2

O C NE H A M L IN L E U N T G E E

Practise grammar: adverbs; present perfect or present perfect continuous.

What happened to the expedition?

How many famous explorers can you name?

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43

GETTING STARTED Name:

Date:

1. Out in the Cold

Group:

C1

How much do you know about the Great White North? 1.

Take this quiz. Put a check mark next to your answers. Be prepared to explain them.

2. Team up with a classmate. Compare and explain your choices.

1 Your compass won’t work due to the magnetic activity near the North Pole. How do you nd your way?

The following prompts may help you discuss your answers with a classmate: • That’s possible, but I think . . . • Did you consider . . .? • I’m not sure about that because . . .

a.

Follow a river downstream.

b.

Follow migrating birds.

c.

Look at the stars.

d.

Follow the penguins.

2 What is the best thing to do if you are confronted by a hungry polar bear? a.

Stand still and make noise.

b.

Leap into the water.

c.

Lie down in a fetal position.

d.

Run away.

3 Which animal is not a good source of food in the Arctic?

VOCABULARY numb

without feeling

frostbite injury caused by extreme cold

44

a.

Fish

b.

Seal

c.

Penguin

d.

Whale

4 Generally, people need about 2000 calories per day, but in the Arctic how many calories should you consume?

5 You’re buried in an avalanche. How can you gure out which way is up? a.

Toss a coin.

b.

Follow your feet.

c.

Spit.

d.

Yell for help.

6 You fall into freezing water. How long do you have before you lose consciousness? a.

Less than15 minutes

b.

20−30 minutes

c.

An hour

d.

Until you are rescued

7 What kinds of trees grow in the Arctic? a.

Spruce and pine

b.

Birch and spruce

c.

Pine only

d.

No trees

8 Your ngers are numb with cold. What should you do to prevent frostbite? a.

Put them in your mouth.

a.

The same

b.

Rub them with snow.

b.

4000−6000

c.

c.

6000−8000

Put them under your armpits.

d.

Less than 1000

d.

Put on mittens.

The Mysterious Fate of the Franklin Expedition

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Name:

9

Date:

In soft snow, what is the best method of travel?

Group:

13 How many islands are there in the Canadian Arctic?

a.

On snowshoes

a.

1053

b.

With tall winter boots

b.

7987

c.

Riding on a polar bear

c.

15 454

d.

Lying down and rolling

d.

36 563

10 In February, the average Arctic temperature ranges from:

14 The word Arctic, from the Greek word arktikos, means

a.

– 22˚C to – 42˚C

a.

Santa’s paradise

b.

– 32˚C to – 52˚C

b.

near the bear

c.

– 42˚C to – 62˚C

c.

very cold place

d.

– 52˚C to – 72˚C

d.

winter desert

11 In August, the average Arctic temperature is: a.

– 5˚C

b.

– 1˚C

c.

1.5˚C

d.

10˚C

12 How many times in a year does the sun rise and set at the North Pole? a.

One

b.

Twelve

c.

Three hundred and sixty-ve

15 Which country owns the North Pole? a.

Canada

b.

Russia

c.

Denmark

d.

None

Give yourself three points for each correct answer. Your score: 36−45 points: You’re an Arctic expert! Use what you know to better understand the challenges faced by the Franklin expedition. 27−33 points: Your understanding of the Great White North will be useful, but pay careful attention to clues in the texts as you explore the Franklin story. 0−24 points: Don’t lead a crew into the Arctic any time soon! Use what you learn to understand the fate of the expedition.

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Unit 3

45

Name:

Date:

Group:

3. In 1845, the Franklin expedition sailed from England to nd a Northwest Passage through the Arctic. Read the timeline and follow the expedition’s route on the map to get an overview of their journey.

TIMELINE

ARCTIC OCEAN

MAY 1845: The Franklin expedition leaves England.

Bafn Bay

Beechey Island

JULY 1845: The ships stop in Disko Bay, Greenland. Several sick men are discharged.

Disko Bay

Peel Sound Bafn Island

JULY 18, 1845: The ships are seen by European whalers in Bafn Bay.

King William Island

WINTER 1845−46: The expedition winters at Beechey Island. Three crew members die and are buried.

Davis Strait

1846−47: The expedition sails down Peel Sound and winters northwest of King William Island.

Hudson Bay

CANADA

JUNE 11, 1847: John Franklin dies. APRIL 1848: Ships are abandoned because they are still stuck in the ice. Surviving crew members attempt to walk several hundred kilometres to the Back River. None are ever heard from again.

“

. . . after more than 160 years, the greatest disaster in Arctic exploration history remains a mystery.

46

”

4. What challenges do you think an Arctic expedition would have faced in the 1800s?

5. How do you think the explorers prepared for such a journey?

The Mysterious Fate of the Franklin Expedition

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READING Name:

Date:

2. The Franklin Expedition

Group:

C2

Plunge into the mystery of this infamous expedition.

the end of this unit, you will be asked to write a ctional diary entry describing your experiences as a member of the Franklin expedition. To prepare for this task, you will read a series of texts on the expedition. You will also listen to an interview and watch a video that will provide information on how the Inuit perceived the expedition. You will need to use the knowledge you acquire from all of these sources to complete the reinvestment task. 1.

Read the texts on pages 49 to 55. As you read, take notes in the charts on this page and on page 48.

2. Complete the information in the charts with additional facts from Tasks 1, 5 and 6. Arctic conditions (Task 1)

Before starting to read the texts, have a careful look at the nal reinvestment task and at the notes you are expected to take. Knowing your goal and what you need to focus on will help you get there more easily.

Importance of the Northwest Passage (Task 2)

Equipping the ships (Task 2)

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Unit 3

47

Name:

Living conditions faced by sailors (Tasks 2 and 3)

Date:

Group:

Risks and hardships (Tasks 2, 3 and 5)

Illnesses and symptoms (Task 2)

Clues to the expedition’s fate (Task 4)

48

The Mysterious Fate of the Franklin Expedition

Other facts and vocabulary you want to remember

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Name:

Date:

Group:

FOR 300 YEARS, European explorers searched for a shorter route to the riches of Asia. Asia represented an important source of trade in the spices, silk and tea that Europeans were eager to buy. Once it was understood that North America blocked the way, and because the alternative at that time meant sailing all the way around the tip of South America, the hope of a northern shortcut led explorers into the inhospitable Arctic.

SEARCHING FOR THE NORTHWEST PASSAGE

Before you read, make sure you understand what information you are looking for. Use different coloured highlighters to classify the different types of information you are taking notes about. You may also annotate the texts.

Preparing for the Expedition When Captain John Franklin departed England in 1845 on a quest to nd the elusive Northwest Passage, he was considered a hero. The British Admiralty was entirely condent that Franklin would succeed, and no expense was spared in equipping his ships with the latest technology. The Franklin expedition was therefore the best-equipped and prepared ever to be sent to the Canadian Arctic.

“

The British Admiralty was entirely condent that Franklin would succeed.

”

As the Royal Navy and Franklin had had some experience with expeditions to both the North and South Poles, they were aware of the extreme weather conditions the explorers would be facing. The former war ships that were chosen to carry the expedition were outtted like no other ships before them. The hull of the HMS Erebus and of the HMS Terror was reinforced on the outside with iron plates and on the inside with thick metal beams to help them withstand the extreme pressure of the Arctic ice. In a revolutionary move, two train steam engines were installed inside the ships to provide propulsion. To create fresh water for the steam engines as well as for the crew, desalinators had to be built into the galley. The ships used boilers with pipes to carry hot water through the crew’s quarters in order to provide some comfort from the cold. Another modern piece of technology at that time was the daguerreotype camera, given to the crew to help record their discoveries. Numerous instruments for taking observations of magnetic elds, geology, botany and zoology were also provided. To combat the boredom of long Arctic winter days and nights, the ships carried nearly 3000 books, some for reference and training purposes, but also many for moral support and entertainment. Each ship even had a hand organ that could play 50 different tunes, including hymns for church services.

VOCABULARY elusive

hard to nd

outtted hull HMS

equipped

body of a ship Her Majesty’s Ship

withstand

endure

desalinators equipment that removes salt from water galley

ship’s kitchen

boilers closed vessels that heat water quarters

living area

daguerreotype of camera

old type

For Franklin, who had led a previous expedition to the Canadian Arctic where several men had died of starvation, it was essential to be selfsufcient and not rely on what could be found on the land. To this end, the ships carried enough food to last the 129 men for at least three years.

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Unit 3

49

Name:

Date:

Group:

Only Franklin’s cabin was a decent size. That of Fitzjames, captain of the second ship, was only 2 metres wide. The crew shared what little space was left, and many simply hung their hammocks on the mess deck. A dog named Neptune and a pet monkey named Jacko accompanied the sailors.

The Perils of Exploration The expedition faced many perils, among them the possibility of illness and even death from malnutrition, disease or poisoning. At least some members of the Franklin expedition may have suffered from lead poisoning. The ships carried 8000 cans of food, all of which had been sealed using lead solder. Lead poisoning is a medical condition caused by high levels of the heavy metal lead in the blood. Symptoms include abdominal pain, confusion, headache, anemia and irritability. It is toxic to the internal organs and can lead to coma, seizures and death. Scurvy is a disease caused by vitamin C deciency. Left untreated, it causes death. Symptoms include weakness, lethargy, irritability, anemia, bleeding gums, loosening teeth, the reopening of healed scars and fractures, and hemorrhaging in the mucous membranes and skin. Tuberculosis (TB) is a very infectious disease caused by bacteria. Easily transmitted through the air, TB generally attacks the lungs, causing symptoms like severe coughing, fever, weight loss and loss of appetite. If not treated, TB kills 50% of those infected.

VOCABULARY mess deck

eating area

solder melted metal use to glue metals together

“

29 000 kg of salt beef and pork 8000 tins of meat, soups and vegetables 61 000 kg of our 4200 kg of chocolate 16 700 kg of liquor 900 litres of “medicinal” wine 1069 kg of tea 4200 kg of lemon juice (to prevent scurvy) 91 kg of pepper 3200 kg of tobacco 1650 kg of soap 1225 kg of candles

QUESTIONS TO CONSIDER: a. Explorers did not have a complete map of the Arctic back then. How do you think they navigated?

The ships carried enough food to last the 129 men for at least three years.

50

Provisions for Three Years

”

b. If you were leaving home for three years, what is the one thing you could not live without?

The Mysterious Fate of the Franklin Expedition

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READING Name:

Date:

Group:

3. From the Diary of Lady Jane Franklin

C2

What would Lady Franklin have written in her diary as she anxiously awaited news of the expedition? Read the ctional diary entry below and add notes to the chart on page 48.

DECEMBER 18, 1846 Christmas draws near, the second Christmas since the departure of my dear husband, John. I have begun to worry about his fate and that of his crew. By the end of last summer, I was so sure that they would have nished crossing the Northwest Passage that I travelled to the United States and waited expectantly for the announcement that his ships had been spotted. I so hoped to be able to meet him and to celebrate his triumphant return! It was a great disappointment to sail back to England without any news. One can only wonder what has forced the men to spend another winter in that frozen wasteland.

WAITING FOR NEWS

I have been trying not to think too long about their living conditions, which have certainly been difcult. Before he left, John told me wretched stories about his previous expeditions: how the men longed for sunlight during the interminable, dark winter; how they suffered terribly from the cold and lost toes and ngers to frostbite; how they fought illness, boredom and hunger. He talked to me of the men’s complaints about the daily doses of lemon juice they had to take to avoid scurvy, and how living in such close quarters spread tuberculosis among them. He described the icy wind that howled endlessly and how everything, absolutely everything, was frozen.

“

More than that, John described the hunger they John himself had all suffered. By the time John returned from his last expedition, nine of his men had starved to eaten his own shoe death, and John himself had eaten his own leather to stay alive. shoe leather to stay alive. He swore that such a disaster would never happen again. That is why he insisted on carrying provisions for three years instead of trying to live off the land when the food ran out, as they had done before. It is a good thing that he did, for I doubt that he could easily survive such an ordeal this time. At the age of 60, he is no longer a young man.

”

But there is surely nothing to worry about. The members of the expedition left in such good spirits that it is difcult to believe that any harm could have come to them. Before they left the harbor, a dove landed on the mast of the HMS Erebus and stayed for such a long time that everyone called it a good omen. Moreover, the men were condent that they would make names for themselves as the rst to conquer the Northwest Passage and come home as heroes. I have always been certain that John will become the rst man in history to lead an expedition across the Arctic.

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VOCABULARY spotted wretched longed for

seen miserable wished for

ordeal difcult experience omen sign of good or bad luck

Unit 3

51

Name:

Date:

Group:

I felt reassured after speaking with my friend Captain James Clark Ross at a party last week. I shared my concerns with him, but he insisted that there was nothing to worry about yet and that, even if the men have run out of food, they can still hunt and trade with the native population. Nevertheless, if my husband’s ships do not return soon, I will ask Captain Ross whether he would be willing to lead a search expedition. Perhaps something has happened to the ships, and the men are stranded with no way to return home. I have been torturing myself by imagining the many possibilities, and I only wish that they would return soon.

VOCABULARY stranded

stuck

QUESTION TO CONSIDER: Would you be able to survive a winter trapped in Arctic ice? What would be difcult for you?

GRAMMAR IN CONTEXT

Position of Adverbs

1. Underline the following adverbs in the text on pages 51 and 52, and circle the verbs that they qualify: expectantly, certainly, terribly, endlessly, easily, surely, always. Notice their position.

PRACTISE

2. For each sentence, correct the error in the placement of the adverb. a. Lady Jane Franklin waited for news hopefully of the ships’ arrival.

b. The ships had become stuck probably in the ice.

ANALYZE

c. The men terribly have suffered from hunger during previous expeditions.

3. Try to create a rule that explains how you corrected the errors in the sentences above. Rule:

For more on adverbs, see pages 209 to 212 of the Grammar Section.

52

The Mysterious Fate of the Franklin Expedition

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READING Name:

Date:

4. Aftermath and Clues

Group:

C2

Although little is known about the fate of the Franklin expedition, some clues have been found. 1.

Based on the information in Tasks 1, 2 and 3, what attracts you, or not, to the Arctic? Would you like to visit it? Explain.

2. Read the texts on pages 53 to 55 and add notes to the chart on page 48.

VOCABULARY

SCATTERED BONES among the rocks, skulls covered with Arctic moss, and three graves containing perfectly preserved bodies: these are all that remain of the fabled Franklin expedition. There are no ships, no logs, and no sign of the grave of Franklin himself.

SCATTERED BONES, SCATTERED CLUES

Despite the fact that the expedition had brought with it 200 metal canisters designed to leave messages along the way for others to nd, only one canister was ever discovered. Beneath a rock cairn, it contained two messages on a standard-issue Royal Navy form. The rst, written by Franklin, was signed “All well.” The second message, dated a year later, was added by sailors who dug up the canister after they had abandoned ship. By then, fteen sailors had died, including the captain himself, a mere three weeks after he had written the initial note. The messages give few indications about the fate of the rest of the crew. And, after more than 160 years, the greatest disaster in Arctic exploration history remains a mystery. The Inuit people share oral history from their ancestors, tales of giant ships trapped in giant ice oes, and of ghostly men, wandering and confused. Were they weakened by scurvy, lead poisoning or tuberculosis, and therefore too ill to cope with the situation?

logs ship’s written records cairn pile of rocks used for monuments or landmarks oes large pieces of oating ice whaleboat

“

small boat

. . . the desperate sailors resorted to cannibalism to survive.

”

A rescue mission, sent by Franklin’s wife in 1859, found a small whaleboat that contained the skeletons of two sailors. They seemed to have been heading back to where their ship had been abandoned—at least, the whaleboat was pointed in that direction. In other areas of King William Island, more bones have been found, these with darker signs: knife marks that indicate that the desperate sailors resorted to cannibalism to survive.

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Unit 3

53

Name:

VOCABULARY exhumed body

dig up a dead

permafrost ground that is always frozen

“

It’s as though they simply vanished.

Date:

Group:

Although many scattered bones have been found, there are not nearly enough to account for all of the 129 men. It’s as though they simply vanished. In 1984 and 1986, anthropologists from the University of Alberta exhumed the three Franklin expedition gravesites in order to conduct autopsies on the bodies. Since the time of the sailors’ burial on Beechey Island in 1846 (the site of the expedition’s rst winter encampment), the bodies had been frozen—almost perfectly preserved by the Arctic permafrost.

”

The researchers’ analysis of tissues showed elevated levels of lead. The type of lead found in the samples matched that in the solder used to seal the food cans that were used by the expedition, many of which can be found on the island to this day. Further, analyses of bones found on King William Island also show the presence of dangerously high lead levels. This research indicated that the physiological and neurological affects of lead poisoning may have contributed to the disaster.

The rst three men of the expedition to die were buried on Beechey Island. Their graves were rst discovered in 1851.

QUESTION TO CONSIDER: Why did three men get a proper burial, while others did not?

54

The Mysterious Fate of the Franklin Expedition

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Name:

Date:

Group:

FOR MORE than a century and a

SEARCHING FOR FRANKLIN

half, people have been trying to gure out what happened to the Franklin expedition. In fact, many large-scale search expeditions, past and present, have been sent to look for the ships and crew.

When the British Admiralty had had no news of Franklin by 1848, they started to get concerned. Lady Jane Franklin, the captain’s wife, pressed the Admiralty to do something. Three missions were sent to different regions of the Arctic that rst year, but they didn’t nd any clues to the expedition’s fate. Dozens of rescue missions were sent in the several years that followed in the hopes that Franklin and his crew might be trapped somewhere, waiting for rescue. Then in 1851, on Beechey Island, three graves containing the bodies of Franklin sailors were found, along with a stone cairn that contained no message. By 1854, the explorer John Rae led a report based on artifacts he had discovered and Inuit oral history. He stated that Franklin and his crew had likely died, and had perhaps resorted to cannibalism, a statement that caused much outrage and shock in Britain. The Admiralty accepted his report and gave him the reward of 10 000 pounds promised in 1849 for the discovery the expedition’s fate. Lady Franklin had not given up, however, and in 1857 she nanced another expedition. This time, on King William Island, they found the rock cairn with the note conrming her husband’s death. In 1931, a number of skeletons and artifacts were discovered by William Gibson on the south coast of King William Island, where, in 1981 and 1982, anthropologists from the University of Alberta found the remains of at least seven Franklin expedition crew members. As recently as the summer of 2012, researchers and archaeologists were still looking for clues and trying to determine what happened to the long-vanished ships. QUESTION TO CONSIDER: Do you think that the mystery of the disappearance of the Franklin expedition is worth solving? Explain your position.

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CD

DVD

LISTENING Name:

Date:

5. Another Perspective

Group:

C2

Find out what the Inuit have to say about the Franklin expedition. 1.

CD

How do you think the Inuit people have survived for so long in the Arctic?

2. Listen to an interview with Dorothy Harley Eber. Take notes in the chart below.

Dorothy Harley Eber is a Canadian author, and one of the rst people to transcribe and publish oral histories of the Inuit people of Nunavut. Her book is called Encounters on the Passage: Inuit Meet the Explorers.

Look at the chart headings to see what information you should focus on as you listen to the interview and then as you watch the CBC report. Take brief notes as you listen and then complete your notes afterwards.

How the Inuit transmit history

Explorers’ attitudes toward the Inuit

Inuit reaction to the explorers

What the Inuit may know about the Franklin expedition

56

The Mysterious Fate of the Franklin Expedition

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Name:

Date:

Group:

3. Watch the CBC report “Inuit History and Franklin Ships.” Using a pen or pencil of a different colour, add to your notes on page 56.

DVD

4. How credible do you think the Inuit stories about the Franklin expedition are? Support your opinion with information from the interview and video.

Inuit Throat Singing Traditionally, Inuit throat singing developed as entertainment for the women when men were away on hunting trips. The women stand close together, holding each other’s arms. One makes a repetitive rhythmic sound. The other responds, creating a pattern of breath and sounds. The rst to lose her place or start laughing loses the contest.

5. Why might the Inuit not share everything they know about the Franklin expedition?

GRAMMAR IN CONTEXT

Present Perfect or Present Perfect Continuous?

1. Underline the main verb in each of the following sentences. Circle the auxiliary verbs. ANALYZE

a. The scientists have arrived at King William Island. b. They have been searching for the ships for years. 2. Which sentence refers to an action that is still in progress? 3. Which sentence refers to an action recently completed? 4. What phrase in sentence b indicates that the search is ongoing?

PRACTISE

5. Complete the sentences with the present perfect or present perfect continuous of the verbs. a. People (discover) b. We (investigate) c. Inuit (share) d. We (nd)

clues on King William Island. this for a long time. oral history for generations. just one message from the expedition.

For more on the present perfect and present perfect continuous, see pages 159 to 164 of the Grammar Section.

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Name:

Date:

Group:

WORKING WITH WORDS Cold weather vocabulary is essential to descriptions of life in the Great White North. 1.

Read the weather forecast below. Underline all the weather-related words. Here is the weather forecast for today. Watch out for extreme cold with temperatures of minus thirty to minus forty. Skies will be

Temperature refers only to how warm or cold the air is. Weather refers to a combination of precipitation, temperature, wind, humidty, sunshine, etc.

overcast with urries starting in the afternoon, turning to heavy snow by evening. The cold spell will last until Tuesday, when it will be partly sunny with temperatures reaching 20 below.

2. Place the following weather words in the correct categories in the chart below. Use your dictionary to nd the meaning of unfamiliar words. chilly icy breeze / wind mild (partly / mainly) cloudy (partly / mainly) sunny freezing cold

fog hail cold spell freezing rain frigid sleet

frost gale sunny overcast heavy snow thirty / forty below

ice urries light snow snowstorm minus thirty / forty plus ten / twenty

Words that describe temperature

Words that describe precipitation

Words that describe the sky

Words that describe the wind

3. Write your own winter weather forecast using as many words from the list as you can.

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The Mysterious Fate of the Franklin Expedition

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SPEAKING Name:

6. Fact or Fiction?

Date:

C1

Group:

C2

Give your informed opinion. 1.

With a group of your classmates, read the following statements and decide whether each item is fact, ction or unproven, based on the texts that you have read. To do you this, you must: • share and explain your opinions • support your opinions with examples and reasons • react to or add comments to classmates’ statements • ask questions

2. You may add to your notes on pages 47 and 48.

The Franklin Expedition: Fact or Fiction? 1. The search for the Northwest Passage was a commercial venture. 2. The expedition had just enough supplies to last two years. 3. John Franklin’s body was found. 4. John Franklin died of old age. 5. The ships’ location is known. 6. The Canadian Arctic contains more than 36 000 islands. 7. Franklin believed explorers should know how to live off the land. 8. The captain survived for at least one winter. 9. Nothing was done to prevent scurvy. 10. Scurvy caused the death of most of the men. 11. Lead poisoning affects your judgment. 12. Lead poisoning was a major problem during the expedition. 13. Some of the men suffered from tuberculosis.

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The following prompts may help you discuss your answers with classmates: • Perhaps it’s possible. However, I think that . . . • Have you considered that . . .? • This is (not) a possibility because . . .

14. The crew had to get up at sunrise for inspection. 15. Many messages from the explorers have been found. 16. A few of the explorers went to live with the Inuit. 17. The ships were able to break through winter ice. 18. By early spring, the ships were free of the ice. 19. The sailors tried to walk several hundred kilometres to get help. 20. John Rae received a reward for nding the Northwest Passage. 21. By the spring of 1845, the majority of the men were probably dead. 22. Most clues about their fate were found on Bafn Island. 23. Most of the bodies have not been found. 24. Some bones show signs of cannibalism. 25. Some believe the Inuit have clues about the fate of the expedition.

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WRITING Name:

Date:

7. Another Piece of the Puzzle

Group:

C2 C3

Imagine that the diary of a member of the Franklin expedition has been found under a cairn on King William Island. Write a ctional diary entry dated July 1, 1848, from the point of view of the sailor, explaining your experiences since the beginning of the expedition. In the diary entry, the sailor explains: • the purpose of the expedition (This part is done for you on page 61.) • the living conditions on the ship • the fate of some shipmates • the abandonment of the ship • what the sailor experienced after abandoning the ship 1.

Review your notes from pages 47 and 48 and select information to include in your diary entry.

2. Use the chart below to organize your ideas.

60

Living conditions on the ship

The fate of certain shipmates

Reasons for abandoning the ship

Experiences after abandoning the ship, encounters with the Inuit

The Mysterious Fate of the Franklin Expedition

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Name:

Date:

Group:

3. Write the rst draft of your journal entry on a separate sheet of paper. Continue in the style of the opening paragraph below.

July 1, 1848 It is supposed to be summer, and yet an icy wind still blows in this frozen land. After trying for so long to nd a passage to China, we have abandoned ship. We were looking for adventure, looking for glory, and now, we just hope to escape with our lives. I am writing this message in case we do not survive. We have been walking since the end of April, and some terrible things have happened . . .

4. Revise and edit your text. Use the following checklist.

I wrote a rst person account from the point of view of the sailor. I included the four elements required. • living conditions on the ship • fate of some shipmates • reasons for abandoning the ship • experiences after leaving the ship I included historical details to make the text sound believable. I used descriptive language (adverbs and cold weather vocabulary). I used the perfect tenses accurately. 5. Exchange texts with a classmate. Ask for feedback. 6. Write your nal copy. Make sure to integrate feedback, changes and corrections. 7. Publish your work. Read and discuss your classmates’ journal entries and decide which are the most credible.

Project Possibilities Act out an interview with a sailor from the Franklin expedition. Imagine that one of the three frozen sailors has been brought to life and can answer questions about his experience. What would he say? Write about the Franklin expedition from the perspective of the Inuit. Consider what the Inuit would have thought about the big ships, the strange white men and their odd behaviour.

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EXTRA READING Name:

Date:

Inuit Meet the Explorers

C2

Group:

BEFORE READING

There are many sides to any story. It all depends on your point of view. 1.

How do people generally react when they meet someone who looks very different from they way they do? Are they friendly, shy, open or mistrusting?

WHILE READING

2. Read the text on pages 62 and 63. Underline all the parts of the text that describe the Inuit’s initial reactions to the European whalers.

The White Dawn BY JAMES HOUSTON

I

James Houston (1921−2005) was a Canadian artist and writer who played an important role helping Inuit art become recognized. The Inuit gave him the name “Saumik,” meaning left-handed one. The White Dawn is a novel about three European whalers, stranded in the Arctic in 1896. When the Inuit rescue them, conict arises between the Inuit’s traditional way of life and the Europeans’ desire to take advantage of them. This excerpt describes their arrival in camp.

62

watched our people’s eyes when they rst saw the strangers. They did not look at the sick man, who was on my sled, but stared in horror at the other two, one dark and one pale. It was as though some awful dream had come true before their eyes. They stood in our camp, one like a dark night spirit and the other pale as death. They were like visitors from the world beneath, two ghosts walking among us, bold as giants. Was this pale one the eyeless kayakman, the spirit moved by maggots, and was the other man the black robed giant so long entombed beneath the ice, both spirits we had heard of all our lives? At rst, when everyone looked at the kalunait, they were so shocked that they did not move at all. Then some women quickly put their hands over their faces to hide their eyes. They drew their fur hoods forward to shield the small children they carried on their backs from the terrible sight, and young people ran or hid behind their parents, sensing the new danger that had come to all of us. The youngest children set up a wailing, and the dogs answered with a fearful howling, as though they, too, knew that a strange and powerful new force had come into our village. Our hunters stood still, not knowing what to do, their muscles tense, their faces like bone masks. Tugak and I held the sick man upright, his head sagging back in a way that could make one think only of death. The other two strangers stood together, tall and nervous in their black clothing. They were like powerful ganders that should have been able to rise up and sail away into the safety of their own distant world, and yet they were held down, bound to us because they were cold and lost and could not y.

The Mysterious Fate of the Franklin Expedition

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Name:

Date:

Group:

Thinking about them, I had not noticed Sarkak. Now he revealed himself to us. He had been standing quietly among the people, his hood drawn forward, his hawk-like eyes appraising the strangers, deciding how he should act toward them. As he stepped forward and pushed back his fur-trimmed hood, I saw the two tall men look at him, and I believe that they instantly sensed the fact that he was the man who held their lives in his hands. Sarkak stared at them for a moment, his eyes narrow, his long hair shifting in the light breeze. Then he cast his mitts down onto the snow, and in our formal way of meeting with strangers, raised both his hands above his head, pulling the sleeves back to his elbows to show that he concealed no weapon. He called out greetings to them, and the pale-eyed man answered in a way we did not understand. Sarkak walked up and stood before these strange dog children. I knew they were tall, but I was shocked to see that their heads and shoulders towered above him. This did not seem possible, since Sarkak had always been to me a giant, bigger in every way than all other men. The strangers looked down and smiled at Sarkak, and he looked up smiling, showing them the whiteness of his teeth. Without turning, he called to his wives, saying, “These two will stay with us. Get them food now. That sick man, let him sleep somewhere else. Let him sleep in Sowniapik’s igloo. They will care for him.” Sarkak’s wives turned and darted into the entrance passage of the snowhouse, hurrying to be in their proper places before any others could enter the igloo. Sowniapik and Tungilik supported the sick man, half carrying him away to Sowniapik’s snowhouse.

VOCABULARY

Sarkak took the dark-faced man by the sleeve and, still smiling, tugged it. When the tall man moved with this slight pressure, Sarkak turned and led the two strangers through the crowd of villagers, who drew back to give them room. Sarkak was small beside the kalunait and yet seemed supremely powerful. I knew he was to be their master.

kalunait

maggots

insect larva

entombed drew

stranger

pulled

wailing

crying

sagging gander

buried

falling male goose

appraising evaluating, examining concealed darted

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hid

moved quickly

Unit 3

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Name:

Date:

Group:

AFTER READING

3. The Inuit imagine that the men could be from the spirit world. Which mythical creatures are mentioned?

4. What is Sarkak’s role? Is he afraid of the strangers?

5. Why do you think the narrator says that Sarkak had always been a giant to him?

6. Describe the formal Inuit way of meeting with strangers.

7. What does this way of meeting reveal about the Inuit way of life?

8. Based on clues in the text, do you think things will go smoothly or that there will be trouble? Support your opinion with clues from the text.

w hat do you think? Consider the following question and form an opinion: What are the lessons of the Franklin expedition? Make your case about what we can learn from the expedition, using strong arguments.

64

The Mysterious Fate of the Franklin Expedition

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4

UNIT

GETTING STARTED A MAJOR TRAGEDY OCCURS, AND OFFICIALS RUSH TO OFFER THE PUBLIC AN EXPLANATION FOR IT. WHILE MOST PEOPLE BELIEVE THEIR EXPLANATION, OTHERS WONDER IF THE OFFICIALS ARE HIDING A DARKER, MORE SINISTER TRUTH. THEY SUSPECT . . . A CONSPIRACY!

Suspicious Minds IN THIS UNIT, EXPLORE THE WORLD OF CONSPIRACY THEORIES.

Discuss popular conspiracy theories. Read about a ctional Canadian conspiracy. Listen to an expert explain people’s fascination with conspiracy theories. Consider the effects that conspiracies can have on individuals and society.

Write your own conspiracy theory.

O C NE H A M L IN L E U N T G E E

Practise grammar: quantiers and pronouns; the active and passive voices.

What do you think about conspiracy theories?

Make a list of major news events that have been linked to conspiracies.

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65

DVD

GETTING STARTED Name:

Date:

1. Explore Conspiracy Theories

Group:

C1

Which of these common conspiracies have you heard about? 1.

Watch the documentary “Conspiracy Rising.” Pay attention to the events that inspired conspiracy theories.

2. Each of the following pictures and news headlines is associated with a conspiracy theory. With a partner, discuss what the conspiracy theory could be. Then, compare and complete your answers with other teams.

DVD

The following phrases may help you discuss your answers with a classmate. • Few / some / many believe that . . . • This is (in)credible / (un)believable / (im)plausible • Have you heard of . . . • I have / haven’t heard of . . .

a.

Dallas, 1963—President Kennedy Assassinated by Sniper

Some people believe that President John F. Kennedy’s assassination was carried out by the CIA because Kennedy wanted to end the cold war. Others believe that Fidel Castro, the KGB and even the Maa ordered the assassination.

66

Suspicious Minds

b.

New Mexico, 1947—Flying Saucer Found on Roswell Ranch

c.

Paris, 1997—Princess Diana Dies in a Suspicious Car Crash

d.

Houston, 1969 —Men Walk on Moon, Collect Rocks, Plant Flag

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Name:

Date:

GRAMMAR IN CONTEXT

Group:

e. e.

Yekaterinburg, 1918—Bolsheviks Execute Russian Tsar and Family

f.

Manhattan, 2001—Terrorists Attack New York: Twin Towers Topple, Thousands Dead

g.

Paris, 1789—Secret Society Pushes French Public to Revolt: Bastille Prison Attacked

Quantiers and Pronouns

ANALYZE

1. What differences do you observe between the words in orange used in the set a sentences and those in the set b sentences? a. Some people believe that aliens control the Earth. Other conspiracy theorists think the Queen could be a reptile. b. Some believe that aliens control the Earth. Others think the Queen could be a reptile.

The quantiers other and no become others and none in their pronoun form.

PRACTISE

2. In the sentences below, circle the quantiers. Underline the pronouns. Rewrite the sentences, using the other function (quantier or pronoun) of the word. a. Some people believe conspiracy theories. b. Most enjoy conspiracy theories. c. Few citizens are aware of the Illuminati. d. No politicians admit they are aliens. e. Others have strange ideas. For more on quantiers and pronouns, see pages 197 to 203 of the Grammar Section.

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67

READING Name:

Date:

2. Building a Conspiracy

Group:

C2

Discover the elements of a conspiracy and use them to analyze a ctitious conspiracy involving Canadian performers. 1.

Read the following sentences to nd the meaning of the words in blue. Underline words that are clues and write down what you think each word in blue means. Check whether your answers are correct in a dictionary. a. The spies wanted to inltrate the government to get secret information. inltrate:

When confronted with a difcult word in a text, use the context and clues in the surrounding words and sentences to guess its meaning. Then, consult a dictionary to validate your guess.

Correct

Incorrect

b. A subversive plan was designed to overthrow the government. subversive: Correct

Incorrect

Correct

Incorrect

c. We received a gift from a benevolent donor. benevolent:

d. We decided to brainwash new members of the organization so they would agree with everything we said. brainwash: Correct

Incorrect

e. The perpetrator of the attack was put in prison. perpetrator: Correct

Incorrect

2. Read the text below and underline the ve elements common to conspiracy theories.

A FORMULA FOR CONSPIRACY THEORIES

ALL conspiracy theories share some elements.

There is always a perpetrator, who can be a seemingly benevolent but actually evil organization, a secret and possibly criminal organization, or an alliance between any of these. Famous people are always involved. There is always an evil master plan, which can have many subplots. The plan always has a clearly dened goal: power, prot, destruction of some group or, occasionally, scientic advancement. Conspiracy theories are based on historical facts or events which can range from terrorist attacks to the sudden death of a famous person. They usually involve a general suspicion of the rich or powerful. These “facts,” which may or may not be accurate, lend credence to the conspiracy theory.

68

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Name:

Date:

Group:

3. Which Canadian performers are popular in the United States?

4. Why do you think some Canadian performers are so successful in the United States?

5. Read the text “The Canadian Conspiracy.” Then, ll in the chart on page 70, giving examples of each element from the text.

FOR MORE than 60 years and through the mandates of a dozen prime ministers, the Canadian government has been involved in an effort to gain control over the United States through its entertainment industry. Slowly but surely, the American lm, television, music and sports industries have been inltrated and subverted through this uniquely Canadian conspiracy.

THE CANADIAN CONSPIRACY

VOCABULARY 40 pounds

18 kilograms

It all started back in 1948 when American president Harry Truman told a simple joke during a meeting with Canadian prime minister Mackenzie King: “Did you hear the one about the Canadian ice sherman? He caught 40 pounds . . . of solid ice!” To President Truman, it was just a silly joke, but Prime Minister King could not forget this rude and unjustied insult to Canadian weather. To him, that joke meant war. King vowed to get revenge on the Americans. Thus was born the Canadian Conspiracy. A plan was quickly formed. The Canadian government recognized the fact that many Canadians already worked in Hollywood, where they passed almost undetected among the American public. Therefore, performing arts schools were opened to mould the youth of Canada into a potent strike force of entertainers and to form some of the most subversive minds to ever penetrate the living rooms of America. The Canadian Broadcasting Corporation (CBC) was created to take over the processing and training of recruits. The slogan was Choose the best, make them better, ship them south. The CBC soon became the launching pad for a full-scale attack on the American way of life. From the 1960s to the 1980s, late-night brainwashing sessions called ”rehearsals” were held to prepare actors, comedians and producers such as William Shatner, Martin Short, Dave Thomas and Lorne Michaels for their missions across the border, where they inltrated and took control of American television programs such as Star Trek and Saturday Night Live. Actor Leslie Nielson was a major player in the conspiracy in the 1980s, at the same time that his brother Eric was deputy prime minister of Canada. Coincidence? Doubtful.

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Unit 4

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Name:

Date:

Group:

Over the past three decades, Canadians have continued to inuence and control Americans through their own entertainment industry. For example, writer/director James Cameron’s lms Titanic (1997) and Avatar (2009) were tremendously inuential. Jim Carrey, Mike Myers and Seth Rogen have all worked hard to reduce intelligence levels, particularly among American males, while Pamela Anderson single-handedly did the same for American females through her role on Baywatch. Ryan Gosling and Rachel McAdams have lowered Americans’ defences by distracting them with romantic feelings. On the American music scene, Canadians have long been working to inltrate the recording business. Las Vegas is currently being seduced by the hypnotic effects of Celine Dion’s music, with the help of the Cirque du Soleil, whose mysterious subliminal messages are intended to reprogram American minds. And who can overlook Justin Bieber’s success in gaining control of the hearts and minds of virtually the entire preteen girl population! One thing is clear: slowly but surely, the Canadian conspiracy is taking hold. Source: Adapted from the 1985 HBO/CBC mockumentary “The Canadian Conspiracy”

Elements

Examples from ”The Canadian Conspiracy”

Perpetrator

Famous people

Plan

Goal

Historical facts or events

6. Which elements make this conspiracy similar to a real one? Use information from the texts to support your opinion.

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Date:

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7. Which signs tell you that the conspiracy is ctional? Use information from the texts to support your opinion.

8. According to the text in Step 2 on page 68, which type of perpetrator is the Canadian government?

GRAMMAR IN CONTEXT

The Active and Passive Voices

1. The two sentences below have the same meaning. How are they different grammatically? a. The government opened performing arts schools.

ANALYZE

b. Performing arts schools were opened.

2. Who initiates the action in sentence a ?

3. Who receives the action in sentence b ?

4. Which auxiliary verb is used in sentence b ?

PRACTISE

5. In the text “The Canadian Conspiracy,” nd six verbs written in the passive voice.

For more on using the active and passive voices, see pages 183 to 186 of the Grammar Section.

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Unit 4

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Name:

Date:

Group:

WORKING WITH WORDS When talking about whether things are true or not, prexes can be very useful. 1.

Look at these examples. a. If Claire’s story was totally plausible and Derek’s story was totally implausible, who should you believe?

When you encounter a long word while reading, remove its prex (and sufx, if there is one) to see what the root word is. It might save you a visit to the dictionary!

b.

If Derek’s version was veriable but Claire’s version was unveriable, who should you believe?

Common prexes and their meanings

un, im, in, il, ir, non, dis

not

unprepared, impossible, inaccurate, illegible, irresponsible, nonsense, disagree

re

again

redo, regain

en, em

put into

encode, embalm

mis

wrongly

misinform

over

excessive

overreact

under

not enough

underestimate

2. Use your dictionary to nd the prexes that change the meaning of these words.

72

a. credible

i . prove

b. believable

j . rational

c. possible

k. reasonable

d. convincing

l . information

e. likely

m. look

f . probable

n. power

g. deniable

o. understand

h. realistic

p. logical

Suspicious Minds

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SPEAKING Name:

Date:

Group:

3. Putting the Pieces Together

C1

Test your knowledge of what makes a good conspiracy. 1.

With a partner: • Select one item from each column and create logical conspiracies. • Try to reach a consensus before you write down your answers. • Find examples in real life or in movies that match your conspiracies. [1] Who

[2] What

[3] Why

having a woman killed and making it look like an accident

to give money to terrorists

assassinating a head of state

to harvest and sell body parts

putting secret messages into song lyrics claiming a lead guitarist has died

to research a disease that is deadly when untreated

d. The CIA

creating the most deadly virus to ever exist

to place its political allies in power

e.

A head of state

selling weapons to an unfriendly nation

to increase album sales

f.

A music manager

murdering sick patients

to control the growing population in Africa

g. A group of government ofcials

allowing a major attack on the nation

to end an embarrassing love affair

h.

misleading young black men into thinking they are receiving treatment

to get support to enter a war

a.

A group of scientists

b. Public Health Service ofcials c.

Royal family members

Hospital staff

2. Write your answers. Can you identify the conspiracy or historical event? a. b. c. d. e. f. g. h.

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• This reminds me of . . . • I have (never) heard that . . . • This is (in)accurate/ (im)possible because . . . • I’m skeptical about that because . . .

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CD

LISTENING Name:

Date:

4. Conspiracy Spotting

Group:

C2

A quick Internet search will turn up millions of pages about conspiracy theories. How can you gure out whether the information is credible? 1.

How do you normally decide if a website is a credible source of information?

2. Match the words and expressions to their meanings. Use a dictionary for help. 1. breeding ground

a. disprove

2. buff

b. circulating

3. debunk

c. an expert or enthusiast in a particular subject

4. oating around

d. instability in society

5. counterclaims

e. telling secret information

6. kidding

f. opposing accusations

7. civil unrest

g. place where something can grow well

8. spilling the beans

h. joking

3. Complete the sentences with the words and expressions from Step 2. a. There were many rumours b. I really hope you’re secretly run the world. c. There was d. The government’s e. A high school is a f.

My brother is a real history movies.

g. It’s time to h. Don’t go in serious trouble.

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. about believing that aliens after the election results. were difcult to believe. for gossip. . He loves old war the myth and get to the truth. about our secret plans or you will be

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Name:

Date:

Group:

4. Read the graphic organizer below. Listen to the interview with new media specialist Liz Drew and take notes.

CD

Countries where conspiracy theories have been popular:

Factors that help conspiracy theories get started:

Three time periods when conspiracies were popular:

Why conspiracy theories are so easily spread today:

Six questions to help you spot a conspiracy theory:

a. b. c. d. e. f. Three problems caused by conspiracy theories:

a. b. c.

5. Is Liz Drew a skeptic or a believer? Use information from the interview to support your opinion.

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Knowing what information you are trying to nd will help you focus as you listen and may increase your understanding.

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GETTING READING STARTED Name:

Date:

5. Designed to Distrust

Group:

C2

There are many reasons people love conspiracy theories, and at least one of them is in our genes! 1.

Circle a number from 1 to 10 that indicates how much you believe in conspiracy theories. 1

2

3

I don’t believe any.

4

5

6

7

8

I believe some.

9

10 I believe all.

2. Are you attracted to conspiracy theories? Why or why not? Remember to use context clues to help you understand unfamiliar words.

3. Read the texts on pages 76 to 78. Highlight ideas that you think are important. Put a in the margin beside ideas you agree with and an beside ideas you disagree with.

CONSPIRACY THEORIES THRIVE TEN YEARS AFTER 9/11 ATTACKS

THOSE

who study the phenomena say conspiracy theories are an attempt to make sense of incomprehensible events. Big traumas attract big conspiracies. The moon landing, the assassination of John F. Kennedy, the death of Princess Diana and the spread of AIDs, for instance, have caused enduring conspiracy theories.

Believing JFK died at the hands of a lone, mentally unstable gunman, according to British psychologist Patrick Leman, “presents us with a rather chaotic and unpredictable relationship between cause and effect.” Writing in the magazine New Scientist, Leman suggests that “in a strange way, some conspiracy theories offer us accounts of events that allow us to retain a sense of safety and predictability.”

VOCABULARY scapegoat person who takes the blame for others

“Perhaps the strongest appeal is the need to nd someone to blame for the problems of the world—someone you can use as a sort of scapegoat or to help you understand why things are not going well in the world,” Professor Ted Goertzel, a sociologist at Rutgers University in Camden, N.J., said in an interview. People who blindly support the ofcial government line may also be guilty of the same kind of thinking, he said, but conspiracy theorists tend to migrate from event to event. “It’s not usually just one conspiracy. It’s a generalized tendency to see this evil force behind everything.”

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Not only does such thinking provide a target for blame, Goertzel argues. It also “allows you to elevate your own self-concept, in a way, because you believe that you can see truths that are missed by major newspapers, government commissions, all sorts of scientists and experts.” Goertzel says it used to be conspiracies worked best among people who were physically isolated in a sect or geographic pocket. Paradoxically, with global communication, there’s a new form of isolation. “Now you can isolate yourself on the Internet, if you choose to,” said the sociologist. “You just associate with people who share your views and ignore what everybody else says because you don’t trust their motives.” Conspiracy thinking, said Goertzel, “can be an excuse not to deal with things because, why should I worry about my career when the sky is about to fall down due to this vast conspiracy?” Source: Excerpted from the 2011 Canadian Press article by Bruce Cheadle

WHY THE HUMAN BRAIN IS DESIGNED TO DISTRUST

THERE’S another perspective that stems from thinking about the evolutionary background of our species: The human brain was designed for conspiracy theories. On this view, we’re all conspiracy theorists—you, me, and your Aunt Ginger in Iowa.

Let’s put aside the particulars of the wacky conspiracy theory du jour, and consider this: Some alleged conspiracies have turned out to be quite real—Al Qaeda, the CIA, the KGB and the Maa have all involved real people getting together to plot real nefarious deeds. Just because you’re paranoid doesn’t mean they aren’t out to get you!

VOCABULARY wacky

bizarre

alleged nefarious bad, evil

supposed extremely

And as evolutionary psychologists Randy Nesse and Martie Haselton have argued, the mind is designed like a smoke detector, set to go on red alert at any possible sign of threat in the environment (rather than waiting till the evidence is so overwhelming that it is too late to put out the re). Once we have accepted a belief, we have a host of cognitive mechanisms designed to bias us against rejecting it. One of my favourite such studies was done by Stanford psychologists Charlie Lord, Lee Ross and Mark Lepper. They presented their very bright students with a careful balance of scientic evidence for and against the benets of capital punishment. After hearing that balanced evidence, the students who initially favoured the death penalty were even more convinced they were right, whereas the antis became

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GETTING STARTED Name:

Date:

Group:

even more convinced in the opposite direction. What happened was that students selectively remembered weaknesses in the other side’s argument, and strengths of the evidence favouring their own side. Sound familiar? Another feature of our evolved psychology—our brains turn up the volume on our danger systems when we are under threat. Research from our labs has shown that people who are feeling self protective (after seeing a scary movie) are more likely to project anger onto the faces of strange men from other groups. Research by Mark Schaller and his colleagues nds that being in a dark room amps up specic kinds of stereotypes—those involving the dangerousness of Arab or African-American men. To the extent that one’s life involves daily threats and dangers, one is likely to be watching for signs of danger lurking out there. Source: Excerpted from the book Sex, Murder, and the Meaning of Life (2011) by Douglas T. Kenrick, Ph.D.

4. Write the reasons given in the texts that explain why people are attracted to conspiracy theories. a.

b.

c.

d.

e.

f.

g.

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GETTING STARTED Name:

Date:

Group:

5. Did reading these texts change the way you see conspiracy theories? Choose two of the reasons listed in Step 4. State whether you agree with them or not, and explain why. a.

b.

• The text mentioned that . . . • We have to consider that . . . 6. Go over the ideas you highlighted in Step 3 and share them with your classmates. Find points on which you agreed and on which you disagreed, and discuss your opinions. Complete the chart below. Agree

• Have you thought about . . .? • It seems to me that . . .

Disagree

7. Read the following statements. Discuss each statement with your team. a. Believing in conspiracies makes people feel better. b. People who believe conspiracy theories feel smarter. c. Isolated people are more likely to believe conspiracy theories. d. All conspiracy theories are false. e. People who receive the same information will have the same opinion. f.

Watching scary movies makes people feel unsafe.

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WRITING Name:

Date:

6. Build Your Own Conspiracy!

Group:

C3

Combine historical facts with your imagination to create a conspiracy theory of your own. You can refer to Task 2: Building a Conspiracy for help if necessary. 1.

Look at the following examples of news events on which you could base a ctional conspiracy theory and brainstorm some events of your own.

dle East, gs in the Mid Civil uprisin g e Arab Sprin known as th

Nuclear meltdown after the tsunami

Death of Steve Jobs

in Japan

Québec student protests

2. Research the topic of your choice and plan your conspiracy theory in the graphic organizer below. Notes on facts surrounding the historical event:

Goal of the conspiracy:

Famous people involved:

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Suspicious Minds

Perpetrators:

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Name:

Date:

Group:

3. Summarize your conspiracy.

4. Write the draft of your text. Refer to the text “The Canadian Conspiracy” on pages 69 and 70 as a model. 5. Revise and edit your conspiracy text. Use the following checklist.

I explained the four elements of the conspiracy theory. I based my conspiracy on a historical fact or event. I included historical details to make the conspiracy sound believable. I used descriptive language to add interest. I used pronouns and quantiers accurately. I used the passive voice accurately.

6. Exchange texts with a classmate. Ask for feedback. 7. Write your nal copy. Make sure to integrate feedback, changes and corrections. 8. Publish your work. Read and discuss your classmates’ conspiracy theories and decide which are the most believable.

Project Possibilities Create a web page that either promotes or debunks the conspiracy that you created for the writing task. Research a real conspiracy theory and write about it. Explain the elements of the theory and discuss your own beliefs about it.

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EXTRA READING Name:

Date:

A Very Suspicious Mind

Group:

C2

BEFORE READING

When the literal meaning of a phrase does not make sense, it may be necessary to look for the gurative meaning to understand. Literal meaning: words in a phrase carry their usual meaning. Figurative meaning: words in certain combinations can have a whole new meaning. 1.

Match the phrases, with their gurative meanings. How different are they from the literal meanings? Phrases

Figurative meaning

1. lost his head

a. fall in love with

2. his eyes roved about the room

b. have no courage

3. his eyes fastened on her 4. split up 5. give her heart

c. he looked around the room d. unable to tolerate e. not intelligent

6. have no guts

f. he stared at her

7. lacking in brains

g. panicked

8. no stomach for it

h. went in different directions

2. Can you think of any other gurative phrases in English?

WHILE READING

3. Read the story on pages 83 to 85. While reading, underline the gurative phrases about body parts.

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Suspicious Minds

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Name:

Date:

Group:

The Eyes Have It BY PHILIP K. DICK

I

t was quite by accident I discovered this incredible invasion of Earth by life forms from another planet. As yet, I haven’t done anything about it; I can’t think of anything to do. I wrote to the Government, and they sent back a pamphlet on the repair and maintenance of frame houses. Anyhow, the whole thing is known; I’m not the rst to discover it. Maybe it’s even under control. I was sitting in my easy chair, idly turning the pages of a paperback book someone had left on the bus, when I came across the reference that rst put me on the trail. For a moment I didn’t respond. It took some time for the full import to sink in. After I’d comprehended, it seemed odd I hadn’t noticed it right away. The reference was clearly to a nonhuman species of incredible properties, not indigenous to Earth. A species, I hasten to point out, customarily masquerading as ordinary human beings. Their disguise, however, became transparent in the face of the following observations by the author. It was at once obvious the author knew everything. Knew everything—and was taking it in his stride. The line (and I tremble remembering it even now) read: . . . his eyes slowly roved about the room. Vague chills assailed me. I tried to picture the eyes. Did they roll like dimes? The passage indicated not; they seemed to move through the air, not over the surface. Rather rapidly, apparently. No one in the story was surprised. That’s what tipped me off. No sign of amazement at such an outrageous thing. Later the matter was amplied. . . . his eyes moved from person to person. There it was in a nutshell. The eyes had clearly come apart from the rest of him and were on their own. My heart pounded and my breath choked in my windpipe. I had stumbled on an accidental mention of a totally unfamiliar race. Obviously non-Terrestrial. Yet, to the characters in the book, it was perfectly natural—which suggested they belonged to the same species.

Philip K. Dick was an American writer of novels and short stories. Most of his work is science ction and is often about conspiracies. Ten movies have been based on his work, including Blade Runner, Minority Report and Total Recall.

VOCABULARY sink in

become clear

masquerading pretending to be taking in stride accepting calmly roved

moved around

tipped off

informed

fastened

attached

breeding training

social

knitting brows moving one’s eyebrows closer together

And the author? A slow suspicion burned in my mind. The author was taking it rather too easily in his stride. Evidently, he felt this was quite a usual thing. He made absolutely no attempt to conceal this knowledge. The story continued: . . . presently his eyes fastened on Julia. Julia, being a lady, had at least the breeding to feel indignant. She is described as blushing and knitting her brows angrily. At this, I sighed with relief. They weren’t all non-Terrestrials. The narrative continues: . . . slowly, calmly, his eyes examined every inch of her.

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Unit 4

83

Name:

VOCABULARY stomped off angrily

left

batting an eyelash showing concern tossed off split up

mentioned separated

Date:

Group:

Great Scott! But here the girl turned and stomped off and the matter ended. I lay back in my chair, gasping with horror. My wife and family regarded me in wonder. “What’s wrong, dear?” my wife asked. I couldn’t tell her. Knowledge like this was too much for the ordinary run-of-the-mill person. I had to keep it to myself. “Nothing,” I gasped. I leaped up, snatched the book, and hurried out of the room. • • • In the garage, I continued reading. There was more. Trembling, I read the next revealing passage: . . . he put his arm around Julia. Presently she asked him if he would remove his arm. He immediately did so, with a smile. It’s not said what was done with the arm after the fellow had removed it. Maybe it was left standing upright in the corner. Maybe it was thrown away. I don’t care. In any case, the full meaning was there, staring me right in the face. Here was a race of creatures capable of removing portions of their anatomy at will. Eyes, arms—and maybe more. Without batting an eyelash. My knowledge of biology came in handy, at this point. Obviously they were simple beings, unicellular, some sort of primitive single-celled things. Beings no more developed than starsh. Starsh can do the same thing, you know. I read on. And came to this incredible revelation, tossed off coolly by the author without the faintest tremor: . . . outside the movie theater we split up. Part of us went inside, part over to the cafe for dinner.

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Name:

Date:

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Binary ssion, obviously. Splitting in half and forming two entities. Probably each lower half went to the cafe, it being farther, and the upper halves to the movies. I read on, hands shaking. I had really stumbled onto something here. My mind reeled as I made out this passage: . . . I’m afraid there’s no doubt about it. Poor Bibney has lost his head again. Which was followed by: . . . and Bob says he has utterly no guts. Yet Bibney got around as well as the next person. The next person, however, was just as strange. He was soon described as:

VOCABULARY reeled

felt dizzy

got around functioned lacking not having enough of without a qualm without a worry ushing crimson turning red

. . . totally lacking in brains. There was no doubt of the thing in the next passage. Julia, whom I had thought to be the one normal person, reveals herself as also being an alien life form, similar to the rest: . . . quite deliberately, Julia had given her heart to the young man. It didn’t relate what the nal disposition of the organ was, but I didn’t really care. It was evident Julia had gone right on living in her usual manner, like all the others in the book. Without heart, arms, eyes, brains, viscera, dividing up in two when the occasion demanded. Without a qualm. . . . thereupon she gave him her hand. I sickened. The rascal now had her hand, as well as her heart. I shudder to think what he’s done with them, by this time. . . . he took her arm. Not content to wait, he had to start dismantling her on his own. Flushing crimson, I slammed the book shut and leaped to my feet. But not in time to escape one last reference to those carefree bits of anatomy whose travels had originally thrown me on the track: . . . her eyes followed him all the way down the road and across the meadow. I rushed from the garage and back inside the warm house, as if the accursed things were following me. My wife and children were playing Monopoly in the kitchen. I joined them and played with frantic fervor, brow feverish, teeth chattering. I had had enough of the thing. I want to hear no more about it. Let them come on. Let them invade Earth. I don’t want to get mixed up in it. I have absolutely no stomach for it.

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Name:

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AFTER READING

4. Write a few sentences to summarize the story.

5. What role does misunderstanding play in this story?

6. Give examples of why the narrator believes the people in the book are extraterrestrials.

7. What is really happening between Julia and the man in the narrator’s book?

8. Why doesn’t the narrator tell his family about his suspicions?

9. Why doesn’t the narrator want to do anything about the invasion?

10. What conspiracy theory is this story based on?

w hat do you think? Consider the following question: Are conspiracy theories a serious possibility or a waste of time? Form an opinion on this issue and write an essay that defends your opinion, using strong supporting arguments.

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Suspicious Minds

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5

UNIT

WHEN WE DROP OUR CELLPHONE AND IT BREAKS, WE CAN ONLY BLAME OURSELVES. BUT CERTAIN INCIDENTS—ESPECIALLY WHEN THEY INVOLVE MORE THAN ONE PERSON—CAN GET COMPLICATED. IN THESE CASES, HOW DO WE DETERMINE WHO IS ACCOUNTABLE?

Who Is Responsible? IN THIS UNIT, EXPLORE THE MEANING OF RESPONSIBILITY.

Discuss controversial lawsuits and share your opinion. Read a ctional news report about the consequences of rule-breaking. Watch a video and decide where you draw the line between personal and governmental responsibility. Read about real-life stories that inspired Hollywood dramas. Write a case study and ask a classmate to give a verdict.

O C NE H A M L IN L E U N T G E E

Practise grammar: the past perfect; conditional sentences with real conditions.

When things go wrong, who is to blame?

Make a list of synonyms for the words right and wrong.

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GETTING STARTED Name:

Date:

1. Whose Fault Is It Anyway?

Group:

C1

Where do you draw the line between ling a lawsuit and taking personal responsibility for your actions? Read the following case studies and form an opinion about who is at fault. With a partner, decide who should be held responsible. Write your verdict and the reasons for it below each case.

The following prompts may help you discuss the cases with your partner. • This lawsuit would never win because . . . • I think this is ridiculous because . . . • Yes, but don’t forget . . . • It is denitely their fault because . . .

VOCABULARY lawsuit dispute or claim brought before a law court skylight window in a ceiling to let light in

Case 1 Some teenage boys were playing basketball in the schoolyard after dark. They were not supposed to be there at that time, but they had done it often and had never gotten in trouble. The oodlights were on but did not face the basketball court, so one boy decided to climb onto the roof and reposition the light. As the boy crossed the roof, he stepped on a skylight that had been painted over in black and crashed through the ceiling. He was severely injured in the accident and will never walk again. His family decided to sue the school for negligence.

Who is at fault?

Why?

sue start a lawsuit against

Case 2 An elderly woman was with her son when they bought a cup of coffee from a fast-food restaurant drive-through. After her son had parked the car, she accidentally spilled the coffee on her lap. The coffee was so hot that she had to be hospitalized and treated for third-degree burns. She claimed that liquid meant for consumption should never have been that hot, and she asked the fast-food chain to pay her hospital bills.

88

Who Is Responsible?

Who is at fault?

Why?

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Name:

Date:

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Case 3

Who is at fault?

A mother surprised her daughter with tickets for them to see the girl’s favourite band in concert. During the concert, the woman saw the lead singer waving his hands in an upward motion, encouraging the audience to scream louder. The noise from the frenzied crowd quickly reached unbearable levels. After the concert, the ringing in the mother’s ears did not disappear. She claimed that she had sustained permanent hearing damage and sued the artist for millions of dollars.

Why?

Case 4 A woman used an Internet search engine to obtain walking directions to a nearby store. Trusting that the search engine’s maps were up to date, she followed the directions step-by-step—even when they led Who is at fault? her onto a major highway. When she got hit by a car, she Why? decided to sue the company for faulty information.

Case 5 A man and his wife ew Who is at fault? to their vacation home in Europe, but when the woman became ill and had Why? to return to the United States to seek medical attention, she was denied a seat on the same airline. Because she was severely overweight, ight attendants were unable to secure her safely in her seat. After two other airlines had repeatedly failed to buckle her in, the couple gave up, and the woman died a week later. The husband sued the airlines for her death. Reproduction prohibited © Chenelière Education Inc.

VOCABULARY frenzied sustained

crazed suffered

secure, buckle in

tie the seatbelt Unit 5

89

READING Name:

Date:

2. Breaking the Rules

Group:

C2

When rules are broken, who should be held responsible? 1.

Let’s face it, we have all broken a few rules. But, big or small, rules are there for a reason. Complete the chart below. Rule

No running in the hallways.

Reason

You might trip and fall.

Return your library books on time. School absences must be approved by a parent or guardian. No smoking on school property. Failing students cannot participate in extracurricular activities. Do not hand in plagiarized material to your teacher.

2. Read the ctitious news report on pages 90 to 92 about a disaster and its consequences. As you read, highlight any rule that was broken.

IT BEGAN as an unremarkable fall evening. Maxime Khoury remembers that it was unusually warm; he had taken his dog for a long afternoon walk and had seen many people in the streets, enjoying the weather. What he and most other Montrealers didn’t know was that, at that very moment, city ofcials were making frantic telephone calls to prepare for a disaster that would strike within the next few hours. By morning, the city would look completely different.

MONT-ROYAL ERUPTS: MONTRÉAL IN ASHES

VOCABULARY frantic extremely worried

90

Who Is Responsible?

Two days earlier, tiny gas bubbles in magma deep under Mont-Royal had started to build up pressure. Like the gases in a bottle of shaken soda, they were expanding and

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Name:

Date:

Group:

pushing upward, looking for escape. At 4 p.m. on October 11, a policeman who was patrolling the park on horseback saw a puff of smoke erupt from a hole in the ground. Alarmed, he called headquarters to report the incident. Although some people had jokingly warned over the years that the city’s mountain was really an inactive volcano, nobody believed it. Geologists had laughed at these stories and had assured citizens that this was not the case: the mountain was simply the result of ancient magma ows. Nevertheless, the mountain was smoking. The mayor sent a team of scientists to test the rock and, sure enough, they found high levels of magma below the surface. They estimated that the city had only a few hours to react before an explosion, but because volcanoes all behave differently, the magnitude of the explosion was impossible to predict. There was no time to lose. The mayor called an urgent press conference and ordered an immediate evacuation of all citizens living within a 3-km radius of Mont-Royal Park. The news spread through the city like wildre. Mothers and fathers woke their sleeping children and planned an exit. Neighbours met in corridors and on front steps to discuss the evacuation. Would boiling lava ow down the mountainside, or would ash and rock cover everything? Would there be one violent, deadly blast, or would the city be smouldering for several days? Only time would tell. The mayor urged residents to leave their homes as quickly as possible. But because the city had not had time to prepare for a mass evacuation, organization efforts were chaotic. City buses transported residents outside of the danger zone but then there was nowhere for them to go. Shelters were not prepared to accept the massive numbers of people. Hospital staff did not know where to relocate their patients or how to move them. Trafc in the streets was at a standstill. Some Montrealers simply refused to follow the evacuation orders. Among them was Maxime Khoury. He believed he was more prepared for an emergency than the city of Montréal because he had stored food, water and ashlights. He also wanted to stay in his home to prevent looters from breaking in. Moreover, Mr. Khoury knew that his dog would not be allowed in the rescue vehicles, and he was convinced that he would be safer from the owing lava in his third oor apartment than while trying to evacuate in a car or bus. Although he had heard the mayor reminding citizens that ignoring the evacuation order was a “selsh” decision that could endanger the lives of rescuers, he stayed put. Within hours, ash and molten rock were pouring from the top of Mont-Royal and covering the city in a layer of dust. Trucks could not drive through the lava, and rescue workers could not see more than a few metres in front of themselves. The city was trapped in a ery black snowstorm.

VOCABULARY magma ows lava that escapes through ssures in the Earth’s crust blast

explosion

smouldering burning slowly with no ame looters

thieves, bandits

stayed put move

did not

molten made liquid from heat

By noon on October 12, the air had cleared enough to let emergency vehicles patrol the streets. The police chief ordered several of his ofcers to check on the neighbourhoods near the base of the mountain, including the one where Maxime Khoury lived. However, with black ash still falling like rain in that area, the police were too terried to attempt a rescue mission. Instead, the ofcers deed orders and headed to a different section of the city.

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But they missed at least one injured survivor. Hours earlier, when the volcano had rst erupted into the sky, a large rock had crashed through the roof of Mr. Khoury’s building, pinning him to the ground and trapping him and his dog inside. Mr. Khoury was forced to wait another three days before rescue workers heard his cries for help. When he was nally discovered and rushed to a hospital, the doctors told him that he had suffered extensive nerve damage and might never walk again. Although Mr. Khoury had not followed orders to evacuate his apartment, many families who had made the same decision were rescued from their homes by government workers days before he was found. He has decided to le a lawsuit against the city of Montréal, claiming that the police ofcers neglected their duty to rescue him from his house and insisting that the city should be responsible for paying his hospital bills. In doing so, he has sparked a debate about where to draw the line between personal and governmental responsibility, especially when both parties are at fault.

VOCABULARY pinning by force

holding down

3. Put the following events in the order in which they occurred. Maxime Khoury takes his dog for a walk. A rock falls on Mr. Khoury, pinning him to the ground. A policeman notices smoke coming from the mountain. Gas bubbles start to push towards the surface of the earth. Police defy orders to check a neighbourhood for survivors. The mayor orders the evacuation of the area around Mont-Royal. Maxime Khoury refuses to evacuate his house. Scientists laugh about Montréal being built on an inactive volcano.

4. Complete the sentences below with each event’s direct result. a. Montréal was ill-prepared to handle a mass evacuation, so

b. Mr. Khoury didn’t want to leave his dog, so

c. Police were terried of going into Mr. Khoury’s neighbourhood, so

d. Rescuers did not nd Mr. Khoury until days after the eruption, so

e. A policeman called headquarters to report a puff of smoke, so

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Date:

Group:

5. Articles can be informational or persuasive. In your opinion, what kind of article is this? Give examples from the text to support your opinion.

6. Name two ways Mr. Khoury’s lawsuit could have been avoided: a. b. 7. When we decide to break the rules, we are responsible for the consequences. Do you agree with this statement? Explain your answer.

GRAMMAR IN CONTEXT

The Past Perfect

1. In the text on pages 90 to 92, underline ten verbs written in the past perfect tense.

ANALYZE

2. For each sentence below, which past action occurred rst? Mr. Khoury (a) didn’t evacuate his apartment because he (b) had prepared for an emergency.

People (a) had joked about a volcano in Montréal, but on October 11 Mont-Royal (b) exploded.

The police (a) sent rescue missions into the city once the air (b) had cleared.

PRACTISE

3. Complete each sentence below with the correct form of the verbs (simple past or past perfect) to indicate which past action occurred rst. a. Before the mountain (erupt) to form. b. After the mayor (see) an urgent press conference. c. Because police (disobey)

, gas bubbles (start) the scientists’ report, he (call) orders to check for survivors, they (miss)

Mr. Khoury. For more on the past perfect, see pages 165 to 167 of the Grammar Section.

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DVD

LISTENING Name:

Date:

Group:

3. The Big Apple’s Sweet Tooth

C2

Is a government responsible for the healthy choices of its citizens? 1.

Make a list of products that are considered unhealthy. Then, put a check mark next to those that are illegal.

2. In your opinion, why are some unhealthy products legal and others illegal?

3. In the spring of 2012, Mayor Michael Bloomberg made a proposal that shocked New York City residents. Read the news headlines below. Based on the headlines, what do you think Mayor Bloomberg proposed? Write your answer on the lines below.

Goodbye, Soft Drink s!

sal? low Drink Propo

wal

Will New York S

MAYOR PUTS NEW YORK ON A DIET

NYC to Eliminate Large Sodas from Restaurants

New York Targets Obesity

VOCABULARY swallow

94

accept

Who Is Responsible?

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Name:

Date:

4. Watch the video. Take notes in the graphic organizer below.

Group:

DVD

4. Watch the video. Take notes in the graphic organizer below. Drink size restrictions Stores that are affected

Read the headings in the charts to know what to listen for.

4. Watch the video. Take notes in the graphic organizer below. Exceptions to the ban Desired outcomes of the ban

5. Do you think it is the mayor’s responsibility to regulate New Yorkers’ diet choices? Why or why not?

GRAMMAR IN CONTEXT

Conditional Sentences (Real Conditions)

ANALYZE

1. These sentences describe the consequences of a sugary drink ban. Identify the verb tenses used to describe these real conditions. If residents are angry, they will vote for a new mayor. If New Yorkers drink less sugar, they will lose weight.

a. The verbs in the if-clauses are in the

.

b. The verbs in the main clauses are in the

.

2. Complete the following conditional sentences that express real conditions. PRACTISE

a. If a drink is made of at least 50% dairy products,

b. If New Yorkers slim down,

c. If New Yorkers continue to drink too much sugar,

For more on conditional sentences, see pages 175 to 179 of the Grammar Section.

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WORKING WITH WORDS Some English words look like words we know but they sometimes have different meanings. 1. Some English words are spelled exactly the same as French words but mean very different things. For instance, in English, a coin is a piece of money and not a corner, and an entree is the main meal, not the appetizer.

Circle the correct answer: a. Do you assist or attend a concert? b. When someone cries easily, are they sensitive or sensible?

2. Read the short text below. Circle the words that are used incorrectly. A young man was invited to play hockey with his coworkers. “That was gentle of them,” he thought. “If I don’t assist, they will think I don’t like them.” So he bought a pair of ice skates and went to join his colleagues. Unfortunately, when he stepped onto the ice he slipped and blessed himself. Everyone was laughing as he quit the rink, but the man didn’t nd it funny; he was very sensible to being laughed at. He decided to hire a lawyer to le a process claiming the skates caused him to fall. The lawyer demanded him, “Do you know how to skate?” The young man admitted he didn’t, but insisted that there was no advertisement on the ice skates telling him to be careful. The lawyer threw the case out. “What a deception,” the young man thought as he left. What is he doing actually, you might wonder? Learning how to skate! 3. Complete the chart below with the words that you circled in the text. Then write the correct word for the context. Word used incorrectly

Correct word

a. b. c. d. e. f. g. h. i. j.

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READING Name:

Date:

4. Movie Time: You Be the Judge

Group:

C2

Sometimes the true stories behind movies are more captivating than Hollywood scripts. 1.

Some of the best lms come from stories that happened in real life. Name several movies you have seen that were based on true events.

2. Choose one of the lms you listed above and write a brief summary of the events.

3. Based on what you know, how does this movie compare to the real story? List the similarities and differences. In the movie

In real life

4. In your opinion, why does the plot of a lm sometimes differ from real events?

5. Read about the real-life stories that inspired Hollywood hits on pages 98 and 99. As you read the texts, use two different colours to highlight the two different sides of the cases presented in each text.

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Name:

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CASE 1 ARGO

Group:

THE MOVIE: When angry Iranian revolutionaries

storm the U.S. embassy in Tehran and capture over 60 hostages, six Americans manage to slip away. The Canadian ambassador offers to hide them—but time is running out and the Americans must escape Iran or be killed. Then CIA agent Tony Mendez comes up with a risky plan to bring the Americans home: with the help of forged Canadian passports, they will pretend to be members of a Hollywood lm crew scouting a location for their new movie.

THE REAL STORY: On November 4, 1979, hundreds of angry Iranian students gathered outside the U.S. embassy to protest American involvement in their revolution. With the help of metal cutters hidden underneath a chador, the Iranians inltrated the embassy and captured all of the Americans within minutes—all except six. Argo is loosely based on the true story of how these six Americans escaped, a story which has been called the “Canadian Caper.” VOCABULARY slip away forged

escape

false imitation

chador black robe worn by Muslim women bound

tied together

But while Argo recounts the escape with a classic Hollywood ending, the 52 hostages that were left behind tell a much darker story. In reality, those hostages were held for 444 terrifying days without knowing if they would escape alive. Many had their hands and feet bound, faced solitary connement or were threatened with execution. Some were beaten and given only bread and water to eat. The Iranians agreed to release the prisoners over a year later, only after a new U.S. president was elected. According to the peace treaty, Iran would free the hostages only if the United States promised Iran immunity from lawsuits related to the hostage crisis. In other words, the hostages could be released but the Americans would never be able to sue the Iranian government for what the Iranians did. The hostages were outraged—essentially the government of Iran would never be held responsible for its treatment of 52 American citizens. Today, 40 of those hostages are still alive and have been trying to seek justice for the last several decades. They have gone to court several times. However, in 2002 a federal judge ruled that they could not collect compensation from Iran, and the Supreme Court denied their nal appeal in 2012. The former hostages argue that Iran mistreated them badly and never received any punishment. They feel that the American government should defend their own citizens against acts of terrorism. The U.S. courts insist that they must maintain the peace negotiations with Iran and respect the terms of the agreement. After all, a promise is a promise. Nevertheless, the question remains as to whether governments should be held responsible for their treatment of foreign citizens.

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Name:

Date:

CASE 2 FLASH OF GENIUS

Group:

THE MOVIE: When a

champagne cork hits Robert Kearns in the face on his wedding night, he is nearly blinded in his left eye. Years later, as Kearns is driving his car through a light rain and the windshield wipers are troubling his vision, he has a “ash of genius.” What if he could create a new type of wiper—one that moves intermittently instead of continuously, just like the blinking of an eye? He patents his invention and shows it to the big automobile companies, but they reject his offer. When he later sees his windshield wipers being sold on Ford’s new models, Kearns decides to risk everything in order to seek justice.

THE REAL STORY: Although the “ash of genius” moment may have been Hollywood, Bob Kearns was a doctoral student and father of six when he was struck by an idea to invent a windshield wiper that imitated the blinking of a human eye. He set up a workshop in the basement of his house in Detroit where he spent the next year working on his invention during the weekend. When the wipers were perfected, Kearns showed them to the engineers at Ford. They seemed impressed, but did not offer to buy his idea. Kearns patented his wipers in 1967. By 1969, Ford had introduced a car using the same intermittent wiper mechanism—but denied that the idea belonged to Kearns.

VOCABULARY intermittently interrupted, not continuously patent legal rights to an idea or invention entitled eligible

allowed,

genuine

true, real

trials

tests, evaluations

skyrocketed grew, increased, succeeded

According to Kearns, Ford had stolen his idea and violated his patent. Therefore, they should be punished. The company was making millions of dollars off of his invention and they owed him money—big money. Ford denied the accusations, claiming that their engineers had developed the product independently of Kearns. They insisted that the intermittent wiper was a natural evolution in car manufacturing and that Kearns was not uniquely responsible for the idea; his patent was therefore invalid. A patent exists to protect the inventor: it maintains that whoever is responsible for the invention is entitled to money. The question, then, is how to determine who is responsible for an idea? Who can be considered a genuine inventor? For some time, U.S. law stated that an invention was only valid if it came to the inventor as a “ash of genius”—not if it was the result of many trials. Ford paid engineers to work in an “invention factory” where everyone collaborated on projects. The company argued that if each engineer patented a different step in an evolving process, nothing could ever be combined or built upon. According to Ford, patents essentially discouraged invention. It can be difcult to determine who owns an idea. When Facebook skyrocketed, the Winklevoss twins claimed that Mark Zuckerberg had stolen their idea for a social networking site. Apple insisted that Samsung had copied their model for a smart phone. In the end, how can we separate a “ash of genius” from an evolving innovation? Above all, who really is responsible for an idea?

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Name:

Date:

Group:

6. Complete one chart for each case study. Case study 1: American hostages vs. Iran

What is in question?

In your opinion, should a government be held accountable for its treatment of foreign citizens?

Hostages’ arguments

United States’ arguments

What is your verdict? Why?

Case study 2: Robert Kearns vs. Ford Motor Company

What do you have to decide?

In your opinion, what is the purpose of a patent?

Kearns’ arguments

Ford’s arguments

What is your verdict? Why?

100

Who Is Responsible?

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SPEAKING Name:

Date:

5. Whose Side Are You On?

Group:

C1

Time to choose sides in a lawsuit and debate the issues.

The following prompts will help you present your arguments:

1.

Throughout this unit you have come across many cases of disputed responsibility. In groups of four, agree on one of the following topics for your debate.

• I’d like to point out that . . .

a.

Should the city of Montréal pay for Mr. Khoury’s hospital bills?

b.

Should Iran be sued for its treatment of American hostages?

• I’m sorry but I have to disagree because . . .

c.

Should Ford compensate Bob Kearns for using his patented idea?

2. With a partner, pick one side of the issue to defend and act as a lawyer for the plaintiff or the defendant. Prepare your arguments below. Who are you representing?

• Of course, you may be right, but did you think about . . .?

VOCABULARY plaintiff person who brings a case against someone in court defendant person who is sued or accused in court

What does your client want?

Why does your client deserve to win the case? Try to predict the arguments your classmates may use. Have your defense ready. 3. Write down notes to help you support the arguments you will use. Argument

Support (facts or examples)

4. Take turns presenting each of your arguments. Support them with examples and details. Respond to the opposition’s arguments with counter-arguments. Reproduction prohibited © Chenelière Education Inc.

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WRITING Name:

Date:

6. State Your Case

Group:

C3

Design your own case study on a current issue. 1.

Choose one of the following issues or an issue that is currently in the news. Brainstorm for ideas and look for information on the Internet. Streaming TV shows from illegal sites: Is the individual or the site operator responsible? Smoking and getting cancer: Is the individual or the tobacco company responsible? Serious hockey or football injuries: Is the player or the league responsible?

2. Plan your case study. Decide on a plaintiff and a defendant. Write notes in the charts. In the rst paragraph, state the claim. What are the plaintiff and defendant arguing over? Plaintiff:

Defendant:

Claim:

3. In the second and third paragraphs, develop your case. Make sure that both sides have enough arguments to defend themselves. Plaintiff

102

Who Is Responsible?

Defendant

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Name:

Date:

Group:

4. In the nal paragraph, summarize the case. State possible consequences that may result from the verdict.

5. Write the rst draft of your text on a separate sheet of paper. Refer to the case studies on pages 98 and 99 as models. 6. Revise and edit your case study. Use the following checklist.

I clearly stated both sides of the case. I gave enough details about the case to make it interesting. I left the verdict open to interpretation. I used the simple past and past perfect to sequence the events. I used conditional sentences to state potential consequences. I varied my word choices and used synonyms.

7. Exchange texts with a classmate. Ask for feedback. 8. Write your nal copy. Make sure to integrate feedback, changes and corrections. 9. Exchange the nal versions of your texts with a classmate. Read your partner’s case study and give your verdict. 10. What verdict did your partner give in your case?

Project Possibilities Research a lawsuit that is in the news: report the facts via presentation software, as well as your own verdict, providing justication for your decision. Research legislation that you nd unfair in your own community. Then, write a letter to your MP in which you present both sides of the case, as well as your opinion on the issue.

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103

EXTRA READING Name:

Diamonds Are Forever

Date:

Group:

C2

BEFORE READING

How much do you know about the world’s most precious stones? 1.

Complete the chart. a. What words do you associate with the word diamond?

b. Name some diamond references in popular music, books or movies.

c. How are diamonds formed?

d. Where can we nd diamond mines?

e. Have diamonds always been associated with marriage?

f. What makes diamonds unique among gemstones?

WHILE READING

2. Read the text on pages 105 to 107. Underline the different people who are involved in the production of a diamond—from where it is mined to when it reaches the consumer.

104

Who Is Responsible?

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Name:

Date:

Group:

Blood Diamonds BY GREG CAMPBELL

O

ne of the most successful advertising campaigns in history can be recounted in four words: “A diamond is forever.” Generations of future diamond buyers have grown up believing that love equals diamonds; this simple declaration is drilled into our heads thanks to De Beers’s relentless marketing and advertising campaigns. Much less expensive cubic zirconias don’t have the same chemical properties as diamonds, but they can be just as beautiful—but try giving one to your girlfriend when you ask for her hand in marriage . . . Most of those who live in Sierra Leone’s dense rain forests are farmers who have never set eyes on a diamond, but they have felt the stone’s impacts. Ever since diamonds were rst discovered here in the 1930s the government has been unable to control the wealth for the benet of its citizens, nor has it tried very hard to do so. Instead, the diamond elds have been plundered almost since they were rst discovered, rst by corporations, then by common thieves, and most recently by the armed thugs of the Revolutionary United Front (RUF) . . . At rst, the RUF was greeted as a heroic army that would return the country to a multiparty government that could achieve better equity in wealth distribution. The best way to get the current government’s attention, it seemed, was to capture some of their diamond mines, holding them for ransom for a more democratic system and a brighter future for the majority of the country’s citizens . . . But instead of rolling into the diamond areas and seeking the support of the locals, the RUF killed and mutilated them . . . Field commanders adopted nicknames that both inspired terror and revealed their ruthlessness. Soldiers were named Rambo, Blood Master, Blood Center, What Trouble, and Wicked to Women. Their “tactics” of warfare were unbelievably brutal. Sometimes, after capturing a village, RUF ghters would gather civilian prisoners in the town square and make them choose small strips of paper from the ground that described different forms of torture and death, such as “chop off hands,” “chop off head,” or simply “be killed.” . . .

Greg Campbell is an awardwinning author and journalist. Blood Diamonds was the inspiration behind the Oscarnominated 2006 lm Blood Diamond, starring Leonardo DiCaprio and Jennifer Connelly. The following excerpts have been combined to give you a brief overview of the book.

VOCABULARY plundered thugs

stolen

violent criminals

ransom price paid to free a person ruthlessness cruelty, lack of compassion smuggle or export

secretly import

Before I arrived in Sierra Leone, like most people, I had no idea where the world’s most valuable gemstones came from. I knew little more than what I was told by television commercials, that diamonds were apparently forever, that they were rare, and that many of them were priceless . . . I certainly had no idea that the jewelry worn by hundreds of thousands of people around the world was bought at the expense of innocent and mutilated Africans who will never be able to wear jewelry of their own . . . Diamonds are among the easiest—and by far the most valuable by weight—commodities to smuggle . . . Millions of dollars’ worth of diamonds can be carried almost anywhere in the body or on it and they don’t set off airport metal detectors. They can be

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Unit 5

105

Name:

VOCABULARY close-knit united

small but

polish diamonds that are cut and shiny afdavit written declaration pipeline supplies

source of

broker agent for suppliers or buyers

Date:

Group:

sold quickly and they are virtually untraceable . . . The most reliable way for smugglers to get diamonds out of Sierra Leone is to swallow them and hope to time their next bowel movements so that they can be retrieved with some amount of privacy . . . They can be carried in your breast pocket or a pack of cigarettes . . . Over the years, people have carried thousands of dollars of stones inside the knots of their ties, in tins of fruit salad, in the false heels of specially made shoes. One woman who lost an eye in a car accident took the opportunity to hide diamonds in her empty socket, behind a glass eye. The diamond industry knew all along where some of its stones were coming from . . . In this close-knit world, the vast majority of diamond deals are based on trust and a person’s word. In a world as small as that of the diamond industry, that’s usually enough to foster long-term relationships. A long-time buyer of polish from a shop in Antwerp, for example, wouldn’t dream of asking to see the paper trail for the diamonds he’s buying. If a dealer says they’re clean, they take their word for it. Once cut, it’s almost impossible for anyone to tell where a diamond originated. “It’s a known fact that if you take a diamond out of the blue and you give it to any expert, they cannot tell where the goddamned thing came from,” said Tom Shane, the owner of jewelry retailer The Shane Company, one of the largest U.S. importers of polish . . . Like everyone else in the diamond industry, Shane is worried about what conict diamonds could do to his livelihood and therefore requires the polish houses to provide an afdavit that the stones he’s buying haven’t come from war zones. Needless to say, that gives him little control on his pipeline. Outside of taking the dealer’s word, Shane has no way of independently knowing where exactly the diamonds originated . . . But Shane considers the afdavit good enough for two reasons. One, he has specic needs from his suppliers, stones of a particular size and quality, and if they’re unable to produce a consistent yield to meet his weekly—and sometimes daily—orders, he’ll nd another supplier . . . And the second reason is that, given the intimacy of the industry and the amount of money circulating through it, Shane doesn’t believe any of his suppliers would risk getting caught with an RUF or UNITA diamond. Shane’s employees, like many other jewelry retailers across the country, are prepared to answer questions about conict diamonds, but as tradition would dictate, the issue is never openly acknowledged unless a customer asks about it specically . . . Even if customers were interested in where their diamonds come from, there’s little they can do except take the word of the jeweler as to their origin, in much the same way that the jeweler takes the word of the Antwerp polisher, who takes the word of the broker, and so on. Although experts may be able to determine the origin of rough goods if given enough of a sample to peruse, it’s virtually impossible for anyone to tell where a polished piece came from.

106

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Name:

Date:

Group:

In 1998, the Security Council passed Resolution 1173, a sanction against diamonds from Angolan rebels, and 1176, one against diamonds from the RUF. In 2000, it passed Resolution 1306, which banned all countries from importing any rough from Sierra Leone until a certication process could be designed with the help of the Diamond High Council in Antwerp. In the United States, Congressman Tony Hall and Senator Judd Gregg introduced the Clean Diamond Act in 2001, a law that seeks to ensure that all diamonds imported into the United States are veriably from clean sources. The truth is that conict diamonds will be bought as long as they’re available. They may not be purchased by Tom Shane’s jewelry company, at least directly, but that’s because they won’t be offered to him. They’ll enter the diamond pipeline long before they become jewelry, at jungle meeting places, village backrooms, and Freetown bars when no one is looking. They’ll make their way into the legitimate exports of sellers who want to pad their parcels cheaply, safely sheltered by certicates issued by lax or bribed ofcials. The documents required by the Kimberley Process and the Clean Diamond Act will not stop the trafc. They’ll just make it harder to detect.

VOCABULARY sanction

penalty

rough diamonds in their natural state, unnished AFTER READING

3. Greg Campbell writes that we grow up believing “love equals diamonds.” Do you think that your generation still believes this? Give examples to support your opinion.

4. How does the demand for diamonds worldwide affect the conict in Sierra Leone?

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Name:

Date:

Group:

5. What was the initial goal of the RUF? How did it change once they came into possession of diamonds?

6. Why is it difcult to control the sale of illegal “blood” diamonds?

7. Who do you think should be responsible for keeping blood diamonds off world markets? Why?

8.

What is the consumer’s responsibility when purchasing a diamond?

w hat do you think? Consider the following question: When merchandise violates human rights, who is more responsible: consumers or manufacturers? Form an opinion on this issue and write an essay that defends your opinion, using strong supporting arguments.

108

Who Is Responsible?

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A

WORKSHOP

WORKSHOP A OPINION PIECES EXPLAIN A WRITER’S POSITION ON AN IMPORTANT ISSUE AND ATTEMPT TO CONVINCE READERS OF ITS VALIDITY WITH A VARIETY OF ARGUMENTS AND WRITING TECHNIQUES. OPINION PIECES ARE USED FOR SCHOOL ESSAYS AND EDITORIALS, AND ARE OFTEN THE FOCUS OF THE MINISTRY WRITING EXAMINATION.

Writing an Opinion Piece IN THIS WRITING WORKSHOP, LEARN ABOUT THE PURPOSE AND STRUCTURE OF OPINION PIECES.

Analyze the components of an opinion piece. Learn some writing techniques. Practise writing: • Introductions • Supporting paragraphs • Conclusions Write your own opinion piece.

Are You Connected?

Modern technology allows us to communicate in a ash with friends and family. With the help of social media on computers, tablets and smart phones, we can send messages, pictures and videos instantaneously. Although this technology helps us to stay in touch with each other, is there a price to pay for being connected?

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109

WORKSHOP A Name:

Date:

1. Model of an Opinion Piece

Group:

C2

An effective opinion piece has an organized structure and convincing arguments. Writers must plan their texts carefully and keep in mind the following: The purpose of an opinion piece is for the writer to express an informed, personal opinion on an issue and to convince readers to agree with that position. Writers should address their audience, using arguments that it can relate to. Writers should consider that the audience may have little knowledge about the topic. Therefore, arguments should be expressed clearly and concisely.

1.

Read the opinion piece on social media on page 111. Pay close attention to its different parts and components.

2. Underline and label the following sentences in the opinion piece: a. the opening statement b. the position statement in the introduction c. the topic sentence in each supporting paragraph d. the reformulation of the writer’s opinion in the conclusion e. the closing statement in the conclusion 3. Explain the writer’s purpose in “The Price of Social Media.”

4. Who is the writer’s audience? How do you know?

5. Where do you think you might nd this text?

110

Writing an Opinion Piece

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WORKSHOP A Name:

Date:

Group:

PARTS OF AN OPINION PIECE

The Price of Social Media If you think that social media are free, you are wrong! Most teenagers use free social media sites such as Facebook, Twitter and YouTube. They can spend several hours a day posting comments, pictures and video clips. They also stay constantly connected with friends through social media. What is the cost to teenagers’ lives of all this social media activity? In my opinion, there are many hidden costs to social media, and some teenagers are paying too high a price. To begin with, using social media is an expensive habit. The price of the electronic gadgets young people use to stay connected is exorbitant. Electronics companies market their latest devices to teenagers in an effort to make them think they will be cool if they upgrade their cellphones or computers. In addition, phone, text, data and Internet plans are very expensive. One of my friends worked all summer last year to buy a new smart phone, but then he couldn’t afford the monthly plan to use it. Next, social media sites can actually have a negative impact on their members’ social lives. They make it seem that members are part of a vibrant online community with hundreds of friends, but those friendships only exist in cyberspace. For example, my sister has over 500 “friends” on Facebook, but she probably only knows about 20 of them in real life. Unfortunately, she spends so much time on Facebook that she has little time to hang out with her real friends. Furthermore, social media have a dark side. We all know that cyberbullying is a terrible problem for some teenagers. The truth is that too many teenagers have had negative experiences with social media. Some examples are negative comments on Facebook and Twitter, people posting embarrassing pictures of others, and even threats of physical harm. Too many teenagers are paying the price of social exclusion, distress and ridicule because of social media. Finally, I am not saying that we should all throw away our cellphones and cancel our social media accounts, but we need to remember that a real life is more interesting than a virtual life. We need to nd more balanced, economical and respectful ways to engage with each other online. If technology keeps advancing, maybe one day we will forget how to talk with each other face to face, and that’s a price I don’t want to pay.

A catchy title The introduction: • presents the topic • captures the reader’s interest with a strong opening statement • provides background information on the topic • contains a position statement (the writer’s opinion)

Supporting paragraphs: • contain a topic sentence that supports the position statement • provide strong arguments that support the writer’s opinion • use a variety of writing techniques

The conclusion: • reformulates the writer’s opinion • summarizes the main arguments • ends with an interesting closing statement

VOCABULARY upgrade: replace with a better model engage: communicate

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111

WORKSHOP A Name:

Date:

2. The Introduction

Group:

C2

The introduction is the rst paragraph of an opinion piece. It starts with a strong opening statement to engage the reader. It then briey introduces the topic and gives some background information. It nishes with a position statement. The position statement is the most important sentence in an opinion piece. It summarizes the writer’s opinion on the topic. It also limits the scope of the topic.

Elements of a Good Position Statement It is limited to a single controlling idea. It expresses an opinion, not a fact. It is a statement, written as a complete sentence, not a question.

Language for topic sentences

1.

Explain what is wrong with the position statements below and then correct them. a. Facebook is the social media site with the most users.

Verbs: be, think, feel, believe Adverbs: strongly, rmly, clearly, denitely

b. Social media: the future of all communication between people.

Expressions: in my opinion, without a doubt

c. Are social media turning teens into anti-social people with few real life skills?

d. Some teenagers think technology is an essential part of life, but others believe it is a big waste of money.

More than 50% of teenagers use cellphones daily for entertainment and social networking. Sharing personal information, videos and images through social media sites and texting is rapidly becoming the preferred way to socialize. However, concerns about privacy are growing. Are you sharing your secrets with an unintended audience?

112

Writing an Opinion Piece

2. Write a strong position statement for the introduction on the left.

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WORKSHOP A Name:

Date:

Group:

Writing Techniques for Introductions Using a variety of writing techniques helps writers to introduce the topic and their opinion effectively. A. Strong opening statement Cellphones are teenagers’ best friends. B. Surprising fact On average, teenagers send 3000 texts per month! C. Open-ended question How can teens protect themselves online? D. Background information Social media let people learn about their friends’ interests. E. Denition Social media are any media that allow users to interact with each other in an online community by creating and sharing content. 3. Read the introduction to an opinion piece by Nina Malik, a teenage blogger. In the boxes before each sentence, write: a. P for the position statement b. The letter of the writing technique (A, B, C, D or E) used in the other sentences

Teenagers and Technology Technology is as important to teenagers as oxygen!

Technology includes things such as

computers, tablets, smart phones, the Internet, MP3 players and so much more. technology to communicate, to work and study and, of course, to relax. teenagers’ primary source of news events in the world. without technology in today’s world?

Teenagers use The Internet is also most

How would teenagers be able to function

Technology denitely plays a vital role in most teenagers’

day-to-day lives.

4. Write down your ideas for an introduction to an opinion text on the question “How does technology impact school life?” Use at least three writing techniques in your paragraph.

Opening statement:

Information about the topic:

Position statement:

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WORKSHOP A Name:

Date:

3. Supporting Paragraphs

Group:

C2

Supporting paragraphs form the body of an opinion piece. They develop the main idea presented in the introduction. They provide arguments to support the position statement. They convince the reader of the writer’s opinion.

Elements of a Good Supporting Paragraph Each supporting paragraph focuses on one clear argument that directly supports the position statement in the introduction. A topic sentence opens the paragraph and presents the argument. The topic sentence should be a complete sentence that clearly expresses a single idea. Supporting sentences provide reasons, facts, examples or anecdotes that support the argument outlined in the topic sentence. For more practice writing supporting paragraphs, see Workshop C on pages 129 to 138.

1.

Read the following supporting paragraph from an opinion text titled “Social Media Overload.” The writer’s position statement in the introduction is: Social media can be addictive and should be used with caution. a. Circle the argument in the topic sentence. b. Underline the reasons, facts, examples or anecdotes used in the supporting sentences.

To begin with, social media restrict social lives by limiting face-to-face communication. While social media sites and texting are increasingly popular, surveys show that most teens still prefer communicating in person with friends. Some feel that keeping up with social networking sites takes up too much of their time, and that using social media when they get together with friends often keeps them from interacting with each other. It isn’t unusual to see a group of friends hanging out together, not speaking a word, each one intently using a smart phone, pad or laptop to surf the Internet, update their social networking sites and share music, videos or texts—sometimes with each other. Moreover, some teens complain that social media is even affecting their family life. They wish their parents would spend less time with their own cellphones and gadgets.

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Writing an Opinion Piece

WORKSHOP A Name:

Date:

Group:

Writing Techniques for Supporting Paragraphs Using a variety of writing techniques helps writers to support the argument presented in the topic sentence effectively. A. Reason Social media can be dangerous because you can never be sure who your “friends” are. B. Exaggeration Teenagers don’t speak face to face anymore. C. Example An example of how cellphones make life safer is that you can call 911 for help if you are in a dangerous situation. D. Anecdote My friend lost his brand new smart phone last weekend. E. Fact Social media are a worldwide phenomenon.

2. Read the following supporting paragraph for an opinion piece titled “Social Media Are Here to Stay.” The writer’s position statement in the introduction is: Social media are denitely not a passing teenage trend.

Language for supporting paragraphs

a. Underline the argument in the topic sentence. b. Circle the transition and example words. c. In the boxes before the sentences, write the letter of the writing technique (A, B, C, D or E) used in each supporting sentence.

First of all, social media are not just cool new toys for teenagers. Some people think that social media are a trendy way for young people to stay in touch with each other, but the truth is that people of all ages use social media.

Transition words to smoothly introduce supporting sentences: rst of all, to begin with, in the rst place, secondly, next, also, furthermore, in addition, indeed, however Words that introduce examples: for example, for instance, another example

For example, last month, while my grandmother was travelling in British Columbia, she posted daily pictures of her trip on Facebook. family enjoyed following her adventures.

My whole

Another example is my father,

who started a small business selling mountain bikes online.

He uses

several social media sites to advertise and keep his customers up to date on new merchandise. Furthermore, social media have become the media of choice for an increasing number of major companies, not only as an information and public relations platform but as a place to do business.

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Workshop A

115

WORKSHOP A Name:

Date:

Group:

3. Write supporting paragraphs for the following position statements. In each paragraph, use at least two different writing techniques from the box on page 115. a. Position statement: Social media have a negative inuence on students’ grades in school.

Topic sentence:

Supporting sentences:

b. Position statement: Teenagers spend too much money on technology.

Topic sentence:

Supporting sentences:

c. Position statement: Social media are an interesting way to learn about other people’s perspectives on events in their community.

Topic sentence:

Supporting sentences:

116

Writing an Opinion Piece

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WORKSHOP A Name:

Date:

4. The Conclusion

Group:

C2

The conclusion is the nal paragraph of an opinion piece. It reformulates the position statement to reafrm the writer’s opinion. It summarizes the main arguments. It ends with an interesting closing statement to make the reader reect further on the topic.

Writing Techniques for Conclusions Using writing techniques helps writers to conclude their opinion piece effectively. A. Reformulation Social media are without a doubt the way that most people will communicate in the future. B. Summary We have traded in our social lives for social media and are dealing with the consequences: social isolation and poor social skills. C. Prediction Facebook will be replaced in the next couple of years by the next big social media trend. D. Suggestion for a solution We should all turn our phones off when we are with friends and family.

1.

Read the following conclusion to an opinion piece titled “Do Teenagers Need to Go on a Social Media Diet?” In the boxes before the sentences, write the letter of the writing technique (A, B, C or D) used in each sentence.

To sum up, since I have reduced the time I spend on social media, I have rediscovered other enjoyable things in life.

I’m healthier now because I have more time to play sports.

on Facebook, but more real friends at school. we actually talk with each other in the evenings.

I have fewer friends

I also have a better relationship with my parents since So, perhaps you should give it a try: disconnect

once in a while, relax, go outside and look around. You might like what you see.

2. Using the information in one of the supporting paragraphs you wrote on page 116, write down your ideas for a conclusion paragraph that includes the following techniques:

Reformulation:

Summary of main arguments:

Closing statement (prediction or suggestion):

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Workshop A

117

WORKSHOP A Name:

Date:

Group:

3. Write an outline for an opinion piece that addresses the question “Does technology make students better learners?”

Position statement:

First topic sentence:

Second topic sentence:

Third topic sentence:

4. Write a complete conclusion for your outline, using the following techniques. • Reformulation of the position statement • Summary of the main arguments • Closing statement (prediction or suggestion)

Conclusion:

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Writing an Opinion Piece

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WORKSHOP A Name:

5. Putting It All Together

Date:

Group:

C3

Now it’s your turn to write a complete opinion piece. Write an opinion piece for a high-school newspaper. Explain your opinion on the following question:

Do social media and technology make modern teenagers’ lives better than their parents’ lives were? Instructions • Use your own ideas. • Plan your text, using the chart on this page and on page 120. • On a separate sheet of paper, write a rough draft of your opinion piece. • Use the checklist to verify your text and make any necessary changes. • Get feedback from peers or your teacher. • Integrate feedback and write the nal copy. Give it a catchy title.

Introduction Opening statement:

My opinion text includes: An introduction It presents the topic in an engaging way.

Information about the topic:

It takes a rm position on the question. It addresses the target audience. Supporting paragraphs

Position statement:

Supporting paragraph 1 Topic sentence:

Topic sentences are clear. They support the position statement. Arguments are convincing and coherent. Paragraphs are well organized. A conclusion The position statement is reformulated.

Supporting arguments:

Main arguments are summarized. The closing sentence makes an impression.

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WORKSHOP A Name:

Date:

Group:

Supporting paragraph 2 Topic sentence:

Supporting arguments:

Supporting paragraph 3 Topic sentence:

Supporting arguments:

Conclusion Reformulation of the position statement:

Summary of the main arguments:

Closing statement:

120

Writing an Opinion Piece

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B

WORKSHOP

WORKSHOP B EXPRESSING OPINIONS EFFECTIVELY IS A NECESSARY SOCIAL AND ACADEMIC SKILL THAT IS USEFUL DURING CASUAL CONVERSATIONS ABOUT MOVIES AND MUSIC, GROUP DISCUSSIONS IN CLASS AND, PARTICULARLY, DURING THE MINISTRY ORAL EXAMINATION. PRACTISING KEY INTERACTION STRATEGIES CAN MAKE YOU A MORE PERSUASIVE SPEAKER.

Improving Group Discussion Skills

IN THIS WORKSHOP, LEARN ABOUT THE ELEMENTS OF EFFECTIVE ORAL INTERACTION.

Learn conversational devices that will help you respond effectively during discussions. Take notes on texts to prepare for group discussions. Practise strategies for effective oral interaction. Participate in group discussions.

Fans . . . or Fanatics?

They chant and scream for sports teams, faint over pop stars, dress up as comic book characters and endlessly discuss TV shows in chat rooms. Fans express their appreciation for sports, celebrities and popular culture in many ways, but when does their behaviour go too far? When do fans become fanatics?

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Workshop A B

121

WORKSHOP B Name:

Date:

1. Elements of Oral Interaction

Group:

C2

Using conversational devices can improve your ability to express and discuss opinions in groups. In order to do well on the Ministry oral examination, you will not only need to express your own opinion, but you will also need to use the following conversational devices to interact during the group discussion: A. React / Comment

I didn’t know that! Good point. However, . . .

B. Build on / Add details C. Agree / Disagree D. Ask questions

Moreover, . . . Did you know that . . . ?

I totally (dis)agree with you because . . . What do you think about . . . ? Why do you say that?

E. Ask for clarication

Could you explain that a little more? Read the two opinion statements below. For each statement, write a sentence using each of the conversational devices listed above.

Statement 1

Statement 2

In my opinion, celebrities lead difcult lives because they are always in the spotlight.

I think celebrities do charity work just to get positive media attention.

React / Comment

Build on / Add details

Agree / Disagree

Ask questions

Ask for clarication

122

Improving Group Discussion Skills

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WORKSHOP B Name:

Date:

2. Celebrities, Fame and Fans

Group:

C2

Read the texts on pages 123 to 125. For each text, write a response using one of the conversational devices identied on page 122. Write the letter (A, B, C, D or E) that corresponds to the device. Then take notes, using the questions to guide you.

The Psychology of Fandom Most psychologists view a tendency for fans to become focused on one particular TV show, celebrity or sports team as a natural desire to escape everyday reality through entertainment. They explain that fans get real pleasure from watching the object of their admiration, and some note that fandom can have measurable psychological benets. For example, studies show that an adored pop star’s music can release dopamine in listeners’ brains. Other studies demonstrate that sports fans show a denite increase in personal condence and overall life satisfaction when their team wins.

Taking notes is an effective way to prepare for a group discussion based on texts. As you read, form an opinion on the topic and look for arguments to support your opinion.

Psychologists explain that fans also tend to identify with the objects of their adoration. This could explain why sports fans experience that boost of condence when their teams win. It could also explain why some fans imitate the style or behaviour of an admired celebrity. Additionally, experts note that many fans derive a positive sense of community from fandom. Cheering for the same team, even among a group of strangers, offers fans a shared value and a point in common. Device

VOCABULARY dopamine neurotransmitter that incites feelings of pleasure

Fanboys and Fangirls, Assemble! Some fans of games, hobbies and animation like to get together, dressed up as their favourite characters. At comic book conventions or during role-playing games, they adopt the traits of their character or act out storylines with their friends. Although sometimes criticized as geeks, these fanboys and fangirls argue that they are harmlessly seeking a community of like-minded people.

fanboys, fangirls people who are obsessed with a hobby like-minded having the same opinions or tastes

Device

Notes

What are some of the benets of being a fan?

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Workshop B

123

WORKSHOP B Name:

Date:

Group:

Celebrity Worship Many people are intrigued by celebrities, admire them, or even imagine meeting them. However, for some individuals, this interest can turn into obsession. Researchers in the United States and the United Kingdom developed a scale to measure celebrity worship and found that celebrity worshippers fall under three categories: those who are interested in celebrities solely for entertainment, those who have intense feelings about celebrities and think about them compulsively and those whose behaviour and fantasizing are pathological.

VOCABULARY worship

adulation

pathological uncontrollable, caused by a mental disorder endorsed approved

People in the rst category may enjoy following celebrity news stories and discussing them occasionally with friends. Those who fall into the compulsive category might discuss a celebrity for hours online. Those who fall into the pathological category tend to believe that they and a celebrity have a personal relationship. They may follow celebrities around, send them threatening letters, or even physically attack them. In 1981, for example, John Hinckley Jr. shot U.S. President Ronald Reagan to attract the attention of actress Jodie Foster. Device

recommended,

The Celebrity as Brand How many celebrity-endorsed products can you think of? From clothing, perfume, cosmetics and sporting equipment to the foods and drinks we consume, celebrities tell us that if we purchase the brands they like, our lives will be better. In the 1930s, the legendary baseball player Babe Ruth became the rst celebrity to endorse a product. Since then, it has become common to see celebrities’ faces representing a company’s brand. Marketers select celebrity brand ambassadors carefully. The star should reect a quality the company wants customers to associate with their product. Thus, a perfume company might choose a celebrity who is seen as feminine and beautiful, while a company selling family cars would opt for a celebrity associated with dependability and trustworthiness. Device

Notes

What are some of the behaviours associated with pathological celebrity worship?

124

Improving Group Discussion Skills

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WORKSHOP B Name:

Date:

Group:

Sports Fanatics Research has found that people reap positive emotional benets from cheering for the home team; it seems that sports fans tend to feel less depressed and alienated than the rest of the population. They have even been found to be slightly wealthier and more hard-working. However, this research may have overlooked the impact that fandom has on the personal lives of sports addicts— those sports fans who spend so much time watching sports on television, attending sporting events and thinking about sports that their relationships, careers and nancial situations suffer. Warning signs that someone may be a sports addict include missing important family events to watch sports, becoming upset or even violent because of a game’s outcome, and compulsively thinking about sports at inappropriate times. Experts recommend that people showing the above signs take time off from the television, arena, or ball eld and instead go out and get some exercise or spend time with friends and family. They also recommend limiting the amount of time dedicated to watching sports every week.

VOCABULARY reap drastic

obtain, get extreme

Device

Parents in the Penalty Box? Fans of professional hockey teams can be aggressive. They yell at coaches and referees, get into physical confrontations with other fans, and sometimes have to be thrown out of arenas. Unfortunately, this can also be true at minor league hockey matches, where the unruly fans are usually the players’ parents. For years, Hockey Canada, an organization that tries to make hockey safe and fun for everyone, has tried to tell parents that their bad behaviour can ruin their children’s experience. Recently, in Newfoundland, all parents of minor league hockey players were required to complete an online course teaching them how to behave respectfully. Many parents resisted taking the course, but others argued that the drastic measure was a necessary reminder that hockey is, after all, just a game. Device

Notes

What can happen when sports fans take the game too seriously?

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Workshop B

125

WORKSHOP B Name:

Date:

3. The Device is Right 1.

Group:

C1

In teams of four, discuss the questions below. For each statement, designate a different team member to listen and record as the other three discuss. The recorder must listen for teammates’ use of each conversational device, and take notes on how each device is used and by whom.

React / Comment: • That’s really interesting. • That reminds me of something that happened . . .

When all four devices have been used, the recorder must tell the team and report how the devices were used. Then, teams should move on to the next statement and change the recorder.

Questions for discussion

Build on / Add details: • In addition, . . .

1. Who are the most fanatical: sports, music, comic book or movie fans?

• On top of that, . . .

2. Have you ever bought a product because of a celebrity endorsement?

• Plus, . . . • What’s more, . . .

3. Should parents worry if their child begins dressing or acting like their favourite celebrity?

Ask questions:

4. Should there be rules of conduct for hockey fans at arenas?

• Why do you think that? • When did this happen? • Do you think that . . . ?

Recorder’s notes for question React / Comment

Build on / Add details

Ask questions

Ask for clarication

Ask for clarication: • Can you explain . . . ? • What do you mean by . . . ? • Can you give an example?

126

Improving Group Discussion Skills

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WORKSHOP B Name:

Date:

Group:

2. What are you a fan of? a. For each of the categories below, record your preferences.

Movie genre

Candy bar

Clothing store

Car Agreeing:

TV program

Sport

Vacation destination

Form of transportation

Musical artist or genre

Cartoon character

• I totally agree with . . . • You’re absolutely right about . . . • I couldn’t have said it better myself. • We have the same opinion about . . . • I was just going to say that! • That’s so true.

b. With a partner, express your preferences for each category. Say whether you agree or disagree with your partner’s choices. Use the language prompts and expressions for help.

Disagreeing: • I’m sorry, but I don’t agree. • I have to disagree on that point. • I don’t think so.

3. Ask questions to nd out what kind of fan your partner is. a. Write one sentence about your favourite celebrity. Share it with your partner.

• I see your point, but . . . • True, but . . .

b. Write ve questions about your partner’s celebrity. Interview each other using the questions you have prepared. Note: During the interview, ask two follow-up questions based on your partner’s answers. 1.

2.

3.

4.

5.

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Workshop B

127

WORKSHOP B Name:

Date:

4. Time to Talk

Group:

C1

Now it’s time to put what you learned about group discussions into practice. 1.

Interaction is at the heart of Competency 1 evaluation. It is not enough to express opinions—you must also take an active part in discussions by using the conversational devices you have practised in this workshop.

In teams of four, compare your reactions to the texts on pages 123, 124 and 125, using your notes and the conversational devices you wrote. a. What opinions do you have in common with your team members?

b. What points do you disagree on?

2. With your teammates, take turns initiating a discussion on the issues raised by the questions below. Use conversational devices to keep the discussion going.

1. Is celebrity worship a good thing or a bad thing for society? 2. Why are celebrities treated differently from other people? 3. Why do some sports fans become aggressive during games? 4. How are sports celebrities different from the average person? 5. Should parents push their children to perform better in sports? 6. Is the Internet making it easier to become a compulsive fan?

3. Reect on your performance. a. Did you express your opinion well? Why or why not?

b. Did you use conversational devices? Which device did you use most often?

c. Did you use the prompts and expressions from the Speak Up boxes? Which ones did you use?

128

Improving Group Discussion Skills

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C

WORKSHOP

WORKSHOP C EFFECTIVE SUPPORTING PARAGRAPHS PRESENT YOUR ARGUMENTS IN A CLEAR AND CONVINCING MANNER. IN THIS WORKSHOP, YOU WILL DIVE DEEPER INTO THE ART OF ARGUMENTATION BY EXAMINING AND PRACTISING THE FUNDAMENTAL SKILLS OF CREATING SOLID ARGUMENTS.

Writing Effective Supporting Paragraphs

IN THIS WORKSHOP, LEARN HOW TO CRAFT PERSUASIVE PARAGRAPHS FOR OPINION PIECES.

Discover the dos and don’ts of strong reasoning. Practise writing coherent supporting paragraphs. Learn to anticipate and refute counter-arguments. Write strong supporting paragraphs for an opinion piece.

The Pros and Cons of Fandom and Fame

What do fans get from their idols? Some claim that our favourite sports heroes, actors and musicians inspire us and enrich our lives, while others say that a celebrity’s image is simply fabricated to sell products. And what about fame? It certainly brings wealth and recognition, but for some celebrities, it comes at a high price. Examine both sides of these issues and decide what you believe. Reproduction prohibited © Chenelière Education Inc.

Workshop A C

129

WORKSHOP C Name:

Date:

1. Build Your Argument

Group:

C2

Use strong reasoning. Not all reasons are equal when it comes to supporting paragraphs, and it is easy to make errors of logic. Read the following lists of dos and don’ts for constructing arguments: Do use convincing reasons. Do support those reasons with examples and facts. Do use the writing techniques for supporting paragraphs described on page 115 in Workshop A. A. Don’t present opinion as fact. B. Don’t generalize.

Action movie actors are the most talented.

I once got food poisoning from sushi, so this proves that sushi will make you sick.

C. Don’t assume cause and effect. caused me to win the race. D. Don’t use stereotypes.

I won the race after buying new running shoes. Therefore, the shoes

Hockey fans are beer-drinking fanatics.

E. Don’t use circular arguments.

These chips are the best because they are better than the other brands.

For a review of the key elements of an opinion piece, see Workshop A on pages 109 to 120.

1.

Read the model supporting paragraph below. Underline the topic sentence. Number each reason, example or fact used to support the topic sentence.

Position: Music fans are more dedicated than movie fans. To begin with, music fans denitely have a more direct connection to their favourite musicians than movie fans do to their favourite actors. While actors rarely write their own scripts, musicians often write the music and lyrics to their songs, giving fans a glimpse into their hearts and minds. Music fans can sing along to their favourite songs or even learn to play them. However, it is rare to see a movie fan who memorizes movie scripts. Finally, although actors can help you escape the real world for a couple of hours, you can carry your favourite music with you at all times on your MP3 player.

2. Summarize the reasoning and evidence given by the writer to support the topic sentence.

130

Writing Effective Supporting Paragraphs

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WORKSHOP C Name:

Date:

Group:

3. The following sentences have errors of reasoning. Write the letter of the “don’t” (A, B, C, D or E) from page 130 beside each sentence. 1.

First of all, music fans are more connected to their idols because they are more dedicated fans.

2. Music fans are usually more artistic people and therefore have a better understanding of how good music is made. 3. Movie fans are too shallow to have a deep connection with their idols. 4. My sister likes Jackie Chan movies and watches them pretty often, but I am completely obsessed with Metallica and listen to them every day; therefore, music fans are more dedicated than movie fans. 5. There are a lot more songs than movies, so songs are more popular than movies. 4. Identify the errors of reasoning in this weak paragraph by writing the sentences that you feel give weak arguments and the letter of the “don’t” from page 130 that applies in each case.

Position: Parents should never be allowed to attend their children’s soccer matches. My best friend’s parents are too busy to attend her matches, and she is the best player on the team; I am sure that not having her parents there is what keeps her from getting distracted. If all parents stayed at home, the other players would play better, too. Parents only want their children to get the most time on the eld. They don’t care about the other players on the team or about watching the game. They have no respect for other spectators. At every children’s soccer game I’ve seen, the parents ruined it for everyone.

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Workshop C

131

WORKSHOP C Name:

Date:

2. Make It Clear

Group:

C2

Write a coherent paragraph. A supporting paragraph is coherent when: All the sentences support the paragraph’s topic sentence. The supporting arguments are introduced in a logical sequence. One supporting argument doesn’t contradict another. Conjunctions and transition words help connect arguments in a logical fashion. For more on conjunctions and transition words, see pages 218 to 221 of the Grammar Section.

1.

Read the model paragraph below. Highlight the conjunctions and transition words used to connect arguments in the paragraph.

Position: Famous athletes are good role models for young people. Although some people say that famous athletes are simply born with talent, they still have to work hard to be the best, and that’s something everyone can admire and learn from. For example, most would agree that Tiger Woods was probably born with a natural talent for golf, but he still had to practise for long hours almost every day to hone his abilities. However, this is only one example of how a star athlete’s success is built on the qualities of determination and perseverance, and young people can denitely benet from developing those qualities.

a. In your own words, write the main argument in the model paragraph.

b. Summarize the supporting reasons and evidence given by the writer.

132

Writing Effective Supporting Paragraphs

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WORKSHOP C Name:

Date:

Group:

2. Read the sentences below. Highlight the conjunctions and transition words used to connect arguments. Then, rewrite the sentences in the correct order to form a coherent paragraph. a.

Position: There is nothing wrong with being an avid sports fan. • Finally, on game day, you can’t miss extreme fans because their faces are painted with the team’s logo. • It is true that extreme sports fans do ridiculous things in support of their teams, but they are only having fun and not hurting anyone. • Next, they have their team’s ag stuck to their cars in at least three different places. • To begin with, they can be easily recognized by the team jersey they wear wherever they go.

b.

Position: The true life of a celebrity is no fairy tale. • These tragedies prove that fame and fortune can come at a high price. • In fact, we frequently hear about celebrities checking into rehab centres or getting arrested for driving while intoxicated. • Although it is true that celebrities frequently get invited to glamorous parties, too much partying often leads them to dangerous levels of drug and alcohol abuse. • Nevertheless, the rehab and arrests don’t always stop them from abusing drugs, and it seems that every year another tragic celebrity death proves that dying young is a risk of fame.

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Workshop C

133

WORKSHOP C Name:

Date:

3. Know Your Opponent

C2

Group:

Use arguments and counter-arguments. For every opinion, there is an opposite opinion: Social media isolates. vs. Social media creates a world of new friends. Because the primary goal of an opinion piece is to convince readers, it is helpful to assume that those readers may hold an opposing opinion and disagree with your arguments. An effective technique is to: 1. Predict the readers’ counter-arguments. 2. Address those counter-arguments. 3. Refute them with even stronger arguments.

Position: Celebrities make important contributions to society. Step 1: Predict possible counter-arguments. Celebrities are self-absorbed people whose only goal in life is to be rich and famous. Their charity work is done only for publicity. Steps 2 and 3: Address counter-arguments and refute them. Although celebrities lead glamorous lives, they also use their wealth and fame to support various charities and to create awareness for important social issues. Some people may argue that this is done only for publicity, but even though celebrities could achieve the same publicity by merely giving money to charities, many of them also give their time and work hard for their chosen charity.

Language to address and refute counterarguments:

1.

Practise addressing and refuting counter-arguments. • Read the writer’s position and the counter-argument. • Write arguments that address and refute the counter-arguments.

Although . . . It may be true that . . . but . . .

134

a. Position: It is quite possible for famous people to have normal lives.

Some people think . . . However, . . .

Possible counter-argument: Famous people have no privacy and can’t even walk down the street without fans recognizing and harassing them.

It is a mistake to think that . . .

Address and refute:

Writing Effective Supporting Paragraphs

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WORKSHOP C Name:

Date:

Group:

B. Position: The entertainment industry is good for the economy. Possible counter-argument: The entertainment industry exploits teenagers who waste all their money buying expensive concert tickets, music and movie downloads and even clothing lines endorsed by rich celebrities. Address and refute:

2. Prepare well-conceived arguments by considering both sides of this topic.

Media images of beautiful celebrities are unrealistic and can affect teenagers’ self-esteem. • Decide on your position and write a position statement. • Consider both sides of the issue. • In point form, write arguments and counter-arguments for your position.

Position statement:

Arguments for

Possible counter-arguments

3. On a separate sheet of paper, write a supporting paragraph based on some of your arguments and counter-arguments from Step 2. Reproduction prohibited © Chenelière Education Inc.

Workshop C

135

WORKSHOP C Name:

Date:

4. What’s Your Opinion?

C3

Group:

Now it’s time to apply what you have learned to your own writing. Write two effective supporting paragraphs for an opinion piece that presents your position on the following question.

Does today’s celebrity culture have a positive or a negative effect on teenagers’ lives? Instructions • Decide which position to take and write a topic sentence for each paragraph. • Plan your paragraphs in the graphic organizer below. • Brainstorm arguments for and against your position. Then, number them in a logical order. • Write a rst draft of your two paragraphs on page 137. • Use the checklist on page 137 to make adjustments to your paragraphs. • Write your nal copy on a page 138.

Position statement:

Topic sentence for paragraph 1:

Topic sentence for paragraph 2:

Supporting arguments

136

Possible counter-arguments

Paragraph 1:

Paragraph 1:

Paragraph 2:

Paragraph 2:

Writing Effective Supporting Paragraphs

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WORKSHOP C Name:

Date:

Group:

First draft of the supporting paragraphs • Write your rst draft of the two paragraphs here. • Use the checklist to verify and revise your text.

Paragraph 1

My supporting paragraphs include: A topic sentence It opens the paragraph. It supports my position on the question. It clearly expresses a single idea. Supporting sentences

Paragraph 2

They provide reasons, facts, examples or anecdotes to support the topic sentence. The arguments use strong reasoning. Counter-arguments are anticipated and refuted. The arguments are organized in a logical sequence. The arguments do not contradict each other. I used transition words and conjunctions effectively. I checked my spelling and grammar.

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Workshop C

137

WORKSHOP C Name:

Date:

Group:

Final version of the supporting paragraphs • Write the nal version of your supporting paragraphs here. • Make sure you integrate all the adjustments, revisions and corrections you made on your rst draft.

Paragraph 1

Paragraph 2

138

Writing Effective Supporting Paragraphs

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Grammar and Reference Section Sentence Builders

Verbs Simple Present ...................................................... Afrmative, negative............................................. Question formation............................................... Present Continuous .............................................. Afrmative, negative............................................. Question formation............................................... Simple present or present continuous?.................. Simple Past............................................................ Afrmative, negative............................................. Question formation............................................... Past Continuous.................................................... Afrmative, negative............................................. Question formation............................................... Simple past or past continuous? ........................... The Future ............................................................ Afrmative, negative............................................. Will or be going to? …………............................... Question formation............................................... Simple present and present continuous as future forms ..................................................... Future Continuous ............................................... Afrmative, negative............................................. Question formation............................................... Present Perfect ..................................................... Afrmative, negative............................................. Question formation .............................................. Present perfect or simple past? ............................. Present Perfect Continuous ................................. Afrmative, negative............................................. Question formation............................................... Past Perfect ........................................................... Afrmative, negative............................................. Past perfect with when and until........................... Question formation .............................................. Past Perfect Continuous....................................... Afrmative, negative............................................. Question formation............................................... Modals .................................................................. Afrmative, negative............................................. Question formation............................................... Conditional Sentences ......................................... Real conditionals................................................... Unreal conditionals ............................................... Question formation............................................... Gerunds and Full Innitives................................. The Active and Passive Voices.............................. Direct and Indirect Speech................................... Tag Questions ....................................................... There + To Be........................................................

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140 140 142 143 143 144 145 146 146 148 149 149 149 151 152 152 153 154 155 156 156 157 159 159 160 161 162 162 164 165 165 166 167 168 168 170 171 171 172 175 176 177 178 180 183 187 190 192

Nouns .................................................................... Types of nouns...................................................... Compound nouns................................................. Uncountable nouns............................................... Articles and Quantiers ....................................... Articles ................................................................. Quantiers............................................................ Pronouns and Possessives .................................... Types of pronouns................................................. Relative pronouns ................................................. Indenite pronouns............................................... Adjectives.............................................................. Order of adjectives................................................ Conciseness .......................................................... Comparatives and superlatives .............................. Adverbs ................................................................. Forming adverbs from adjectives ........................... Comparatives and superlatives .............................. Adverb placement................................................. Prexes and Sufxes ............................................ Prexes ................................................................. Sufxes................................................................. Prepositions .......................................................... Conjunctions and Transition Words .................... Conjunctions ........................................................ Transition words.................................................... Capitalization and Comma Use ........................... Capitalization........................................................ Comma use ..........................................................

194 194 195 196 197 197 198 200 200 201 202 204 204 205 206 209 209 210 211 213 213 214 215 218 218 219 222 222 224

Reference Section Functional Language ........................................... 225 Strategies .............................................................. 227 Verb Tense Overview............................................ 229 Question Overview............................................... 230 Spelling Rules ....................................................... 232 Common Phrasal Verbs ........................................ 234 Common Irregular Verbs ..................................... 236 Verbs Followed by Gerunds / Innitives............... 238

139

VERBS Name:

Date:

Group:

Simple Present 1.

GRAMMAR CHECK

Read the paragraph. Circle all the verbs in the simple present tense. Then, highlight the present tense of the verb to be. Look at the chart below for help.

The Curfew Debate Where I live, the municipal council recently imposed a curfew on teens. The new law states that all teenagers must be inside by midnight. The council members believe that keeping teens in their homes means fewer problems on the streets. This isn’t at all fair to young people! Just because a few jerks cause trouble, they treat us all like criminals? My friends and I are frustrated with the law and we want the council to rethink this proposition. Most teenagers are responsible young adults, and we want to be treated that way!

We use the simple present to describe: Facts

Jon plays rugby.

Habits

Julie goes to bed late every night.

Present states

I am a good skier.

The verb to have is irregular in the 3rd person singular: has.

It does not tell us that the action is being performed at the moment. Keywords used with the simple present tense: always, normally, usually, frequently, regularly, often, sometimes, occasionally, rarely and never. Afrmative

Negative All Verbs

Subject + base form of the main verb (+ s or es for 3rd person singular) I like to eat pizza. She / He / It likes to eat pizza. We / You / Theylike to eat pizza.

Subject + do not (don’t) / does not (doesn’t) + base form of the main verb I do not (don’t) like to eat pizza. She / He / It does not (doesn’t) like to eat pizza. We / You / Theydo not (don’t) like to eat pizza. Verb To Be

Subject + am / is / are I am (’m) tired. She / He / It is (’s) tired. We / You / Theyare (’re) tired.

Subject + am / is / are + not I am (’m) not tired. She / He / It is (’s) not tired. We / You / Theyare (’re) not tired. There are two types of contractions: She’s not tired. / She isn’t tired. We’re not tired. / We aren’t tired.

For spelling rules for adding the third person singular s, see page 233 of the Reference Section.

140

Simple Present

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VERBS Name:

Date:

Group:

2. In the text below, circle the subjects that precede each verb in parentheses. Then, complete the sentences with verbs in the simple present. Do you realize that you probably (get, negative) a lack of sleep (affect)

enough sleep, and that

not only your mood, but also the way you (act)

? A new study (show) (sleep, negative)

that 70% of high school students

the minimum eight hours they (need)

The consequence (be)

that their chances of risky behaviour really (increase)

. Risky behaviours (include) that (be, negative)

.

just about anything

good for you. Teens already (abuse)

more drugs and alcohol, (eat) less exercise, and generally (feel)

more junk food, (get) less happy. Many teenagers also (look)

for trouble. When sleep-deprived, they (be) prudent than they (be)

less

when well rested. That (mean)

that they might get into trouble more often. So, do yourself a favour—get to bed at a decent hour on school nights! 3. Use the text above to decide whether the following sentences are true or false. Circle all the verbs in the simple present. Rewrite the false sentences to correct them. True

False

a. Most teenagers get enough sleep.

b. A lack of sleep affects behaviour.

c. The consequences of risky behaviour aren’t serious.

d. Junk food is good for you.

e. Six hours of sleep is sufcient.

f.

Tired people have good judgment.

g. Well-rested people are more prudent.

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Grammar Section

141

VERBS Name:

Date:

Group:

QUESTION FORMATION Yes / No Questions

Information Questions Verb To Be

Am / Is / Are + subject

Question word + am / is / are + subject

Am I tired?

Where am I from?

Is she / he / it tired?

Where is she / he / it from?

Are we / you / they tired?

Where are we / you / they from? Other Verbs

Do / Does + subject + base form of the main verb

Question word + do / does + subject + base form of the main verb

Do I enjoy staying up late?

When do I go to bed?

Does she / he / it enjoy staying up late?

What time does she / he / it go to bed?

Do we / you / they enjoy staying up late?

Where do we / you / they go to bed?

For more on question formation, see pages 230-231 of the Reference Section.

4. Complete the interview with the mayor with yes/no questions using the simple present. a. Yes, we are serious about this law. b. Yes, we really need this curfew because there are too many teens causing trouble at night. c. Yes, we have the support of all council members. d. No, I don’t think all teens are troublemakers. e. No, I don’t think it will affect teens negatively. f. No, I’m not against teenagers.

Write It!

g. Yes, citizens are happy about the curfew. h. Yes, the opposition supports the new law.

142

Simple Present

Can curfews help teens get more sleep? Write an opinion paragraph. Underline the verbs in the simple present tense, making sure they agree with their subjects.

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VERBS Name:

Date:

Group:

Present Continuous 1.

Read the email message. Find all the verbs in the present continuous tense. Circle all the auxiliary verbs and highlight all the present participles. Look at the chart below for help.

To: Subject:

GRAMMAR CHECK

ZenZack Help!

Dear Zen Zack, I am trying to relax like you suggested. I am doing the breathing exercises and I’m focusing on the activity I’m doing at the time, but I’m not calming down at all! How can I focus when everybody is always interrupting me! Even right now as I’m writing to you, my cellphone is ringing, text messages are constantly coming in—it’s like the universe is conspiring to keep me stressed out. I’m going crazy! What else can I do? Ommm. OMMMM!!! Wired Wendy

We use the present continuous to describe actions that: Are happening right now

You are working on your project right now.

Are planned for the near future

I am working on my project this weekend.

Are ongoing

The team is working really hard this year.

The present continuous is sometimes used with adverbs such as always, constantly or continually to show that something is annoying or bothersome: She is always causing trouble. Keywords used with the present continuous tense: right now, today, presently, currently and at this moment.

When we use verbs such as have, know, like or need to express permanent states, we do not use the present continuous: have I am having a dog.

Afrmative

Negative

Subject + am / is / are + present participle*

Subject + am / is / are + not + present participle*

I am (’m) meditating.

I am (’m) not meditating.

She / He / It is (’s) meditating.

She / He / It is (’s) not meditating.

We / You / Theyare (’re) meditating.

We / You / Theyare (’re) not meditating. There are two types of contractions: She’s not meditating. / She isn’t meditating. We’re not meditating. / We aren’t meditating.

*present participle = verb + ing

For spelling rules for the present participle, see page 232 of the Reference Section.

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Grammar Section

143

VERBS Name:

Date:

Group:

2. Complete the sentences with the present continuous of the verbs in parentheses.

Brain Break! Imagine you (sit)

on a beach. The sun (shine) . The waves (lap)

at the shore. A soft breeze (blow) (glide)

gently . A sailboat

gently across the water. You (breathe) deeply, and you (feel)

more relaxed with each breath. 3. Write two sentences about what you are doing right now. What I’m doing that is relaxing:

What I’m doing that is not relaxing:

•

•

4. State two actions that you nd annoying. Use the present continuous tense and one of the following adverbs: always, constantly or continually. a. b.

QUESTION FORMATION Yes / No Questions

Information Questions

Am / Is / Are + subject + present participle

Question word + am / is / are + subject + present participle

Am I doing it correctly?

How am I doing?

Is she / he / it doing it correctly?

When is she / he / it taking a break?

Are we / you / they doing it correctly?

What are we / you / they thinking?

5. Use the prompts to write questions in the present continuous. a. why / you / feel so stressed b. I / ask / the right questions c. when / your family / take a vacation d. he / run a marathon / this spring e. why / your brother / point at me 144

Present Continuous

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VERBS Name:

Date:

Group:

SIMPLE PRESENT OR PRESENT CONTINUOUS? Simple Present

Present Continuous

Facts

Actions happening right now

This book is a bestseller.

It is snowing outside.

Habits

Actions planned for the near future

She goes to her piano lesson twice a week.

We are going to the cinema tonight.

Present states

Ongoing actions

He sings very loudly.

The class is studying animals this week.

6. Decide if the following sentences are correct or incorrect. Make the corrections where necessary.

Correct

Incorrect

a. I am always listening to music before I go to bed.

b. I’m working hard to prepare for my exams next spring.

c. My cellphone is constantly ring.

d. We are gradually learn to relax.

e. Zack is knowing how to relax.

f.

This situation is stressing me out.

g. Every year, stress is causing burnouts.

Write It! Write your own Brain Break! (see Exercise 2 on page 144). Imagine that you are in your favourite place to relax. Describe the setting and your actions. Circle the auxiliary to be and underline the present participles.

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Grammar Section

145

VERBS Name:

Date:

Group:

Simple Past GRAMMAR CHECK

1.

Read the paragraph and nd all the regular verbs in the simple past tense. Circle all the irregular verbs and highlight all the regular verbs. Look at the chart below for help.

Dance FAIL! I was so embarrassed last night! My friends and I were at a party, and everybody was dancing. A cute girl came up behind me and tapped me on the shoulder, so I started dancing with her… except she didn’t want to dance with me! She just wanted me to move so she could get past me. Duh! So then I just pretended to dance with somebody else and hoped that nobody noticed.

We use the simple past to describe actions that: Were completed in the past at a denite time

I went to a party last night.

Took place over a completed period of time in the past

I played hockey for ve years.

Describe a past habit

I always slept during grammar lessons.

Interrupt an action that was in progress in the past

The phone rang while I was sleeping.

Keywords used with the simple past tense: yesterday, last night, three hours ago and when I was young . . . Afrmative

Negative To Be

Subject + was / were

Subject + was / were + not

I / She / He / It was upset. We / You / Theywere upset.

I / She / He / It was not (wasn’t) upset. We / You / Theywere not (weren’t) upset. Regular Verbs

Subject + base form of the main verb + ed

Subject + did not + base form of the main verb

I / She / He / It walked to school.

I / She / He / It did not (didn’t) walk to school.

We / You / Theywalked to school.

We / You / Theydid not (didn’t) walk to school. Irregular Verbs

Subject + past form of verb

Subject + did not + base form of the main verb

I / She / He / It left the game early.

I / She / He / It did not (didn’t) leave the game early.

We / You / Theyleft the game early.

We / You / Theydid not (didn’t) leave the game early.

For spelling rules for regular past tense verbs, see page 232 of the Reference Section. For a list of irregular verbs, see pages 236-237 of the Reference Section.

146

Simple Past

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VERBS Name:

Date:

Group:

2. Complete the sentences with verbs in the simple past. Write an I beside the irregular verbs and an R beside the regular verbs.

Kate’s Most Awkward Moments a. I (get)

stuck in an elevator with my ex-boyfriend’s sister.

b. I (fall)

asleep in class and the teacher (call)

c. I (bend)

over to tie my shoe and my pants (rip)

d. A cute guy (try)

to pat my dog, but my dog (bite)

e. I (offer)

the guy some gum but the package (be)

f. The re department (come)

when I (burn)

g. The cute guy’s father (turn)

out to be the re chief.

h. At the beach, I (lose) i. I (trip)

on me. . him. empty. my supper.

my bikini bottom in the current. and (fall)

while walking across the stage at school.

3. Use the prompts to write negative sentences about Kate in the simple past. a. made – a good impression

b. had – any gum

c. succeeded – in making a good supper

d. bought – good quality pants

e. appeared – graceful

f.

stayed – awake in class

g. kept – her bathing suit on

h. had – a great day

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Grammar Section

147

VERBS Name:

Date:

Group:

QUESTION FORMATION Yes / No Questions

Information Questions Verb To Be

Was / Were + subject

Question word + was / were + subject

Was I / she / he / it embarrassed by the picture?

Where was I / she / he / it last night?

Were we / you / they embarrassed by the picture?

Why were we / you / they embarrassed?

Other Verbs

Did + subject + base form of the main verb

Question word + did + subject + base form of the main verb

Did I / she / he / it enjoy the show?

Why did I / she / he / it leave early last night?

Did we / you / they enjoy the show?

What did we / you / they buy at the grocery store?

For more on question formation, see pages 230-231 of the Reference Section.

4. Read the text. Use the underlined verb to write either a yes/no or an information question in the simple past based on what you read.

Pranked! The most embarrassing thing that ever happened to me was a prank. (a) One time, a guy offered me a food sample that was supposed to be jam, but it was really hot sauce. (b) It happened at the mall downtown. (c) When I took a bite, my tongue started to burn. There was smoke coming out of my ears! (d) I realized it was a prank when I saw everyone laughing. (e) The guy said it was just a joke, and it was for a TV show. (f) I felt mad, but I didn’t say I was mad. I saw a TV camera, so I had to just laugh. (g) The guy didn’t apologize. (h) I was happy to be on TV, but I looked a little stupid. (i) It wasn’t a good experience, but I survived! a. b. c. d. e. f. g. h. i. 148

Simple Past

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VERBS Name:

Date:

Group:

Past Continuous 1.

Read the text and nd all verbs in the past continuous tense. Circle all the auxiliary verbs and highlight all the present participles. Look at the chart below for help.

GRAMMAR CHECK

Ski Boot Mix-Up The other day I was skiing with my friends. It was a great evening—the snow was falling and everyone was having a great time. We went in for a break and I took off my boots for a few minutes. When we went back out, my feet were hurting more and more. My moves weren’t owing well at all, and I was feeling unstable on my skis. When I sat down in a snowbank for a break, I looked down and saw that my boots were on the wrong feet. Duh!

We use the past continuous to describe actions that were happening: At a specic moment in the past

I was cycling at 9:00 last night.

While another action was happening

She was cycling while I was snowboarding.

When they were interrupted by another action

He was cycling when it started to rain.

Keywords used with the past continuous tense: at, during, while and when.

When we use verbs such as have, know, like or need to express permanent states, we do not use the past continuous. Afrmative

Negative

Subject + was / were + present participle*

Subject + was / were + not + present participle*

I / She / He / It was studying when you called.

I / She / He / It was not studying when you called.

We / You / Theywere studying when you called.

We / You / Theywere not studying when you called.

Yes / No Questions

Information Questions

Was / Were + subject + present participle*

Question word + was / were + subject + present participle*

Was I / she / he / it waiting for a long time?

Why was I / she / he /it waiting for so long?

Were we / you / they waiting for a long time?

How long were we / you / they waiting?

*present participle = verb + ing

For spelling rules for the present participle, see page 232 of the Reference Section.

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Grammar Section

149

VERBS Name:

Date:

Group:

2. Complete the sentences with actions in the past continuous. Write one afrmative and one negative sentence. a.

b.

c.

d.

e.

+ At 7:00 last night, he – At 7:00 last night, he + During English class, we – During English class, we + When the re alarm went off, I – When the re alarm went off, I + While you were sleeping, you – While you were sleeping, you + When the librarian walked in, they – When the librarian walked in, they

3. Read what Luc did yesterday. Write information questions using the past continuous that t the underlined information in Luc’s answers.

got out of bed

11:30 a.m.

talked to Max

12:00 p.m.

drove to the ski hill

all afternoon

skied with friends

8:00 p.m.

ate a burger

9:00 p.m.

watched the new Spike Lee movie

11:15 p.m.

fell asleep

a. At 10:00 a.m., what were you doing?

I was getting out of bed.

b. At 11:30 a.m.,

I was talking to Max.

c. At 12:00 p.m.,

I was driving to the ski hill.

d. In the afternoon,

I was skiing with friends.

e. At 8:00 p.m.,

I was eating a burger.

f.

I was watching the new Spike Lee movie.

At 9:00 p.m.,

g. At 11:15 p.m.,

150

10:00 a.m.

Past Continuous

I was sleeping because I was tired!

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VERBS Name:

Date:

Group:

SIMPLE PAST OR PAST CONTINUOUS? Past Continuous

Simple Past

Completed actions

Actions occurring at a specic time in the past

I worked last night.

I was working from 7 to 10 p.m. last night.

Actions that interrupt other actions

Actions that were interrupted by another action

They arrived while I was working.

I was working when they arrived.

A sequence of completed actions After I worked, I went home and took a shower.

4. Complete the text with verbs in the simple past or the past continuous. There may be more than one correct answer. A woman (walk)

through a shopping mall when she (receive)

a text message. She (decide) Because she (be)

to respond while she (walk) distracted, she (pay, negative)

to what (happen)

any attention

around her. She (continue)

right up to a fountain, (ip)

over the side and (land)

rst in the water. People nearby (laugh) at her. The woman (be)

face

and (point) very embarrassed and (leave)

scene quickly, but the mall security camera (catch) lm. Someone (post)

.

the video online, and it (go)

the the whole thing on viral.

5. Unscramble the words to write sentences. a. crashed computer I web the surng was my when

b. was daydreaming I name the when teacher called my

c. walking fell down while I street tripped was and the I

Write It! Describe a moment that you remember vividly: learning about a big news story, moving to a different place, being very scared or achieving something great. What were you doing when IT happened? Underline the verbs in the past continuous and circle the verbs in the simple past.

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Grammar Section

151

VERBS Name:

Date:

Group:

The Future GRAMMAR CHECK

1.

Read the text below. Circle all the verb phrases that express the future. Look at the chart below for help.

Is This Really Going to Happen? In the future, you won’t need to touch a mouse, keyboard or keypad in order to control computers or other forms of technology. They will soon be controlled by our thoughts. You’ll be able to think a command, the technology will transmit your intention to the device, and the device will execute the command. All handsfree! Neurotechnology, as it is called, will change the way we interact with our machines—and it is going to radically alter our world. Although it’s difcult to imagine, it’s going to be the new normal. Scientists are already testing thoughtcontrolled video games, and soon we will see the results in our everyday lives.

We talk about the future using will to: Describe future actions and states

He’ll call me later.

Make predictions and promises

We will never forget you!

Announce spontaneous decisions

I’ll get the phone.

You may hear English speakers say gonna instead of going to, but never use it in writing!

We can also talk about the future using be + going to to: Describe intentions

I’m going to get a summer job.

Make predictions based on evidence

It looks like it’s going to rain.

Keywords used with the future tense: tomorrow, then, later, probably, likely, denitely, soon and never. Afrmative

Negative Will

Subject + will + base form of the main verb

Subject + will + not + base form of the main verb

I / She / He / It will (’ll ) see you later. We / You / Theywill (’ll ) see you later.

I / She / He / It will not (won’t) need help. We / You / Theywill not (won’t) need help. Be Going To

Subject + am / is / are + going to + base form of the main verb

Subject + am / is / are + not + going to + base form of the main verb

I am (’m) going to study physics.

I am (’m) not going to get upset.

She / He / It is (’s) going to study physics.

She / He / It is (’s) not going to get upset.

We / You / Theyare (’re) going to study physics.

We / You / Theyare (’re) not going to get upset. There are two types of contractions: She’s not going to sing. / She isn’t going to sing. We’re not going to sing. / We aren’t going to sing.

152

The Future

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VERBS Name:

Date:

Group:

2. How will mind-controlled technology change our world? Choose the most logical prompt in the box and complete the sentences by using will or won’t.

• operate his prosthesis with voice commands • control our heating from anywhere • use a keypad to enter data • need to drive their car

a. Billy and Jean b. Mr. Martinez c. We d. I 3. Use be going to + the prompts to describe various post-graduation plans. a. ( I ) buy a new computer

b. (we) work at a summer camp

c. (Mallory) go to Europe

d. (Joe and Mai) study sociology

WILL OR BE GOING TO? We often use both will or be going to in the simple future, but there are subtle differences: Be Going To

Will

Unpremeditated action / spontaneous decisions

Premeditated action / planned intentions

I’ll have the steak, please.

Tonight I’m going to have steak for dinner.

Prediction or guess not based on evidence

Prediction based on evidence

The Habs will win the Stanley Cup this year.

It’s going to rain.

4. Complete the sentences with will or be going to. a. The phone is ringing. I

answer it.

b. Jen

babysit all weekend.

c. You

work harder this season.

d. It looks like it e. I’d like the pork but my father Reproduction prohibited © Chenelière Education Inc.

snow. have the sh. Grammar Section

153

VERBS Name:

Date:

Group:

QUESTION FORMATION Yes / No Questions

Information Questions Will

Will + subject + base form of the main verb

Question word + will + subject + base form of the main verb

Will she / he / it tell me the answer? Will we / you / they arrive on time?

When will I / she / he / it get a driver’s licence? Where will we / you / they pick me up? Going To Be

Am / Is / Are + subject + going to + base form of the main verb

Question word + am / is / are + subject + going to + base form of the main verb

Is she / he / it going to come to the game tonight?

What time is she / he / it going to see the movie?

Are we / you / they going to stay up late?

How are we / you / they going to arrive on time?

Mind-controlled technology (MCT) will help people who are unable to move their hands to operate computers or carry out everyday tasks. Today the technology is being used to operate cursors on computer screens. Eventually, MCT will help disabled people to operate robotic arms or other prosthetic limbs in order to gain more independence so they will be able to feed themselves or manipulate household objects. Some versions of the technology work with electrodes that are implanted in the brain. Other versions use electrodes that are placed outside the skull. Although this technology is being developed, it won’t likely be common in the near future. 5. Use the prompts to write questions in the future. Then, answer the questions based on the information you have read. a. Who – MCT – help? Q: A: b. How – MCT – aid disabled people? Q: A: c. What tasks – machines perform? Q: A: d. How – it work? Q: A: 154

The Future

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VERBS Name:

Date:

Group:

SIMPLE PRESENT AND PRESENT CONTINUOUS AS FUTURE FORMS The simple present and present continuous can both be used to indicate a future event: My plane leaves tonight. My plane is leaving tonight. Use the simple present to indicate a future reality, such as a schedule or itinerary: Tomorrow the store opens at 9 a.m. We leave at seven, arrive at eleven and have time for lunch at noon. Use the present continuous to express a future arrangement or plan that hasn’t happened yet: I’m going to the lake house this weekend. They are meeting tonight at the restaurant. If you use the present tense to indicate a future event, specify the time to avoid confusion.

6. Complete the dialogue with verbs in the simple present or present continuous. Jim: a. What (you, do)

tonight?

Tim: b. I (go)

to Karen’s house later. Her brother (take) us downtown to a show. It (start)

What (you, do)

at 9 p.m.

?

Jim: c. I (work)

all evening at the restaurant. My boss said he (come) in around 8 to see if we (do)

The place (open)

a good job.

at 5 tonight so that (give)

us

a few hours to get organized. Tim: d. We (have)

an extra football practice tomorrow. Did you forget?

Jim: e. Almost! What time (you, pick)

me up?

Tim: f. Practice (begin)

at 11. I (leave)

around 9.

I’ll pick you up, and we’ll have time to stop for breakfast. Jim: g. Sounds good! I (go, neg.) I (do, neg.)

to get much sleep tonight so if answer the doorbell you’ll know why. I (count)

on you to be my alarm clock! Tim: h. Very funny. You’d better be ready when I (arrive)

or I (leave)

without you! Jim: Yeah, yeah, just kidding!

Write It! What are you doing next weekend? Are you going anywhere? Working on any projects? Describe your plans using a combination of present continuous, simple present, will and be going to. Don’t forget the time markers!

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Group:

Future Continuous GRAMMAR CHECK

1.

Read the text and nd all the verbs in the future continuous tense. Circle all the auxiliary verbs and highlight all the present participles. Look at the chart below for help.

A Prediction from 1980 In the 21st century, people will be using little hand-held devices that can access all information within seconds. They’ll be constantly checking the devices to monitor what their friends are thinking and doing. They’ll be sending short messages back and forth to each other with their little machines, and they won’t be calling each other on the telephone as often. All this information will be travelling through waves in the air—no need for wires. And what will they be doing with these miraculous machines? They’ll be spending their time watching funny cat videos! Doesn’t it sound strange?

We use the future continuous to describe actions that are: Ongoing over a period of time in the future

You will be using a GPS for the scavenger hunt.

Interrupted in the future

I will be waiting for you when your bus arrives.

If actions are interrupted in the future, the action doing the interruption is always in the present tense: We will probably be eating dinner when you call. I will be sleeping when you get home. Keywords used with the future continuous tense: eventually, probably, constantly and continually. Afrmative

Negative

Subject + will be + present participle * In the future, we will (’ll) be using e-readers. In a few minutes, the plane will (’ll) be landing.

Will

Subject + will not be + present participle *

Soon, we will not (won’t) be using watches. Sarah will not (won’t) be cooking until 8 p.m.

Going To Be

Subject + am / is / are + going to be + present participle *

Subject + am / is / are + not going to be + present participle *

I am (’m) going to be meeting him in an hour.

I am (’m) not going to be meeting him in an hour.

They are (’re) going to be eating when I arrive.

They’re not going to be eating when I arrive. They aren’t going to be eating when I arrive.

*present participle = verb + ing

For spelling rules for the present participle, see page 232 of the Reference Section.

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Date:

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2. Complete the sentences below using the future continuous with will. a. Soon, we (pay) our cellphones.

for things with

b. In a couple of years, I (type) virtual keyboard.

on a

c. Before long, computers (print) in 3-D .

objects

d. In a few years, robots (perform) operations.

surgical

e. Within a decade, cars (drive)

themselves.

f.

holographic movies.

Someday, we (experience)

g. Eventually, people (teleport)

from one place to another.

3. In your opinion, which of the sentences will NOT be happening in the future? Choose two and write them in the negative form. a. b. 4. Complete the sentences using the future continuous. a. When I become rich, I will be eating caviar every day. b. When you arrive at your next class, c. When Ben’s summer holidays start, d. When you move out on your own, e. When Li and Tanya take their rst road trip,

QUESTION FORMATION Yes / No Questions

Information Questions Will

Will + subject + be + present participle

Question word + will + subject + be + present participle

Will you be watching the Grammy awards? Will Grandma be baking a pie this year?

When will you be coming to pick me up? Where will the band be playing next week? Going To Be

Am / Is / Are + subject + going to be + present participle

Question word + am / is / are + subject + going to be + present participle

Is your friend going to be joining us for dinner?

What time is Mom going to be picking me up?

Are you going to be watching the Oscars?

How often are we going to be visiting?

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5. Transform each sentence into a yes/no or information question. Use the words in parentheses for help. a. John will be going to the new technologies conference next week. (where)

b. He’s going to be checking out new technologies. (what)

c. He’ll be leaving on Friday. (yes/no)

d. Companies will be presenting their latest inventions. (who)

e. He’ll be looking for the next great thing. (what)

6. Complete the table with sentences in the past, present and future continuous tenses. In the old days

a.

b.

Today

Someday

We are watching videos on computers.

We were travelling by horse.

c.

We are eating food from the grocery store.

d.

We will be / are going to be using smart phones to buy things.

e.

We are reading e-books.

Write It! Write about what new technologies you’ll be using in the future and what you’ll be doing with them. Use the future continuous tense.

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Future Continuous

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Date:

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Present Perfect 1.

Read the text and nd all the verbs in the present perfect tense. Circle all the auxiliary verbs and highlight all the past participles. Look at the chart below for help.

GRAMMAR CHECK

I’m 17 years old and I’ve been a part of the National Slopestyle ski team since last winter. I’ve participated in several major ski competitions, but I haven’t made the podium yet. I’ve travelled all over the world where I’ve met hundreds of other skiers my age, and I’ve worked with some amazing coaches. By now, my mom has gotten used to my exotic postcards. My friends have asked if I’ll be at the X Games this year, and I’ve told them they haven’t seen the best of me yet!

We use the present perfect to link the past and the present. It describes actions that: Occurred at an unspecied time in the past

I’ve been to Calgary, but never to Vancouver.

Were recently completed

They have just nished doing their homework.

Began in the past and continue into the present — when used with for + time duration

He’s lived here for three years.

— when used with since + event or specic moment in time

He’s lived here since 2004.

Place adverbs between the auxiliary and the past participle:

He has recently returned from China.

Keywords used with the present perfect tense: for, since, never, ever, already, yet and just. Afrmative

Negative

Subject + has / have + past participle*

Subject + has / have + not + past participle*

She / He / It has (’s) left the building.

She / He / It has not (hasn’t) nished the work.

I /We / You / Theyhave (’ve) run a marathon.

I / We / You / Theyhave never learned to swim.

*past participle (for all regular verbs) = verb + ed

2. Circle the errors in the sentences and rewrite them correctly using the present perfect tense. a. He is never went to a poetry reading.

b. Eli have go away for the weekend.

c. We never has heard a live concert.

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3. Write sentences about your own experiences. Follow the example and use the verbs provided. a. visit I have never visited Rome, but I have visited Athens. b. eat c. see d. own e. try f.

learn

QUESTION FORMATION Yes / No Questions

Has / Have + subject + past participle Has she / he / it passed the driving test? Have I / we / you / they visited New York City?

Information Questions

Question word + has / have + subject + past participle Why has she / he / it stopped working out? How long have I / we / you / they known Jim?

Ever is often used with question formation in the present perfect:

Have you ever seen a ghost?

4. Write a question based on the prompts using the construction Have you ever . . . ? Then, answer the questions in complete sentences. Use never for things you have never done. a. stay up all night Have you ever stayed up all night?

b. write a song

c. go to a concert

d. study Spanish

e. drive a truck

f.

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bake a cake

Present Perfect

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5. Unscramble the song titles. a. have how been lately you?—S.H.E, 2007

b. been have where you life all my?—Ted Nugent, 1975

c. lately have what me you done for?—Janet Jackson, 1986

d. rain you seen ever have the?—Creedence Clearwater Revival, 1970

PRESENT PERFECT OR SIMPLE PAST? Present Perfect

Simple Past

Past actions completed at an unspecied time

Past actions completed at a specic time

I have gone to Japan several times.

I went to Japan last year.

Past actions that continue into the present

Past actions that are completed

She has played piano her whole life.

She took piano lessons for two years.

6. Identify the errors in the text and write the corrections above them. Novak Djokovik dominated tennis courts since he has been a teen. He has born in Serbia on May 22, 1987, and have begin playing tennis at the age of four. At six, a famous coach have seen him play and recognized his potential. By the time he was twelve, his coach has realized that he needed to go abroad if he want to continue to improve. Since 2006, he impressed fans around the world with his incredible tennis skills, as well as his sense of humour. His hilarious impersonations of other tennis legends is became popular on the Internet, and he earn the nickname “the Djoker.” In 2007, he has created his own foundation to raise money for

Write It! Write about how a favourite celebrity has changed the world. Use the present perfect and simple past tenses.

underprivileged children.

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Group:

Present Perfect Continuous 1.

GRAMMAR CHECK

Read the text and nd all the verbs in the present perfect continuous tense. Circle all the auxiliary verbs and highlight all the present participles. Look at the chart below for help.

Pet This! The B.C. Ministry of Environment has announced that, after further investigation, a woman will be allowed to keep her pet deer. A decade ago, a Vancouver Island resident rescued a fawn who has been sharing her home ever since. Today, Bimbo and the woman have been living and sleeping together for nearly ten years. She has been taking care of Bimbo by feeding her and letting her watch TV. In return, Bimbo has been providing the woman with entertainment. For example, Bimbo has been dancing to rock and roll music. One thing is for certain, though. Bimbo has been getting to know another deer—she’s pregnant!

We use the present perfect continuous to describe actions that: Began in the past and have just nished

Some verbs that are not normally used in other tenses (see, hear, have, want) can be used in this tense:

I’ve been thinking it over, and I’ve decided to stay. Began in the past and continue into the present She has been texting all day.

I’ve been wanting a new car for years.

Use either the present perfect or the present perfect continuous for actions continuing into the present: If the action is completed, use the present perfect:

I’ve cleaned my room.

If the action isn’t completed, use the continuous:

I’ve been cleaning my room.

Place adverbs after the rst auxiliary:

The baby has only been walking for two weeks.

Keywords used with the present perfect continuous tense: for, since, just, recently, lately and all day. Afrmative

Subject + has / have + been + present participle * She / H e / It has (’s) been crying. I / We / You / Theyhave (’ve) been crying.

Negative

Subject + has / have + not + been + present participle * She/ H e / It has not (hasn’t) been crying. I / We / You / Theyhave not (haven’t) been crying.

*present participle = verb + ing

For spelling rules for the present participle, see page 232 of the Reference Section.

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Present Perfect Continuous

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Date:

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2. Complete the message with verbs in the present perfect continuous. Remember to place the adverbs in the correct order. Dear Matt, At your mother’s request, I (babysit)

your dog all week.

It’s been a terrible experience. First, he’s run away every day and he (terrorize) all the old ladies in the neighbourhood. He (eat, also) my shoes. Did I mention that he (dig, even) holes all over the lawn? I’m a patient person, and I normally love dogs. But yours is awful. He (behave, negative) I (receive)

at all, and

complaints from your neighbours. This dog (make) me consider adopting a cat—or a hamster. Now I understand

why your mother (avoid)

my phone calls. Please come home

soon and get your horrible pet! Liz 3. Marine is sad because people have not been responding to her calls and messages. Formulate their excuses based on the prompts. Use the present perfect continuous. a. Paula: study Spanish

Paula has been studying Spanish. b. Vincent: play basketball every evening

c. Ceren: learn to drive

d. Her grandparents: renovate their house

e. Julia and Per: apply to college

f.

Manue: plan the Secondary Five Prom

g. Katrin: work late every night

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4. Choose two sentences from Exercise 3 and rewrite them in the negative form. a. b. 5. Complete the sentences using the present perfect continuous. a. Since the holidays, b.

for the last ten minutes.

c.

since last summer.

d.

for the last ve years.

QUESTION FORMATION Yes / No Questions

Information Questions

Has / Have + subject + been + present participle Has she / he / it been paying attention? Have I / we / you / they been getting some exercise?

Question word + has / have + subject + been + present participle How long has she / he / it been waiting in line? Why have we / you / they been avoiding me?

6. Write yes/no or information questions in the present perfect continuous to t the prompts. a. Tim – teaching his parrot to sing opera

b. Jess – training her snake to dance

c. Misha – practising a dance routine with her monkey

d. Elijah – working on a magic show with his rabbit

Write It! Write about something fun or silly that you have been doing lately. Describe the activity and the reactions of your friends using the present perfect continuous. Remember to use for or since to describe how long you’ve been doing the activity.

164

Present Perfect Continuous

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VERBS Name:

Date:

Group:

Past Perfect 1.

Read the text and nd all the verbs in the past perfect tense. Circle all the auxiliary verbs and highlight all the past participles. Look at the chart below for help.

GRAMMAR CHECK

The Pursuit I tried to break through the door, but my adversary had barricaded it. He had disappeared by the time I got it open. By then, my teammates had gone in another direction. The enemy had seen me following and was prepared to do battle, so I would have to be stealthy. I looked around and saw that he had hidden behind a door. As I raised my paintball gun to my shoulder, I saw the trap he had set for me. The grenade he had tossed across the oor exploded, covering me with sticky blue paint. He had won this round!

We use the past perfect to sequence two events in the past. It describes actions that: Occurred before another event or time in the past

Mia had left by the time I arrived.

We often use the same sentence to talk about two separate events. When this happens, we use: The past perfect for the event that occurred earlier

Because I had studied, I passed my exam.

The simple past for the event that occurred later

Because I had studied, I passed my exam.

Keywords used with the past perfect tense: already, never, for, since, ever, once, twice and just. Afrmative

Negative

Subject + had + past participle*

Subject + had + not + past participle*

She / He / It had (’d) visited the museum before.

She / He / It had not (hadn’t) nished the work.

I / We / You / Theyhad (’d) already gone camping.

I / We / You / Theyhad (’d) never been to Morocco.

*past participle (for all regular verbs) = verb + ed

2. Match the beginnings and ends of the sentences. 1. We were seated quickly because

a. she had already bought a new one.

2. I didn’t eat any supper because

b. because I hadn’t seen him for years.

3. I bought my mother a scarf, but

c. I had made a reservation.

4. When I turned on the TV

d. my favourite show had already started.

5. It was fun to see your brother again

e. I had eaten three burgers for lunch.

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PAST PERFECT WITH WHEN AND UNTIL Use when + past perfect to emphasize the completion of one action before another: When she had nished singing, she sat down. When he had eaten all of the beef, he started on the peas. Use until + past perfect to emphasize that one action had to nish before the other could start: I refused to leave until I had seen the principal. We waited until the rain had stopped to go running.

3. Complete the sentences using the past perfect. a. By the time the police arrived, b. Jay refused to pay the bill until c. When you saw the thief driving your car, you noticed that

d. They began to feel sick and realized that

e. When I saw the mess, I knew that f.

When I saw that everything was wet I concluded that

g. The kids were in trouble because h. He waited at the station until

4. Complete the sentences with either the past perfect or the simple past depending on which event occurred rst. a. By the time we (leave)

, the rain (stop)

b. I (get)

some dessert after I (nish)

c. The movie still (begin, neg.) d. I (recognize, neg.)

f.

the pasta.

by the time we (arrive) Rosalie because she (dye)

e. By the time the concert (be) Yesterday, I (go)

g. Max still (nish, neg.) h. They still (arrive, neg.)

.

over, I (hear)

. her hair. enough opera.

to sleep when you (call)

.

the work by the time I (arrive)

.

so I (give up)

and (leave)

.

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Past Perfect

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Date:

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QUESTION FORMATION Yes / No Questions

Information Questions

Had + subject + past participle Had we bought the tickets? Had Zach tried crepes before he visited France?

Question word + had + subject + past participle When had he stopped calling? How long had you been friends?

5. Use the prompts to write complete questions using the past perfect. a. Before you wrote this bestseller / you / already write other books?

b. When you chose the subject / you / consider the consequences?

c. Before you started writing / you / try other professions?

d. How long / you / spend researching the book?

e. You / think of the title / before you started to write the book?

f.

You / always know / you wanted to be a writer?

6. Last year, Hakim needed a change and decided to move to Italy. Write ve questions to ask Hakim about his trip preparation using the past perfect tense. a.

Had you studied Italian before you moved?

b. c. d. e.

Write It! Write about something you wish you had done when you were a child, and something you wish you hadn’t done. Use the past perfect tense.

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Past Perfect Continuous 1.

GRAMMAR CHECK

Read the text and nd all the verbs in the past perfect continuous tense. Circle all the auxiliary verbs and highlight all the present participles. Look at the chart below for help.

The Sale We had all been standing there for hours. I had been waiting since midnight. The lineup was long and people were tired and hungry, but there was no way anyone was leaving now. It hadn’t been raining hard, but it was cold enough to make me shiver. The sun was barely up but the line had been getting longer, and people had been getting impatient. The guy behind me had been arguing on the phone with his girlfriend, and the woman in front of me had been snoring loudly. In a few minutes, the doors would open and the object I had been waiting to get my hands on would be mine.

We use the past perfect continuous to describe actions that were in progress: Before another activity occurred

I had been waiting for hours before I saw a doctor.

In relation to another time or activity in the past

Sue’s eyes were red because she had been crying.

Keywords used with the past perfect continuous tense: for, since, already, until, still, only and just. Afrmative

Negative

Subject + had been + present participle * I had (’d) been coughing all night. They had (’d) been passing notes in class.

Subject + had + not + been + present participle * We had not (hadn’t) been dancing for long. Biha had not (hadn’t) been sleeping well.

*present participle = verb + ing

For spelling rules for the present participle, see page 232 of the Reference Section.

2. Complete the sentences with the past perfect continuous. a. Kirk (plan) b. He (read)

reviews of the tablet and was totally convinced.

c. He (save)

every penny he earned.

d. His sisters (help)

168

to buy the latest tablet computer for weeks.

Past Perfect Continuous

him nd odd jobs.

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Date:

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3. Use the prompts from each column to construct sentences using the past perfect continuous. Félix

work (neg.)

until she called my name

I

drive peacefully

before she got a lollipop

My little sister

look for the dog for two hours

until I won the lottery

Things

audition

before he went to bed

The actress

cry

until she got a role in a new lm

Arnold

go well (neg.)

when he heard it barking

The twins

study

before they found their new job

We

pay attention (neg.) to the teacher

until we ran out of gas

a. Felix had been studying before he went to bed. b. c. d. e. f. g. h. 4. Complete the text with the simple past, past perfect or past perfect continuous. Dear Jenn, I’m sorry I (call, negative)

last night, but there (be)

a Star Trek marathon on TV that I (wait)

to see for two weeks. I (plan)

to record it, but my video recorder (stop) working. At that point, I (have) entire thing live. I (turn)

no choice but to watch the my cellphone on vibrate, so I (hear, negative)

it ringing. When I (get) this morning, I (realize)

your twelve messages that you (wait)

for my

call all evening. Sorry about that, but Star Trek is Star Trek ! I hope you understand. Yours truly, Leonard

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5. Identify the errors in the text and write the corrections above them. Use the simple past, past perfect or past perfect continuous. Dear Leonard, Yes, I had waiting for your call all evening because we had agree to go out last night, remember? We had been plan for two weeks to try the new Thai restaurant downtown. Seriously—Star Trek? I guess you forgot that my father had gave me the entire series on DVD last Christmas, although I don’t know why. I have told him years ago that I don’t particularly care for pointy-eared extraterrestrials. And yes, I leaved you twelve messages because I had been really annoyed by your bad behaviour. That has been the worst excuse ever. Don’t expect to hear from me any time soon. Jenn

QUESTION FORMATION Yes / No Questions

Had + subject + been + present participle Had we been paying attention? Had Mehdi been playing the piano?

Information Questions

Question word + had + subject + been + present participle Why had Mr. Jackson been looking for me? Where had the cat been hiding?

6. Write yes/no or information questions to go with the answers. Use the past perfect continuous.

Purchasing a new car! a. Yes, I had been saving to buy a new car for about three years. b. I had been shopping for three weeks. I wanted to know which model was best.

Write It!

c. No, I hadn’t been expecting to pay so much, but it’s a great car. d. Yes, I had been taking driving lessons. e. Oh yes, my friends had been planning to ask for lifts. I get calls every day! 170

Past Perfect Continuous

Write about something you had been waiting a long time to buy before you nally purchased it. Use the past perfect continuous tense.

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VERBS Name:

Date:

Group:

Modals 1.

Read the article. Underline all the modals. Look at the chart below for help.

GRAMMAR CHECK

Watch Your Eyes! How many times have your parents told you to take a break from your computer because staring at it for too long could hurt your eyes? Where would an idea like that come from? The answer may surprise you. Until the end of the 1960s, sitting too close to a TV screen actually could damage viewers’ eyes. Back then, experts warned that televisions might produce more radiation than was safe for everyday exposure and that viewers should not sit too close to the set. Although televisions no longer emit high levels of radiation, sitting too close to the television or staring at screens for too long can still leave you with dry eyes or even eye strain. Whatever the case, you must take care of your eyes. You only have one pair for life. Glasses or contact lenses can cost a pretty penny, and you should avoid having to buy them for as long as possible!

Modals add meaning to the main verb. Modal

can, could

Meaning

Ability

Example

I can (can’t) go to the beach with you. He could (couldn’t) do a backip when he was younger.

can, could, might, may

Possibility

will

Certainty

The roads will (won’t) be slippery tonight.

would

Desire, condition or polite request

I would (wouldn’t) like the beef stew.

Obligation

Laura must (mustn’t) nish her homework.

must, have to

Louis and Vincent might (might not) go skiing. It may (may not) snow while they are there.

Would you please tutor him? You have to (don’t have to) eat more vegetables.

should,

Suggestion,

You should (shouldn’t) eat your fruit rst.

ought to

recommendation

I ought to (ought not to) eat more.

Afrmative

Negative

Subject + modal + base form of the main verb

Subject + modal + not + base form of the main verb

I could eat ice cream every day!

Antoine will not (won’t) listen to me.

Mrs. Audet should go to the doctor.

Lucie and Kai cannot (can’t) work together.

Justin would like a bike for his birthday.

You should not (shouldn’t) drive so fast.

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QUESTION FORMATION Yes / No Questions

Information Questions

Modal + subject + base form of the main verb

Question word + modal + subject + base form of the main verb

Can Jenna give Liam a call this evening?

Why can’t we start warming up right away?

Could we drive by the library rst?

How long will Aunt Louise stay in Canada?

Modals never change form.

Hakim cans go to the park with you.

Use only one modal for each verb.

My friend might can sleep over tonight.

Don’t write to after a modal*.

I’m so hungry I could to eat an elephant!

* The modals have to and ought to are exceptions since they already include to.

For more on question formation, see pages 230-231 of the Reference Section.

2. Read the following sentences. Underline the modal and write the corresponding meaning. Look at the chart on page 171 for help. a. You shouldn’t work at the computer for long periods of time without looking up occasionally to rest your eyes. b. When you are at the beach, you must always wear sunglasses to protect your eyes from bright sunlight. c. Clients buying glasses this week at that store can get an extra pair for free.

d. Superman could see through walls.

e. Cassie says she may start wearing contact lenses, and Ariane says that she will get laser eye surgery later this year. f.

Would you please read line three of the eye chart?

g. Milan would like to have a funky pair of glasses, but his parents will only buy him a practical pair. h. Do you think it might rain tonight?

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3. Read the following dialogue. Circle the modal(s) that best t(s) each sentence. In some cases, there may be more than one answer. Savin:

a. Hey Adrien, (would / might / can) you come snowboarding with me this afternoon?

Adrien: b. I don’t know. I (should / have to / can) nish my French project rst. Savin:

c. What do you mean? You told me yesterday you (could / might / must) come!

Adrien: d. I know, but I really (may not / can’t / shouldn’t) leave without nishing it. I (must / could / may) not have time later. Savin:

e. Is everything okay? You really (should / must / will) be stressed out if you are willing to skip snowboarding!

Adrien: f.

I (must / should / would) like to do well in French this year. It (will / may / ought to) be important when I study abroad next year.

Savin:

g. Okay, but snowboarding (couldn’t / can’t / won’t) be the same without you.

Adrien: h. Thanks, I (can / might / must) be free next weekend, if you want to reschedule. Savin:

i.

Adrien: j.

Okay, but you (could / can / might) have math or English homework . . . At least I (won’t / can’t / shouldn’t) have French!

4. Invent a yes/no question using the modal to match the answers below. a. Will I make it to China if I dig deep enough? No, the outcome is highly unlikely. (will) b. In all likelihood, yes. (can) c. Yes, that is an excellent idea! (should) d. Unfortunately, all signs say no. (will) e. The answer is yes, without a doubt. (must) f. No, there is little hope. (could)

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5. Unscramble the words to write an information question. a. my

b. could

c. should

d. the

e. invite

get

licence

such

many

why

her

how

when

movie

pizzas

tickets

Danielle

I

be

party

I

will

a

driver’s

anyone

the

must

how

confusing

for

expensive

can

buy

concert

tomorrow

to

understand

party

so

who

night

6. Read the situations. Give advice to each student, using the modals could, should, would, may or must. a. Every day after school I work at a restaurant. I want to keep up my grades, but it is difcult to concentrate on my school work when I am so tired from my job.

b. Yesterday I was studying at a café when the guy sitting next to me handed me a business card with his number on it. He seemed much older, but I’m a little curious.

c. On my way home from school, I saw my friend’s girlfriend kissing someone else. It’s none of my business, but I don’t want my friend to get hurt.

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Write It! Write a letter to the director of a movie you saw recently. Explain what you liked, but mention a few problems as well. Write how you would change some aspects (characters, dialogue, ending) to make the lm better. Use the modals can, could, should, would and may in your letter.

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Conditional Sentences 1.

Read the interview. Highlight the real conditional sentences and underline the unreal conditional sentences. Look at the chart below for help.

GRAMMAR CHECK

Emilio: What are we going to do? If the snow continues like this, we will be trapped up here over night! Luis: If only I had listened to my mom, I would have worn an extra pair of socks. I’m freezing! Emilio: Me too. Do you think if we shout loudly enough someone will hear us? Luis: I don’t know. But if we had checked the weather before coming, we would not have attempted to snowboard in this. I can’t see anything! Emilio: If we stay close, our body heat can keep us warm. And if we get through the night, we can walk down tomorrow in the daylight. Luis: I’m hungry. I would be more condent if I had food and water. Emilio, I’m getting really scared! Emilio: If you calm down, this will be easier. Do you have a ashlight? Luis: Yes, but if I had known we would be stuck, I would have brought more batteries. Emilio: If we turn the ashlight on and off, it will attract the attention of the ski patrol. We’ll be okay. Look! Do you see that helicopter? If it comes this way, wave your arms over your head! Luis: It’s landing—the ashlight trick worked! Maybe if I had been in Scouts as a kid I would have known what to do. Emilio: Emergencies are always scary. But if you panic, it’s worse.

Conditional sentences have two parts: An if-clause that describes a condition

If you have a ticket,

A main clause that describes a result

you can see the show.

You can invert the clauses in conditional sentences. Remember to remove the comma: You can see the show if you have a ticket. The real conditional

Describes a condition that is true or realistic Gives instructions or advice

The unreal conditional

Describes a condition that is untrue, unlikely or hypothetical

Explains the result of a possible event

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Real Conditional

If-Clause

Main Clause

If + simple present Truth or reality

If water reaches 0 degrees,

Group:

simple present or modal it turns into ice.

If + simple present Instructions or advice

If an emergency happens,

imperative call 911 immediately.

If + simple present Result of possible event

If a student gets hurt,

will + base form of the main verb we will notify the parents as soon as possible.

2. Match the if-clauses with the appropriate main clause. If-Clause

1. If children lose their parents at the mall,

2. If you lose your debit card, 3. If you receive an email with a suspicious subject line, 4. If a stranger calls and asks for your banking information over the phone, 5. If you think you are being followed, 6. If a close friend talks about ending his life,

7. If you get lost in the woods, 8. If an earthquake occurs while you are at home,

Main Clause

a. you should hang up on them. b. they should go to an information booth. c. you should run to the rst house you see for help. d. stand under a door frame. e. don’t open it. f. you will be sent to the emergency room. g. you ought to stay where you are and try to make a smoke re. h. take it seriously and tell a professional. i. you will need to show proof of identity. j. you should call the bank’s 1-800 number.

9. If you get into a serious car accident, 10. If you want to get a social insurance card,

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Unreal Conditional

If-Clause

Main Clause

If + simple past *

Untrue, unlikely or hypothetical event

If Joanie had a million dollars, Untrue, unlikely or hypothetical event (past)

Group:

If + past perfect If Joanie had won the lottery,

would / could / might / should + base form of the main verb she would buy herself a new car. would / could / might / should + present perfect she would have bought herself a new car.

* the verb to be always takes the form were in the unreal conditional: If I were rich, I would go to Europe.

3. Highlight the verbs in the if-clause and complete the sentences with the correct form of the verbs in parentheses. a. If Jean-Louis had known the ladder was broken, he (climb, negative) it! b. If athletes took rst aid classes, they (intervene)

when accidents

occur during practice. c. If the girls had heard the whistle, do you think they (stay)

in

the water? d. If homeowners changed their re alarm batteries more often, many home res (happen, negative)

.

e. If the helicopter pilots had seen the mountain climber, they (lower) the rescuer to help him. f.

If the neighbour had not noticed the smoke coming out of the window, she (call, negative) the remen.

g. If my parents had let me drive their car, I (be)

very careful.

h. The speaker told students that if they checked the hotel re exits, they (see) that they are often blocked off. i.

If you fell off a ladder, you (need) an ambulance.

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QUESTION FORMATION Yes / No Questions

Information Questions

If-clause + simple present or modal + subject + verb*

If-clause + question word + simple present or modal + subject + verb

If you have a ticket, can you see the show?

If a student gets hurt, when do you notify the parents?

If she had come home, would she have stayed?

If she had come home, how long could she have stayed?

*except for main clauses with the verb to be: If you measure less than 4’, are you allowed to ride the horses?

4. Write a yes/no or information question to match the underlined answer. a. Yes! If you drive, you should always buckle up. b. If you get lost while driving, you should stop at a gas station to ask for directions. c. No! If you are tired, you should never get behind the wheel of a car. d. Yes! If your boyfriend uses his cellphone while driving you should be worried because multitasking distracts drivers and causes accidents. e. If you give your friends a ride home, parents worry because accidents often occur when teens are driving other teens. f. If you see an accident, you should call the police immediately. g. Yes, you can still drive if it’s snowing outside. Make sure your car has winter tires!

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5. Write two complete sentences to answer the following questions. In your answer, include one afrmative and one negative conditional structure. a. If your classmate suddenly fainted, what would you do?

b. If there were a re drill, where would the class go?

c. If you saw someone slip on the ice, how would you react?

d. If you wanted to ask someone on a date, what would you do?

6. Write the if-clause for the following set of results. a.

, I would call 911.

b.

, they would not have had the accident.

c.

, he would have worn his bicycle helmet.

d.

, you should nd the nearest exit.

Write It! Choose one of the following prompts and write a short text using conditional sentences. Highlight the real and unreal conditionals using different colours. Use the theory boxes to correct your errors. • If you really want to learn a language . . . • If I were going on a trip to New York City . . . • If I had invented a time machine . . .

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Gerunds and Full Innitives GRAMMAR CHECK

1.

Read the online forum. Highlight the gerunds and underline the innitives. Look at the information below for help.

We see graphic images and read about horric tragedies in the news. Should we consider ltering our access to information? Amir:

I think we need to have access to all information. Ignoring tragic events would be like hiding from the real world. We need to wake up and understand how the rest of the world lives!

Lauren: I agree that it is important to be aware of the plights of other countries. However, showing the suffering that occurs in refugee camps in the name of entertainment is wrong. Wendy: Who’s talking about entertainment? Showing other people’s reality is educational! Andres: News in real time is a privilege. From our rooms, we can choose to travel anywhere. Imagine learning about countries our parents never even heard of! Tionda: Maybe, but I feel that we need to consider our role as a consumer of information. The news helps us to learn about our world, but it is important to remember that there are real stories behind the images. Imagine being in that person’s shoes. Perhaps they wouldn’t want us to see their reality.

Gerunds and innitives are verb forms acting as nouns. They can both be used: As the subject of a sentence Driving while texting has become a social plague. To write well is a goal that many have but that few achieve. As the object of a verb Do you prefer going out or staying in?

Don’t mix gerunds and innitives in the same sentence. playing Ed loves skiing and to play the guitar.

Do you prefer to deal with your own problems or to get help? Gerunds can be used after a preposition: Many people change dramatically after having a near-death experience. Some people learn better by doing than by watching. Innitives can be used after certain adjectives (angry, excited, happy, sad, worried, etc.): Claudia was happy to learn that she had won. The cyclists were angry to hear that it would rain.

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GERUNDS AND FULL INFINITIVES Some verbs can only be followed by gerunds, some can only be followed by innitives, while others can be followed by either gerunds or innitives: Gerunds

Both

admit

nish

allow

appreciate

imagine

avoid

mind

consider

Innitives

love

agree

begin

prefer

ask

plan

continue

regret

choose

promise

practise

forget

remember

decide

seem

deny

risk

hate

start

expect

want

enjoy

suggest

like

try

hope

wish

Gene avoided going outside in the rain.

Gene hates playing in the rain. Gene hates to play in the rain.

learn

Gene wanted to go inside because it was raining.

For a list of verbs followed by gerunds or innitives, see page 238 of the Reference Section.

2. Complete the sentences with a gerund or an innitive of the verb in parentheses. Highlight the preposition, adjective or verb that justies your response. a. Our greatest glory is not in never (fall)

, but in (get)

up every time.—Confucius b. Do not wait to strike till the iron is hot; but make it hot by (strike) —William B. Sprague c. I choose (live)

, not just exist.—James Heteld

d. Setting an example is not the main means of (inuence) it is the only means.—Albert Einstein e. We must learn (live) —Martin Luther King, Jr. f.

others;

together as brothers or perish together as fools.

You must be the change you wish (see)

g. It is the possibility of (have) interesting.—Paulo Coelho

.

in the world.—Gandhi a dream come true that makes life

h. Trust yourself. Create the kind of self that you will be happy (live) with all your life.—Golda Meir i.

The possibilities are numerous once we decide (act) —George Bernard Shaw

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and not react.

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3. Circle the gerund or innitive to complete the text. Use the verb chart on page 181 for help. This is it! I just have to nish (to pack / packing) and I’m off! A month in Spain—I can’t forget (to take / taking) my camera. I always wanted (to travel / travelling) to Europe, but I had never actually considered (to go / going). That all changed when my best friend Stacey decided (to study / studying) in Madrid for her Secondary Five. I promised (to visit / visiting) her over the summer so she wouldn’t be lonely. Stacey and I stayed in touch by (to write / writing) emails and (to talk / talking) on the phone. She says that she’s excited (to see / seeing) me and that I will love Madrid. We plan (to meet / meeting) at the airport and then begin our adventure together. Although I am scared (to y / ying), I know it will be worth it. After all, (to reconnect / reconnecting) with Stacey will be incredible. I expect (to have / having) difculty understanding Spanish, but I hope (to communicate / communicating) using some English as well. My mother suggested (to take / taking) a dictionary with me, but I plan (to ask / asking) Stacey for help. I can’t wait to see her again! It’s been forever! 4. Complete the following sentences with a gerund or an innitive. a. Every morning, Mona enjoys b. Before you leave, you must nish c. The best way to learn English is by d. In my Secondary Five year, I plan e. The hockey players were excited f.

If you travel abroad, you should avoid

g. My English teacher expects us

Write It! After Secondary Five, what do you hope to accomplish? Do you plan to travel or to study? What would you consider doing, or what would you avoid? Will you continue playing sports or will you try writing a book? Write a short text describing your future hopes and plans. Include ve gerunds and ve innitives, underlining each. Look at the charts on page 181 and page 238 of the Reference Section for help.

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Gerunds and Full Innitives

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The Active and Passive Voices 1.

Read the article. Underline all the verbs in the passive form. Look at the chart below for help.

GRAMMAR CHECK

A Cycle of Stolen Cycles Bike theft is a major problem in most Canadian cities. In Montréal, anti-crime organizations estimate that 15 000 to 30 000 bikes are stolen annually. Yet, only a fraction of these bicycle thefts are reported to police. Therefore, when the stolen bikes are recovered, most are never claimed by their owners and end up being sold at police auctions. Experts say that owners fail to report their stolen bikes for a number of reasons. First of all, many bicycle owners fear that their bikes may have been stolen in the rst place and are afraid to turn to the police for help. Second, although serial numbers are engraved on all bicycles and are used by police to track down stolen bikes, many cycle owners do not know their bikes’ serial number. Finally, many cyclists simply do not report the theft because they do not believe that the police will be able to nd their bikes. In fact, as one crime researcher points out, often one stolen bike is replaced with another stolen bike, ensuring that the underground market will continue to thrive.

Use the active voice to emphasize that the subject initiates the action. Usain Bolt established a new world record. The Williams sisters have won their match. Use the passive voice to emphasize that the subject receives the action or when the doer of the action is unknown, not important or needs to remain anonymous A trophy was presented to the winner. Autographed tennis balls were thrown to the crowds.

Overuse of the passive voice can make your writing wordy and awkward to read. Use the active voice when possible.

Afrmative

Negative

Object + was / were + past participle (+ subject)

Object + was / were + not + past participle (+ subject)

The cake was made by César.

The cake was not made by Tara.

The brownies were made by Tara.

The brownies were not made by César.

For spelling rules for the past participle of regular verbs, see page 232 of the Reference Section.

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THE ACTIVE AND PASSIVE VOICES Verb Tense

Active Voice

Passive Voice

Simple present

remove / removes

is removed / are removed

Present continuous

is / are removing

is / are being removed

Simple past

removed

was / were removed

Past continuous

was / were removing

was / were being removed

Future with will

will remove

will be removed

Future with going to

is / are going to remove

is / are going to be removed

Present perfect

has / have removed

has / have been removed

Past perfect

had removed

had been removed

For the past participles of irregular verbs, see pages 236–237 of the Reference Section.

2. Underline the verbs in the following sentences. Write an A or a P to indicate whether they are in the active or passive voice. a. The turtles of Volusia County in Florida are considered an important part of the local ecosystem. b. Regulations regarding their welfare are posted and are distributed to tourists and residents. c. The laws are reinforced throughout the area from May 1 to October 1. d. Law breakers can receive maximum nes of $50 000 and prison sentences lasting up to one year. e. Approximately 500 nests are laid in the sand each year. f . Over 45 000 baby turtles emerge from these nests and crawl to the water’s edge to begin their long ocean voyage. g. However, in recent years, human activity has caused a disturbing trend. h. The light from beachside residences and roadways distracts many young turtles from their trek toward the ocean’s edge. i. The hatchlings are confused by beachside lights. j. Instead of heading towards safety, they meet their fate in sand dunes, drains and other dangerous locations. k. Ocean storms pose another danger to turtles. l . After a recent storm, more than 3 000 turtles were washed onto the beach by rough waves. 184

The Active and Passive Voices

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3. Rewrite the following sentences in the active voice. a. Last Sunday, a race to raise money for cancer was run by more than 500 runners.

b. Cold and rainy weather were endured by the runners.

c. First place was won by an athlete from Kenya.

d. Disqualications were received by several runners.

e. A shortcut was taken by one runner, improper gear was worn by another, and to reach the nish line faster, a bus was even taken by a third.

4. Write questions in the passive voice that match the answers in the interview. Interviewer:

Have computer companies been affected by the environmental movement?

Expert: Yes, computer companies have certainly been affected by the environmental movement. Interviewer: a. Expert: Many have been targeted: for example, Apple, IBM and Microsoft. Interviewer: b. Expert: Oh, yes, Google, Twitter and Yahoo are also being watched closely. Interviewer: c. Expert: They are evaluated according to the environmental impact they have on the local communities, as well as the amount of greenhouses gases they release annually. Interviewer: d.

Expert: Yes, Google is known for its efforts to reduce its environmental impact. For example, a Google data centre in Atlanta reuses part of its waste water to cool its servers. It puries the rest of its waste water. Interviewer: e. Expert: The water is sent to the data system’s cooling towers. The water that does not evaporate there is then puried and returned to the Chattahoochee River.

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5. Underline and correct the errors in the use of the passive and active voices. a. A white lobster was catched by a Lower North Shore sherman in July. b. The white lobster has was named Blondie because it is an albino. c. He hopes a new home will found for Blondie. d. A search on the Internet revealed that only one in a hundred million lobsters are estimated to be albino. e. However, the number of albino lobsters has been increased in recent years. f.

The increase in albino lobster sightings may be linked to the fact that at least four times more lobsters are been caught today in comparison with 20 years ago.

g. Fishermen are required a permit if they want to keep a lobster. h. In June, another lobsterman caught a blue lobster and was tried to sell it on Kijiji with the condition that the buyer not eat it. i.

After the report is aired on the radio, the owners of an aquarium said they would consider the request.

j.

To date, all shermen who have caught albino lobsters have been sent them to museums.

6. Read the following sentences and write why you think the passive voice was used. a. The Lascaux Caves in southern France were painted more than 17 000 years ago.

b. When asked to explain the actions of her company, the CEO replied, “Mistakes were made.”

c. Experts estimate that almost 200 000 cars are built every day.

d. Each year over a million people are diagnosed with HIV.

Write It! Write a short article for the school newspaper about a scandalous or embarrassing event that actually occurred during your years at high school. Include the facts about the event but use the passive voice to hide the identities of the perpetrators. Underline the verbs. Draw a line from the verbs to the objects.

186

The Active and Passive Voices

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Direct and Indirect Speech 1.

Read the dialogue. Underline the examples of direct speech and highlight the examples of indirect speech. Look at the chart below for help.

GRAMMAR CHECK

Make Yourself at Home VANCOUVER, B.C.—As real estate prices on the West Coast continue to rise, many young adults say that they are having a difcult time nding affordable apartments. Roommates Iona and Cathy claim that they looked at over 25 different places before nding one that would t within their budget. “You’d be amazed at what is out there,” confesses one girl. “The only places we could afford were so small they didn’t even have a separate bathroom!” “Some people get really creative,” her roommate adds. She admitted that she took notes on how her friends organized their space. “I’ve seen apartments where adults sleep in bunk beds to save room. My favourite was a bookcase that doubled as a coat rack in the winter.” The situation can be discouraging for young professionals, but the girls remained optimistic. Their perseverance paid off; they signed a lease last week. They admit that they were frustrated at rst, but they were able to change their expectations to t their budgets. “The key is to see potential in everything!” Iona advises.

Use direct speech to repeat the speaker’s exact words. Use quotation marks to identify the exact words said and capitalize the speaker’s rst word. The real estate agent said, “If you need extra space, convert the closet to an ofce!” Use indirect speech to report what someone says without using their exact words. My mom said that she preferred the rst apartment we looked at. Both forms employ verbs to report speech: say, complain, report, mutter, reply or shout. To use indirect speech, make these changes:

He complained, “I’m hungry.”

a. b. c. d.

Add the word that.

He complained that

Change pronouns and possessives as needed.

He complained that he

Change the tense of the speaker’s words.

He complained that he was

Omit the comma and the quotation marks.

He complained that he was hungry.

For information questions, remember to invert the subject and the verb: She asked, “When can we go to the park?”

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She asked when we could go to the park.

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DIRECT AND INDIRECT SPEECH Direct Speech

Indirect Speech

Simple present

Simple past

Nico said, “I play the trumpet.”

Nico said that he played the trumpet.

Present continuous

Past continuous

Nico said, “I am playing the trumpet.”

Nico said that he was playing the trumpet.

Simple past

Past perfect

Nico said, “I played the trumpet.”

Nico said that he had played the trumpet.

Future

Present conditional

Nico said, “I will play the trumpet.”

Nico said that he would play the trumpet. Yes / No Questions

Simple present

whether + Simple past

Nico asked, “Does she play the ute?”

Nico asked whether she played the ute.

Information Questions

Simple present

Simple past

Nico asked, “When does Kal practise?”

Nico asked when Kal practised.

2. Rewrite the sentences using indirect speech. Check the verb tense in the chart above. a. The police told journalists, “We cleaned up the neighbourhood for the residents.”

b. The landlord explained, “Since you have free parking, you pay the electricity bills.”

c. Ann said, “In Montréal, you will see many homes with iron staircases on the outside.”

d. My roommate asked, “Don’t you wish we had a bigger apartment?”

e. “Do you prefer yellow or blue paint for your bedroom?” my mom inquired.

f.

188

Kelly asked, “Where can we nd a laundromat nearby?”

Direct and Indirect Speech

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3. Choose one verb to report speech and rewrite each statement to form a complete sentence using direct speech. Pay attention to the rules of punctuation. a. “You have to turn down your music!”—upstairs neighbours. Verbs to report speech say argue announce shout inquire complain protest reply demand ask

b. “Will we be able to get this sofa up the stairs?“—movers.

c. “This house is too small for a big family!”—mother of three.

d. “Will the city impose mandatory composting?”—residents.

e. “It’s your turn to do the dishes.”—angry roommate.

4. Change the sentences to direct speech. a. The sisters said that they had wanted to live together ever since they were young.

b. Ben complained that his old apartment had been too noisy.

c. His roommate Yuki added that they were much happier in their new place.

d. Their friend Bartholomew wondered whether there was a pizzeria nearby.

e. He confessed that he was hungry and wanted to grab a slice or two.

Write It! Invent an imaginary argument between two roommates. Who are they, where do they live and why are they ghting? Report it in a newspaper article, using both direct and indirect speech. Use the text in the Grammar Check on page 187 as a model.

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Group:

Tag Questions GRAMMAR CHECK

Read the conversation. Underline all the question tags. Then, highlight the main verb that the question tag is reecting. Look at the chart below for help.

1.

Amélie: Let’s get started. Everyone is here, aren’t they? Pierre-Antoine: I think Suzie left early for a dentist appointment, didn’t she? Amélie: Oh, right. Listen guys, we really have to get going with this yearbook. Cyndy: I know! We only have four weeks until we have to send it to the printer, don’t we? Amélie: And there’s our problem. The texts from the students aren’t all in. Pierre-Antoine: Mr. Tessier said that we could make an announcement, didn’t he? Amélie: True. You can make the announcement, Cyndy, can’t you? Cyndy: Sure. Pierre-Antoine: Maxime sent me the layout. It looks amazing, doesn’t it? Amélie: Denitely! Hey, that was the second bell, wasn’t it? Cyndy: We should hurry. We don’t want to be late!

Tag questions are statements that have a “mini-question” (question tag) at the end of them. Use question tags: To conrm information To seek agreement

You made the reservations for Saturday, didn’t you? This is great pizza, isn’t it?

There are three main types of question tags: Verb*

Modal or auxiliary verb use the same word for the question tag The verb to be use to be for the question tag Any other verb use to do for the question tag

If the subject of the statement is none, anybody, nobody, no one or neither, use they in the question tag.

Afrmative Statement

Negative Statement

Positive statement + negative tag

Negative statement + positive tag

You can come tonight, can’t you? Zoe will leave now, won’t she? They have left, haven’t they?

You can’t come tonight, can you? Zoe won’t leave now, will she? They haven’t left, have they?

The snow is very pretty, isn’t it? They were twins, weren’t they? I am late, aren’t I?

The snow isn’t very pretty, is it? They weren’t twins, were they? I’m not late, am I?

Magda eats pie, doesn’t she? Ali went to school, didn’t he? You saw the lm, didn’t you?

Magda doesn’t eat pie, does she? Ali didn’t go to school, did he? You didn’t see the lm, did you?

* Remember to keep your question tag in the same tense as the verb.

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Tag Questions

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VERBS Name:

Date:

Group:

2. Highlight the verb in the statement. Then, write the correct question tag. a. Yearbooks are a popular tradition in many high schools,

?

b. The yearbook never costs more than $25,

?

c. You’re not going to put that picture of me in the yearbook, d. None of these photos are very clear,

? ?

e. Nobody forgot that it was class photo day, f.

?

Everybody remembered to bring their deposit for the yearbooks,

g. The theme has already been chosen for the yearbook,

? ?

h. This will be the best yearbook the school has ever produced,

?

3. Read the following sentences and decide whether the question tags are correct or incorrect. Rewrite the sentences to correct the errors. a. You can ask students to pay ahead of time, can’t you?

Correct

Incorrect

b. You should choose a theme that everyone likes, didn’t they?

c. Students can begin collecting texts in September, don’t they?

d. No one thought of doing an electronic version, didn’t they?

e. Nobody will want to include any baby pictures, will you?

f.

Sports, clubs and projects are all topics to cover, aren’t they?

g. It is important to include photos of everybody, won’t you?

Write It! It is January and the Prom Committee is meeting to plan the event. Write a dialogue between several students as they talk about various topics such as: the theme, the location, the cost, the colour scheme, etc. Include at least ve question tags.

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191

VERBS Name:

Date:

Group:

There + To Be GRAMMAR CHECK

1.

Read the conversation below. Underline the use of there + to be.

Ron: What’s going on outside? There are a bunch of police cars next door. Milo: There could be a party happening. There have been a lot of weird people going into that house tonight. Ron: Weird people? That’s a yoga centre. There may be a party, but I can’t imagine it would attract the police. It’s probably just a lot of people meditating. Milo: I’d say there is something shy going on. Look! The police just showed up! Ron: One thing is for sure—there’s going to be a lot of action on the Internet about this. I just saw the mayor walk out wearing stretchy pants! He didn’t look very happy.

Use there + to be to identify things or to say that something does (or does not) exist.

Negatives are often formed with not any or no:

The noun that follows there + to be is the subject of the sentence and must agree with the verb to be. Afrmative

There wasn’t any food. There was no food.

Negative

Questions

Simple Tenses There + to be + subject There is a party.

There + to be + not + subject There isn’t a party.

(Question word) + to be + there + subject (Why) was there a party?

Perfect Tenses There + has / have been + subject There’s been a party here.

There + has / have not been + subject There hasn’t been a party yet.

(Question word) + has / have there been + subject (Why) has there been a party?

Simple Future Tense There + will be + subject There will be a party.

There + will not (won’t) be + subject There won’t be a party.

(Question word) + will there be + subject (When) will there be a party?

Modals There + modal + be + subject There might be a party.

There + modal + not be + subject There shouldn’t be a party.

(Question word) + modal + there be + subject (How) can there be a party?

Continuous Tenses There + to be + subject + present participle There is a party happening.

192

There + to be + not + subject + present participle There isn’t a party happening.

(Question word) + to be + there + subject + present participle (When) was there a party happening?

Indenite pronouns are often used with there + to be:

Is there anything I can do?

Quantiers are often used with there + to be:

There was a lot of rain.

There + To Be

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VERBS Name:

Date:

Group:

2. Complete the sentences with there + to be in the simple present, simple past or simple future, using afrmative or negative forms. a.

a game last night.

b.

enough players, so our team lost by forfeit.

c.

a practice today.

d.

many things the team has to work on.

e. The coach says f.

any excuses for being absent.

We’re sure

another speech from the coach at practice today.

g. We just found out practice is cancelled because

a eld available.

3. Complete the sentences using there + to be and the verb tense or modal provided. a. present perfect

rumours at school.

b. might

a good reason for it.

c. simple past

The rumours started because

a ght last week.

d. simple past (negative)

many witnesses who were willing to talk.

e. simple future

a meeting about it at noon.

4. Write questions by putting there + to be in the indicated verb tense or modal, and by using the words provided. a. simple present – anybody outside?

b. simple present – any questions I forgot to ask?

c. present perfect – any games lately?

d. could – snow day tomorrow?

e. why – simple future – an NHL lockout?

Write It! Write about a favourite vacation spot. Describe what you can expect to nd at this place using the construction there + to be.

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SENTENCE BUILDERS Name:

Date:

Group:

Nouns GRAMMAR CHECK

1.

Read the text. Circle all the singular nouns and highlight all the plural nouns. Look at the chart below and at the theory box on page 195 for help.

Become a Volunteer Fireghter! The Morin Heights Fire Department is currently accepting applications for volunteer reghters from men and women who live in the municipality. Applicants must: • Complete the necessary paperwork • Pass a test of mental abilities • Pass a physical aptitude test • Have a valid driver’s licence • Provide reference letters • Attend an orientation session • Pass an interview Please attend the information sessions on January 25 and February 13 at the Morin Heights Fire Hall. A noun can act as a subject or an object. Type

Used to Identify

Example

Common

People or physical things

child, cat, hamburger

Proper (always capitalize)

Names, places, days, months, holidays, languages and nationalities

Santa Claus, Paris, Friday, May, Eid, Belgian, Dutch

Abstract

Feelings, activities, qualities and concepts

love, courage, eating, memory

Collective

A group considered as a whole

team, crowd, furniture

Plural Nouns: Spelling Rules

Noun

Rule

Example

Most nouns

Add s

boys, cats, hamburgers

Nouns ending in ch, sh, s, o or x

Add es

watches, brushes, potatoes

Nouns ending in consonant + y

Change y to i and add es

babies, parties

Nouns ending in o that are derived from foreign or shortened words

Add s

cellos, sopranos, photos, autos

Most nouns ending in f or fe (except cliff, chief, roof, safe)

Change f or fe to ves

wives, scarves, knives

Exceptions

194

Some nouns change form in the plural:

child children man men mouse mice

Some nouns do not change in the plural:

sh, salmon, deer, moose, sheep

Some nouns are always plural:

police, clothes, glasses, pants, stairs, savings

Nouns

person people tooth teeth foot feet

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SENTENCE BUILDERS Name:

Date:

Group:

2. Read the text. Underline the nouns and classify them in the chart below.

Fire! The men pulled up in front of the Municipal Library, sirens blaring. It was one of the coldest mornings in January, and the building was already engulfed in ames. Smoke was pouring out of the roof. A woman clutching a copy of the Canadian Oxford Dictionary in her arms could be seen leaning out of a window, lled with fear and screaming for help. Some members of the team grabbed a ladder, preparing for the rescue. Others threw on their equipment and ran into the building in order to save its priceless collection. Common

Proper

Abstract

Collective

Compound nouns are made of two or more nouns. Sometimes they are written as one word and sometimes they are written as two words. The rst word provides more information about the main noun: mystery novel, hockey stick The compound noun may have a different meaning than the nouns that compose it: grapefruit

3. Form compound nouns using the word bank below. Then, match each word to its correct denition. A

B

Compound Noun

arm

cage

1.

a. container used to transport lunch

bird

boy

2.

b. device worn over the ears to listen to music

cow

box

3.

c. green plant growing in the ocean

head

weed

4.

d. paste for cleaning your teeth

girl

phones

5.

e. body part underneath the shoulder

tooth

pit

6.

f. western hero who herds cows

lunch

paste

7.

g. home for pet birds

sea

friend

8.

h. female romantic interest

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Denition

Grammar Section

195

SENTENCE BUILDERS Name:

Date:

Group:

UNCOUNTABLE NOUNS Uncountable nouns do not have a plural form. They include: Names of substances: snow, oil, wood Abstract nouns: anger, knowledge, courage, death Uncountable nouns are not used with a / an but they always take singular verbs: Help is on the way! This information is very helpful. Some nouns can be either countable or uncountable:

Nouns that are countable in other languages are often uncountable in English: news, homework, advice.

I am making chicken for dinner tonight. (uncountable) How many chickens do you have on the farm? (countable) Uncountable nouns are often preceded by quantiers like some, any, no, or a little or by nouns such as bit, piece, slice, or sheet to make them countable. I need a sheet of paper. Do you have any advice for me? For more on quantiers, see pages 198 and 199 of the Grammar Section.

4. Rewrite the sentences, correcting the errors. a. I have three homeworks.

b. I got my hairs cut last week.

c. I have lots of informations.

d. A police came to investigate.

e. We bought some new furnitures.

f.

My luggages are ready.

g. How much pencil did you bring to school?

h. Let me give you an advice.

196

Nouns

Write It! Imagine that you win a shopping spree to your favourite store. What would you buy? For whom? Write a short text using countable and uncountable nouns.

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SENTENCE BUILDERS Name:

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Articles and Quantiers 1.

Read the joke. Underline all the indenite articles and highlight all the denite articles.

GRAMMAR CHECK

Bad Joke! A man walked into an antique store. There was a small dog sitting beside the counter. The man, who loved dogs, thought it was a really cute dog and wanted to pet it. So the man asked the clerk, “Does your dog bite?” to which the clerk replied, “No, my dog doesn’t bite.” The man bent down to pat the dog. Just as his hand reached the dog’s head, the dog snarled and bit the man’s hand. The man, who was furious, yelled at the clerk, “HEY! You said you had a good dog!” The clerk smiled and responded, “That’s not my dog.”

ARTICLES We use articles to help dene nouns.

When the rst letter of a noun is a vowel with a consonant sound (unique, one), we use the indenite article a before that noun. Article

Indenite article: a, an*

No article

Denite article: the

Rule

Example

A or an before singular, nonspecic nouns

I see a cat! That’s a unique colour.

Omit the article before plural, nonspecic nouns

Buy milk and eggs at the store.

The before specic nouns

Go brush the snow off the car.

I’ll wait for an hour. Eat an apple.

They eat vegetables for lunch.

Did you see the animals in the zoo? * a before consonant sounds; an before vowel sounds

2. Place a or an before the nouns. a.

history class

f.

accident

b.

example

g.

university

c.

FBI agent

h.

ugly duckling

d.

European vacation

i.

opening

e.

unicorn

j.

haunted house

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197

SENTENCE BUILDERS Name:

Date:

Group:

3. Complete the text with a, an, the or — (when no article is required). I recently took was

train across

fantastic trip. seat beside

country to Vancouver. It seats were very comfortable. I chose

window because I didn’t want to miss

scenery.

Ontario was kind of tedious to cross, but

lakes and forests were beautiful. I was expecting to nd prairies really long and boring too, but I was pleasantly surprised. sky looks so much bigger there than it does here in Québec.

Saskatchewan is

really at place! Luckily,

train had Wi-Fi, so I was able to post

photos of my

journey online.

QUANTIFIERS Quantiers give information about the amount or quantity of something. For uncountable nouns, we can also describe quantity with quantiers such as a piece of, a slice of, a bottle of, etc. Quantiers

Positive

Negative

Countable nouns

(too) many / more, (a) few / fewer, every, both, each

Both boys were absent. A few girls were absent.

Countable / Uncountable nouns

all of, a lot of, lots of, some, All of the guests came. any, several, enough, none Some cake is left. of, no

Uncountable nouns

(too) much, (a) little / less, a bit of

Not many people came. None of the guests came. No cake is left. Not much has changed.

I have too much work! I need a little help.

4. Complete each sentence with a lot of + the correct form of the noun provided. Remember to make countable nouns plural. a. wood

To make a re, we collected

b. mouse

In my basement, there are

c. sandwich

She made us

d. cold weather

Last winter, there was

e. homework

We have to do

f.

Over the years, he has given me

bad advice

g. potato

198

Articles and Quantiers

I peeled

. . . . . . .

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SENTENCE BUILDERS Name:

Date:

Group:

5. Complete the text using the words in the box. Dear Kevin, Once again, we had to forfeit last night’s game because there weren’t players present. I know the team is having

problems, but that’s

reason for you and Louis to pretend you’re sick have a game.

time we

the players need to be present to avoid losing by

forfeit—and this includes

you. I can’t think of

reason you

all (of) any no both (of) some a few every enough lots of

wouldn’t want to support your team. Sure, maybe we haven’t won games this season, but the team’s not ready to give up yet. We just need practice time together.

more

of the players have asked me to speak to you. So, I

expect to see you at

the practices for the rest of the season, and at

game. We need

player to contribute, and that includes

you and Louis.

See you next week, Coach 6. Make the nouns countable by adding a quantier from the box. a.

soap

l.

cream

b.

bread

m.

information

c.

lemonade

n.

toothpaste

d.

salt

o.

hair

e.

blood

p.

sand

f.

advice

q.

gold

g.

of pizza

r.

rice

h.

news

s.

chalk

i.

DNA

t.

luggage

j.

water

u.

superglue

k.

cake

v.

truth

a piece of a drop of a tube of a bar of a slice of a strand of a grain of a bottle of

Write It! Do you and your friends ever disagree about anything? Write about a disagreement. Describe how you felt and whether this particular disagreement happens often or rarely. Use quantiers to make your ideas clear.

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199

SENTENCE BUILDERS Name:

Date:

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Pronouns and Possessives 1.

GRAMMAR CHECK

Read the lines from the poem. Circle all the pronouns. Look at the chart below for help.

Six Honest Serving Men by Rudyard Kipling I keep six honest serving-men (They taught me all I knew); Their names are What and Why and When And How and Where and Who. I send them over land and sea, I send them east and west; But after they have worked for me, I give them all a rest.

We use pronouns to replace nouns. Possessive adjectives indicate belonging or ownership.

Possessive adjectives are the same gender as the subject, not the nouns they are describing: Annie called her boyfriend.

Subject Pronouns

Object Pronouns

Possessive Adjectives

Possessive Pronouns

Reexive Pronouns

We are friends.

You helped me.

This is my dog.

That dog is mine.

He hurt himself.

I

me

my

mine

myself

you

you

your

yours

yourself

she

her

her

hers

herself

he

him

his

his

himself

it

it

its

its

itself

we

us

our

ours

ourselves

you

you

your

yours

yourselves

they

them

their

theirs

themselves

2. Replace the underlined words with the appropriate pronouns and possessive adjectives. a. Arthur and Sika wanted to visit Arthur and Sika’s cousin.

b. Where are Jack’s keys?

c. Give book to Pronouns and the Possessives

200

Pronouns and Possessives

Avery and Thomas.

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SENTENCE BUILDERS Name:

Date:

Group:

3. Fill in the blanks with the pronouns that best t the sentences. When I was a kid, all

did was ask questions.

crazy. One time I said that

asked a lady why

made

had so many wrinkles.

look like an elephant. The lady was pretty angry at

mother and told

to better control

a man with a bandage if

had cut

insulted and yelled at

. Another time I asked

on purpose.

. Once, when

asked a big biker if

parents say I used to drive

were at a restaurant,

was a criminal. I said that

look like a thief.

tattoos made

wasn’t very happy with

some fast talking to get

got really

question.

took

out of that situation. After that, I nally realized that I

needed to control

before

really got us into trouble!

RELATIVE PRONOUNS We use relative clauses to describe, identify or give more information about a noun. They connect two ideas in one sentence using a relative pronoun. This is the school that I attended when I was young. The guy who helped me just left.

We can omit the relative pronoun when it is an object: The man who I saw was angry.

Use relative pronouns to describe the preceding noun. Subject

Object

Possessive

The boy who fell is hurt. The boy whom I hit is mad. The boy whose arm hurts is crying. People who, that

who / whom (formal), that

whose

Things which, that

which, that

whose

4. Complete the sentences with the correct relative pronoun. a. The movie b. The girl

I saw was exciting. you were talking to is really strange.

c. I apologized to the man d. The car

car I hit.

is in the driveway is mine.

e. I thanked the man f.

helped me.

I am baking cookies

g. The person

contain nuts. opinion I respect the most is you.

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201

SENTENCE BUILDERS Name:

Date:

Group:

5. Combine the two sentences. Use the second sentence as the relative clause. a. I saw the cat. The cat caught a mouse.

I saw the cat that caught a mouse. b. The guy was at the party. The guy lives next door to me.

c. I hugged my friend. My friend’s dog died.

d. The class was very long. I went to the class.

e. I called the man. The man’s son stole my bike.

f.

We saw the woman. The woman was dancing in the street.

INDEFINITE PRONOUNS We use indenite pronouns to refer to a person, place or thing that is not specic. They are always used with verbs in the 3rd person singular. We often use the word else with these pronouns to indicate other, more or the rest of.

Do not use no–pronouns with negative verbs: I didn’t do nothing. I did nothing. I didn’t do anything.

I would like something else to eat, please. Pronoun

202

Meaning

Example

everybody / everyone everything everywhere

All

Everyone else went home. He lost everything he had. We looked everywhere for the dog.

someone / somebody something somewhere

Specic information is unknown or unimportant

Someone called me last night. I want something else to eat. He went somewhere.

anybody / anyone anything anywhere

Practically every one, or no particular one

Anybody can help me. Did you hear anything else about the job?

Any becomes negative when used with a negative verb

I didn’t go anywhere last night. I didn’t ask anybody else to come over.

nobody / no one nothing nowhere

Negative

Nobody was home. I have nothing else to do tonight. He went nowhere on the weekend.

Pronouns and Possessives

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SENTENCE BUILDERS Name:

Date:

Group:

6. Circle the indenite pronoun in each sentence and decide if it is used correctly. For those that are incorrect, write the correct indenite pronoun in the space provided. a. I’m not going somewhere tonight. b. I’ve looked anywhere for my glasses. c. Is anybody home? d. I don’t know nothing about grammar. e. He asked everybody at school where I was. f.

We went anywhere last night.

g. I didn’t realize absolutely anybody knew my secret. h. There was something anyone could do to help me. i.

If anybody asks me about you, I won’t tell them something.

j.

He did nothing, so I had to do everything myself.

7. Complete the sentences with an indenite pronoun + else. a.

thinks it’s a great idea. Why don’t you?

b.

will nish the job. Let’s leave now.

c. Is there

you wanted to talk about? I have a few more minutes.

d. Let’s go

. This place is boring!

e. If you don’t want to come with me I’ll ask f.

.

wants to come, so I’ll have to go by myself.

g. Would you like

to eat?

h. In Bromont, and pretty much

, it’s snowing.

i.

There isn’t

to go. We’ll have to stay here.

j.

It wasn’t me—you must be thinking of

.

Write It! Think about a time you were in a new, unfamiliar place. Describe your experience using as many pronouns (subject, object, denite and indenite) as possible.

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SENTENCE BUILDERS Name:

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Adjectives 1.

GRAMMAR CHECK

Read the article. Highlight all the adjectives. Look at the chart below for help.

Using Video Games to Learn MONTRÉAL—Video games are nding a new purpose as software companies introduce fun, educational games. The latest gaming trend is to teach students scientic concepts and to help them develop reasoning and problem-solving skills. Imagine learning all about physics through three-dimensional video simulations! Or, if you are more interested in the environment, you may enjoy learning how to clean up a polluted lake by gathering virtual data (such as water samples, test results and witness testimonials). Future doctors and lab technicians will love certain games that replicate medical catastrophes. Players will need to use cutting-edge technology to locate infected humans and contain a dangerous virus. Each level is trickier than the last—making it perfect for players of all abilities! How do you feel about conventional textbooks being replaced by interactive video games? Are you ready for this digital revolution?

Adjectives are used to modify and describe nouns. Adjectives usually appear before a noun or after a verb like be, seem, feel, become or get. My mother is an amazing cook. She is terric. Adjectives do not agree with the noun they are describing: I bought two news pairs of jeans. Adjectives are almost never placed directly after the noun they are describing: I bought two new pairs new of jeans. When several adjectives are used to add information, they follow this order: Order of Adjectives

Quantity

Size

Description

Age

Shape

Colour

Origin

Material

ve

miniature

shiny

current

circular

orange

Japanese

fabric

several

huge

expensive

ancient

square

grey

local

marble

few

small

inspirational young

triangular

turquoise

African

wooden

You can still see many priceless Mayan beads on display in Mexican museums.

Although it is possible to use any number of adjectives together, avoid stringing together more than three, particularly when they precede the noun.

204

Adjectives

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SENTENCE BUILDERS Name:

Date:

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2. Unscramble the adjectives in parentheses to put them in the proper order. a. While ying over the ocean, we saw (large / many / colourful) schools of sh.

b. The photo shows (green / ve / small) eels.

c. Genevieve and Martin meandered along the (cobble-stoned / narrow / European) lane.

d. Stella dreamed of (countless / green / tropical) trees lining a silvery beach.

e. The (spectacular / eighteenth-century / stained-glass) roof took Hugo’s breath away.

Using adjectives can make ideas clearer and more concise. Consider the two sentences: The principal gave an award to the students who worked very hard. The principal gave an award to the hard-working students. Place an adjective before the noun it is describing to avoid long, confusing ideas.

3. Rewrite the adjectives to make the sentences clearer and more concise. a. Studying abroad is an experience without a price.

b. The sign in the shape of a diamond indicated that it was a historic site.

c. What kind of souvenirs from Peru did you buy while you were there?

d. The brochure showed how the destination was full of magic and charm.

e. The student who was exhausted had to take a nap after class.

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205

SENTENCE BUILDERS Name:

Date:

Group:

COMPARATIVES AND SUPERLATIVES Use the comparative form of an adjective to compare two things: Salsa the poodle is smaller than Pico the Labrador. Use the superlative form of an adjective to compare more than two things: Jim said that last year’s concert was denitely the most impressive show he has seen. Use as + adjective + as to show that two things are equal: For some, math is as easy as French. Adjective

Comparative

Superlative

One-syllable (and some two-syllable) adjectives:

adjective + er + than

the + adjective + est

cold

Yellowknife is colder than Alma.

Yellowknife is the coldest city.

One-syllable adjectives that end in one vowel and a consonant:

adjective (double nal consonant) + er + than

the + adjective (double nal consonant) + est

big

Toronto is bigger than Halifax.

Toronto is the biggest city in Canada.

Two-syllable adjectives ending in y:

adjective (change y to i ) + er + than

the + adjective (change y to i ) + est

tiny

Clara is tinier than Cécile.

Clara is the tiniest student in the class.

Most other two-syllable (or longer) adjectives:

more/ less + adjective + than

the + most / least + adjective

positive

I am more positive than you. You are less positive than I.

I am the most positive person. You are the least positive person.

Irregular adjectives:

worse / better / further + than

the + worst / best / furthest

bad

The team was worse than ever. Your cake is better than mine. He jumped further than I did.

They were the worst team ever. You make the best cake in history. He jumped the furthest of all.

good far

For spelling rules for adding er and est, see page 233 of the Reference Section.

4. Circle the option you prefer. Write a sentence using a comparative that gives a reason to explain your choice. a. Bath or shower?

b. Shorts or capris?

c. Tropical vacation or ski trip?

d. Mac or PC?

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Adjectives

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e. Winter or summer?

f.

Chocolate or fruit?

g. Dogs or cats?

h. Tofu or meat?

i.

Car or bicycle?

5. Study the graph. Write an observation using a comparative or a superlative for each item.

Number of Students

School Survey Results: Student Satisfaction 180 160 140 120 100 80 60 40 20 0

Girls Boys

Friends

Programs

Drama

Sports

Music

Trips

a. Sports vs. trips

b. Boys vs. girls commenting on drama

c. Top three items for student satisfaction

d. Popularity of drama vs. music

e. Friends vs. sports

f.

Item in last place

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6. Use the indications in parentheses (+, - or =) to form a comparative (C) or superlative (S) sentence. a. (C) Parachuting / dangerous / bungee jumping (+)

Parachuting is more dangerous than bungee jumping. b. (C) Surng / difcult / skiing (=)

c. (C) Reading / enjoyable / texting (-)

d. (C) Morocco / hot / Russia (+)

e. (C) Pizza / tasty / broccoli (+)

f.

(S) History / difcult / of all my classes (+)

g. (S) Studying / exciting / of all my activities (-)

h. (S) The Maple Leafs / bad / team in history (-)

Write It! Identify the factors to consider when choosing a university or CEGEP. Which is the most important? Are some factors more important than others? Give reasons for your answers. Remember to use comparative and superlative adjectives in your text.

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Adjectives

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Adverbs 1.

Read the email. Underline all the adverbs. Look at the chart below for help.

To: Subject:

GRAMMAR CHECK

DistractionDoctor Help!

Dear Distraction Doctor, I am denitely losing it. These days, I feel hopelessly out of control by the time my head nally hits the pillow. Every morning, as soon as my eyes y open, I religiously check my phone for messages from my friends. Suddenly, I realize I’m already running late. I have to shower and dress hurriedly, then grab a bite to eat as I frantically dash through the door to catch the bus. Once I get to school, I try extremely hard to pay attention in class. It’s almost impossible when I’m so busy! After school, I change quickly into my work uniform and before I know it, I’m smiling sweetly and helping customers. I hardly have any time to do my homework once I get home. Around midnight, I drop into bed, totally exhausted. Is there any way I can possibly regain control of my life? Distressed in Drummondville

Adverbs add information about a verb, an adjective or another adverb. They often explain: Where The turtle followed closely behind the hare. When Niels read the message and responded immediately. How I held the newborn baby carefully in my arms. To turn an adjective into an adverb: Adjective

Most adjectives

Rule

Adverb

adjective + ly

denitely, creatively

adjective (drop the nal e ) + y

probably, gently

adjective (change y to i ) + ly

crazily, luckily

No change

right, well, far, fast

denite, creative Adjectives ending with a consonant + le probable, gentle Adjectives ending with y crazy, lucky Some words are spelled the same whether they are adjectives or adverbs right, well, far, fast

For spelling rules for adding ly, see page 233 of the Reference Section.

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2. Rewrite the sentences to include the correct form of the adverb. a. Before you give a speech, wait until the audience is (absolute) quiet.

b. When you are ready to speak, stand (right) in front of the microphone and speak (loud).

c. Look (direct) at your listeners and smile (condent).

d. Try not to speak too (quick) or (slow) so that people can follow you.

e. Add examples and stories to (thorough) illustrate your points.

f.

At the end, thank your audience (warm) for having listened to you.

g. If audience members ask questions, respond (respectful).

h. If you’re not sure of an answer, admit (open) and (humble) that you are uncertain, but that you can (easy) do a bit of research to nd out.

COMPARATIVES AND SUPERLATIVES To form the comparative and superlative of adverbs use the following rules: Adverb

Superlative

One-syllable adverbs

adverb + er + than

the + adverb + est

fast

Marc runs faster than Amy.

Marc runs the fastest in the class.

Two-syllable (or longer) adverbs

more/ less + adverb + than

the + most / least + adverb

often, loudly

You go more often than I.

I go the most often of anyone.

He sings less loudly than she.

He sings the least loudly of all.

Their form varies: worse further less more better

Their form varies: worst furthest least most best

Irregular adverbs: badly far little much well

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Comparative

Adverbs

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3. Circle the correct form of the adverb in the following text. To: DistractionDoctor Subject: Am I the only one?! Dear Distraction Doctor, It is homework time, but my social life is calling (loudly / more loudly / the most loudly) than my backpack, which is slouching (dejectedly / more dejectedly / the most dejectedly) beside my desk. My list of assignments is not nearly as exciting as the list of friends to text, forums to read and tunes to download. My thoughts wander (restlessly / more restlessly / the most restlessly) and I suspect that I am working (little / less / the least) of all my classmates. The last time we did peer evaluations, my friends said I’d talked (a lot / more / the most) than any of my team members. But they didn’t mean that I was contributing (much / more / the most)! Doctor, there must be a way to (good / better / the best) control my inability to concentrate. I want to be known for having come (far / further / the furthest) of all my classmates by the end of the year. I am (anxiously / more anxiously / the most anxiously) awaiting your response. Anxious Armando

ADVERB PLACEMENT To know where to place an adverb in a sentence: Time When something happens

before, immediately, now, recently, since, soon, still, then, today, yet, never, ever, already

Usually placed after the verb

Frequency

always, rarely, consistently, constantly, invariably

Usually placed before the verb

How often something happens Manner How something happens Degree How much something happens Orientation Where something happens

He called immediately after he arrived at the airport.

She always buys me a gift for my birthday. badly, carefully, fast, neatly, quickly, quietly, seriously, slowly, well

Usually placed after the verb (but never between the verb and the direct object)

almost, completely, enough, extremely, just, rather, really, so, too, very, only

Usually placed before the word they modify

toward, to, from, up, down, to the right/left, around, anywhere, nowhere, here, there, everywhere

Usually placed after the verb

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The stars ashed brilliantly in the night sky.

You should be extremely careful when feeding the tigers.

The kitten disappeared and was nowhere to be found.

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4. Read the text. Then, place the adverbs in bold in the correct category in the chart below. Welcome back to your regularly scheduled programming! Today we are nally learning how to make pasta with meat sauce. This one is a recipe you’ll denitely use again, folks. First, bring the water to a boil and carefully drop the pasta in. Make sure it cooks completely. Then, fry your ground beef and your tomatoes until they are well done. Always season with enough salt and pepper to taste. Drain the pasta and immediately toss it with the sauce. Be careful not to splash everywhere! At last, you are ready to proudly serve the meal. Bon appétit! Time

Frequency

Manner

Degree

Orientation

5. Read the sentences and decide whether the adverbs are in the correct place. Rewrite the sentences to correct the errors. a. My mom buys rarely the sugary cereal that I love.

Correct

Incorrect

b. I dropped the tennis balls and they rolled everywhere!

c. Ranjid must learn carefully to think before he speaks.

d. Are you still hungry, or did you enough eat?

e. The students sat quietly and waited for the exam.

f.

Ali placed neatly the name tags on the table.

Write It! Describe the behaviour of your favourite character (book or movie) using as many adverbs as possible. Compare the character to another character of your choice. If necessary, use the chart on page 211 to check the formation and placement of the adverbs in your text.

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Adverbs

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Prexes and Sufxes 1.

Read the text. Highlight all the prexes and circle all the sufxes. Look at the chart below and on page 214 for help.

GRAMMAR CHECK

Last week, I had the most unconventional rst date. First, we ate supper at an incredible restaurant—completely in the dark! It was impossible to see anything, but we had some hilarious conversation. Then, out of curiosity, we took the subway to the last stop. We discovered that the local neighbourhood was hosting a small music festival, so we danced for hours under the stars. It was magical! I am grateful to my date for being so creative. I can’t recall ever having so much fun!

PREFIXES Use prexes before a word to add meaning: Prex

Meaning

Example

co

together

cooperate, coexist

de

away, down

destruct, deform

mis, dis

not

disappoint, disappear

homo

similar, like

homogenous

in, im

not

impossible, indecisive

re

again

regain, rebuild

semi

half

semi-detached, semi-sweet

sub

below

substitute, subterfuge

trans

across

transform, transgured

un

not

undetermined, undecided

2. Add the correct prex to write the opposite meaning of the words. a. behave

f. communicative

b. encourage

g. adequate

c. controlled

h. sympathetic

d. interest

i. polite

e. motivated

j. identied

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SUFFIXES Use sufxes at the end of a word to change its function: Noun or Adjective

ity

quality, condition

insanity

ment, ness, hood

abstraction of

enjoyment, happiness, fatherhood

tion

presentation of an act or activity

imitation, motivation

able, ible

capable of

doable, feasible

al

of, relating to

logical, biblical

ful, ous

lled with, full of

thankful, gracious

ic, ish

like, related to

heroic, childish

ive

having the nature of

festive, creative

less

without

fearless, nameless Verb

ify

transform into, shape

solidify, deify

ize

perform an action

minimize, realize

3. Highlight the key word(s) in each phrase. Add sufxes to form the word that matches the denition. a. to make clearer: b. to make easier: c. the years when you are an adult: d. to make more intense: e. like or related to a tragedy: f.

capable of being seen:

g. having the nature of attracting: h. the condition of being without any spots: i.

the quality of being addicted:

j.

the action of putting into categories:

k. lled with delight: l.

214

like or related to a baby:

Prexes and Sufxes

Write It! Choose a photo that you love—either one of your own or one you found on the Internet. Use your imagination to add details about the people, places and events shown in the picture. Integrate as many prexes and sufxes as possible.

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Prepositions 1.

Read the text and circle all of the prepositions that you nd.

GRAMMAR CHECK

A Funny Thing Happened on the Way to the Hospital Imagine being born in the middle of the night, in January’s sub-zero temperatures, on the side of Highway 401 in Milton, Ontario! The expecting parents were rushing to the Brampton General Hospital by car, when their baby began to arrive with such urgency that the couple stopped the car and Mom got out. Dad frantically turned on his cellphone and called an ambulance as Mom went into the nal moments of labour between the car and the guardrail. By the time a Halton police sergeant managed to get to the scene, Mom was giving birth and Dad was taking instructions from paramedics on the phone. The sergeant took over, and the baby was born in seconds. The sergeant wrapped the baby in a blanket and tied its umbilical cord with yellow crime scene tape. A short while later, the ambulance arrived on the scene and rushed the family to the hospital. The parents were relieved when their baby girl was nally in a warm, safe place.

We use prepositions to: Express a connection or relationship between things, events and ideas Indicate the relative position of people, places and things Indicate where someone or something is moving

The preposition to is used with verbs of direction like go, travel and send. The preposition at is used with verbs of position such as be, arrive and stay.

Indicate the time, date or duration of an event Position

above, across, behind, below/under, beside, between, in, in front of, next to, on, to the left/right, on top, over

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Direction

along, at, beyond, down, from, in, through, to

Time

after, at, before, by, during, from . . . to, for, in, on, since, until

Manner

with, by, like, in

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2. Highlight the prepositions in the following sentences and state whether they are prepositions of position, direction, time or manner. Sentence

Type of Preposition

a. Winter ofcially starts on December 21. b. Temperatures begin dropping in October. c. Arctic winds sweep across the mountain face. d. Winter sports enthusiasts arrive at the resort by bus and car. e. Guests staying at the hotel are invited to visit the spa and outdoor pool. f.

As we went to the top of the hill on the ski lift, we saw a rabbit cross the slope below us.

g. The last lift going up the mountain leaves at 6 p.m. h. You can buy your lift pass at the wickets in the chalet. i.

Please do not leave any valuable items in the cloakroom.

j.

All resort employees serve clients with courtesy in both English and French.

3. Write the appropriate preposition of position or direction in the following sentences. Dominique Maltais is a world-class athlete Living

the Charlevoix region of Québec.

the foot of a ski resort, Dominique grew up doing many activities and sports the snowy outdoors. However, when describing her rst experience

a board, she laughs as she remembers being scared and crying, halfway mountain. She swore that she would never get back But her adventurous spirit pushed her back the following winter, and medal

the

a board again. the top of the slopes

2006, Dominique won her rst Olympic

the Turin Olympics. Since then, she has been

the podium several times for snowcross. Doubtlessly, Dominique will always be a snowboard enthusiast!

216

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4. Write the appropriate preposition of time in the following sentences. a. The Secondary Five students are going to have a ski & snowboard day February 15. b. You have two weeks to register, but make sure you sign up at the physical education ofce next Friday. c. Please make your deposit at least three days have time to conrm the number of students participating. d. The buses will leave

the activity so the organizers

8 a.m. sharp, so don’t be late! The drivers are always

time. e. We will be leaving f.

fteen minutes, so hurry up and nd a seat!

You have

now

4 p.m. to ski.

g. We recommend that you stop for lunch at some point the day. h. The last lift for the top of the mountain will depart

3 p.m.

that time, the lift will be closed. i.

This is the best activity I have done secondary school.

I started

5. Write the appropriate preposition of manner in the following sentences. a. The wind was blowing calculate the jumps they were doing.

such force that the competitors had to carefully

b. During the interview, the Spanish snowboarder spoke

broken English.

c. The injured athlete was transported to the inrmary d. The competitors blasted into the air e. Medalists were awarded f.

bullets. a substantial cheque and a trophy.

After the ceremony, the athletes were taken back to their hotels

g. The hotel staff treated the athletes h. The Mayor spoke i.

snowmobile.

All competitors left the event

shuttle.

kings and queens. glowing terms of the event’s success. a smile.

Write It! Write a journal entry about a particularly memorable winter day. Describe when it happened, where you were, who was there and what activities you did. Use as many prepositions of place, direction, time and manner as possible.

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Conjunctions and Transition Words GRAMMAR CHECK

1.

Read the student discussion. Underline all the conjunctions and transition words. Look at the chart below and on page 219 for help.

Juno: Jules Shear once said, “The same people who never did their homework in high school are still doing that to this very day out in the real world.” In other words, he is saying that if you don’t do your homework now, you’ll have to work hard all your life to catch up. Of course, I agree that homework is important and I always do mine. On the other hand, doing your homework is no guarantee that you will have an easy life. What do you think? Kate: I agree. After all, not all homework is helpful. Usually, it depends on the subject. For instance, I think French homework is important since we have to pass the Ministry exam. Dominique: Clearly, doing your homework is no guarantee of success. However, if you don’t do what it takes to learn the basics, you’ll be penalized later in life. Kate: All in all, I guess we agree that doing your homework is a good idea. It may not be fun now, but it will help you get your diploma, and that will help you nd work more easily.

CONJUNCTIONS We use conjunctions to connect words or ideas in the same sentence. Coordinating conjunctions never begin a sentence:

He likes tacos, and she likes pizza.

Subordinating conjunctions always begin an idea:

If it rains, we’ll have to play inside.

Coordinating Conjunction

218

Function

and

To add information

so, for

To introduce a reason or a result

Subordinating Conjunction

Example

He cooks and she cleans. if, when, because, as, since

I’m tired so I’ll go to bed. Because I’m tired, I’ll go to bed.

or, nor

To indicate a choice

but, yet

To compare or contrast two different ideas

although, while, even though, whereas

I detest red, but I love blue.

To indicate a condition

if, unless, even if

If you’re hungry, have a snack.

Conjunctions and Transition Words

Do you prefer sh, beef or tofu? While I detest red, I love blue.

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TRANSITION WORDS We use transition words to add logic and structure to our ideas. They always begin a sentence. Transition Word

Function

Example

also, besides, furthermore, in addition, moreover, likewise

To add another idea

New York is more exciting than Winnipeg. Furthermore, it is a shorter ight.

evidently, above all, clearly, obviously

To add emphasis

Lysanne was smiling from ear to ear when she saw her uncle. Clearly, she was happy.

however, instead, on the other hand

To compare or contrast two different ideas

Many students wanted to go to Paris. However, the administration refused to approve the trip.

after all, for example, specically, in other words

To provide an example or more detail

There are a number of ways we can go to the concert; for example, by car, bus or subway.

consequently, as a result, therefore, accordingly

To introduce a reason or result

Numerous items of proof were discovered on the scene. As a result, the suspect was charged with murder.

usually, generally, on the whole, for the most part

To indicate a generalization

Secondary Five students begin applying for CEGEP early. For the most part, these students apply online.

of course, granted, naturally

To concede a point

Cellphones are becoming a nuisance. Granted, cellphones are an extremely important communication tool.

before, afterward, earlier, lately, rst, second, then, next, since, in the past

To sequence events or ideas

Earlier today, the leaves began to tremble in the wind. Then branches began falling as the wind picked up speed.

nally, in the end, all in all, in brief, in summary, in short, in conclusion, to conclude

To summarize or conclude

To conclude, we cannot hold the event because the site has not been approved.

2. Indicate whether the underlined word is being used as a conjunction or a transition. a. I will have the sh because I don’t eat meat. b. Usually, the city of Québec gets more snow than Sherbrooke. c. I will eat the broccoli even though I don’t like vegetables. d. Finally, I am beginning to understand calculus! e. Since today is your birthday, you can stay up late.

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3. Highlight the conjunction or transition word used in each example. Then, identify its function. Example

a. Would you like the burger or the salad?

Function

To indicate a choice

b. First you must enter your password. Next, choose the type of transaction you wish to make. c. Blythe stepped off the bus without his cellphone. Obviously, he hadn’t noticed that he had forgotten it.

d. If it rains tonight, we will have the party indoors.

e. Jean’s ight may be delayed. After all, the storm is worse than they had predicted. f.

They decided to conscate any cellphones used during class. Furthermore, any student found using one during an exam would be expelled.

g. Maya was too scared to go in the water since she didn’t know how to swim.

h. I will make pasta tonight, unless you are allergic to gluten. i.

Daniel was thinking about quitting his job. As a result, he started sending out his resumé.

j.

Nathan can play the bass, the guitar and the keyboard. Evidently, he is a talented musician.

k. Lindy needs to be in direct contact with her clients all the time. Naturally, she decided to get a Bluetooth. l.

220

I had problems with question three, but I still think I passed the exam.

Conjunctions and Transition Words

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4. Complete the texts with the correct conjunctions and transition words.

Laundry 101

then • obviously • of course • if • therefore • and you are doing laundry, it is a good idea to separate the

clothes by colour.

, white clothes must not be mixed with

others, as they require bleach. Separate the clothes one pile to put into the washing machine. detergent.

choose , add the laundry

, you have to make sure to close the machine lid

before turning it on! Wet clothes will become smelly if they stay in the machine for too long.

, move the clothes to the dryer as soon as possible.

Magic on the Ice

and • naturally • clearly • however • but • although • since

Last winter, my best friend Théo got a new hockey stick for his birthday. that night he called me up

,

we met at the local park to try it out.

it was a Thursday night, we thought the rink would not be crowded. , that night the ice was packed! It was wonderful. we both had a math exam the next day, we played for hours. We had a blast that night, we did learn an important lesson the next day when we both failed the math exam:

, we should have studied instead of playing hockey!

BYOD?

obviously • in conclusion • however • usually • as a result • and , students are not allowed to bring their technological devices to school. , some multimedia experts are encouraging classrooms to adopt a Bring

Your Own Device policy. Personal devices may motivate students to participate more in class, they give students immediate access to limitless information and ideas. , students enjoy richer and more realistic learning situations. Despite the advantages, teachers worry that too much technology may distract students. teens themselves don’t agree!

,

, the debate over allowing personal devices in

the classroom is far from over.

Write It! Write a short text explaining how to perform a simple activity (i.e. cooking a special recipe or tuning a guitar). Highlight the conjunctions and transition words that you use. Reproduction prohibited © Chenelière Education Inc.

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Capitalization and Comma Use GRAMMAR CHECK

1.

« ?, ; !

Read the text. Circle all the words that need capital letters. Look at the chart below for help.

a biography of punctuation did you know that the earliest texts used neither punctuation nor capitalization? This was because early civilizations, such as the chinese and the mayan, used symbols to convey ideas. the rst known document to use punctuation, the mesha stele, tells the story of king moab of modern-day Jordan. this inscribed stone tablet originates from the 9th century bc and is now on display at the louvre in paris, france. the greeks rst used punctuation in their writing around the 5th century bc. playwrights such as euripides employed colons in their scripts to indicate which character was speaking. in europe, medieval copyists began adding punctuation to the bible to make it easier to read aloud. today, we have many punctuation marks: colons, periods, semicolons, parentheses, commas, etc. Punctuation enthusiasts celebrate national punctuation day every september 24!

CAPITALIZATION We use capital letters for: The rst word of every sentence

The meeting began at 2 p.m.

Proper nouns (names, places, days, months, holidays)

Mr. Hunter, Boston, Tuesday, Remembrance Day

Proper adjectives (races, nationalities, languages)

Spanish, Vietnamese

Words used as essential parts of proper nouns

Upper Canada, Middle East, St. Lawrence River

Trade names

Coca-Cola, Google

Acronyms

BMO, CTV

When writing newspaper and magazine headlines and titles of books, movies, operas and musical works, capitalize all the words EXCEPT*: — Short prepositions

Anne of Green Gables

— Articles

Through the Looking-Glass

— Conjunctions

Of Mice and Men

These titles are always italicized: We are reading Frankenstein in English class. *all rst and last words are capitalized

222

Capitalization and Comma Use

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2. Correct the movie and book titles by capitalizing them appropriately. a. the handmaid’s tale

b. the vegetarian’s complete quinoa cookbook

c. a portrait of the artist as a young man

d. the good, the bad and the ugly

e. the absolutely true diary of a part-time indian

f.

the sound and the fury

g. the spy who came in from the cold

h. one hundred years of solitude

i.

life of pi

j.

midnight in the garden of good and evil

3. Rewrite the sentences, capitalizing letters where necessary. a. every december 25, santa claus visits from his house in the north pole.

b. ciaran and i want to climb mount kilimanjaro.

c. did you know that many portuguese-speaking japanese people live in brazil?

d. the mayor of chicoutimi came to the international jazz festival last year.

e. last may, my family took a sunday trip to the cantons-de-l’est.

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Grammar Section

223

SENTENCE BUILDERS Name:

Date:

Group:

COMMA USE We use commas to separate: Items in a list

Please buy milk, eggs, butter and our.

Complete ideas

The bell rang, so we rushed to class.

Introductory elements

If you are sick, you should see a doctor.

Parenthetical elements

Mr. Bluth, who is a lawyer, is coming tonight.

Dates, cities and provinces

It happened on May 8, 1982, in Ottawa, ON.

A coordinating conjunction must follow the comma to separate complete ideas: He likes broccoli, he hates spinach. He likes broccoli, but he hates spinach.

4. Rewrite the sentences, correcting the errors in comma use. a. I like cooking animals and the company of good friends.

b. My dog a black Labrador loves to play catch.

c. While you were in Mexico we bought a new house.

d. My mom, likes to play squash, but she only plays, on Sundays.

e. Some, students like my friends Aisha and Tom, enjoy studying together.

f.

My sister went to the store, she forgot to buy toothpaste.

g. Tarik was hungry, he made himself a pizza.

h. I like to add, commas wherever I want, because it looks prettier.

i.

Because I missed the bus this morning I was late for school.

Write It! Describe your neighbourhood and the people who live there. Add as many details as you can. Make sure you use correct capitalization and punctuation.

224

Capitalization and Comma Use

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Functional Language Teamwork and Encouragement

Asking for and Offering Help

Do you have a partner / group?

How do you write / say/spell . . . ?

Would you like to work with me / us?

Can you show me how to . . . ?

Can I work with you?

Could you give me a hand with this?

What do you think / suggest?

Do you want me to help you?

That’s a great idea! Good job.

I can help you with that.

I think we can use your idea.

Discourse Markers Beginning

Middle

End

• First of all, Firstly, First,

• Second, Third,

• Finally,

• It started / began when . . .

• Then, Next, After that,

• Lastly,

• In the beginning . . .

• In addition . . . Plus . . .

• In conclusion,

• On the other hand, However, Furthermore,

• To sum up,

Advice and Feedback Could you give me your feedback? I really need your opinion. Do you have any suggestions? Why don’t you try to . . . ? You could . . . If I were you, I would . . .

Reassuring It doesn’t matter. Don’t worry about it! It’s not important. No problem. The same thing happened to me . . .

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Reference Section

225

REFERENCE SECTION Name:

Reporting and Learning about Events, Experiences, Ideas and Issues

Date:

Group:

Agreeing and Disagreeing I agree. I think you’re right.

I’m going to talk about . . .

I disagree. I think you’re wrong.

It happened / takes place . . .

Exactly. That’s what I was thinking.

The interesting thing was . . .

That’s not entirely true because . . .

There was a problem when . . .

In my opinion . . .

What happened next?

Are you for or against the decision?

Can you tell me more about . . . ?

Based on the text . . . Why do you have that opinion? What are your arguments / reasons?

Interacting and Elaborating What do you think about . . . ? Can you explain your opinion? Give me an example. Has that ever happened to you? Why would you say that? What do you mean when you say . . . ?

Goal Setting My goal / objective is to . . . This year, I plan to . . . I need to work on . . . By the end of the year, I will . . . When I think about the future . . .

Reecting I was able to understand because . . . I had difculty with . . . A better way to do it is . . . The strategy I used was . . . Next time I will . . .

Stalling for Time Let me think about it. Can I have a minute? Hold on a second. I mean . . . I’m thinking about it . . .

226

Reference Section

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Strategies for Oral Interaction

Group:

C1

Set short-term and long-term goals and objectives to improve your English. Remind yourself that you are improving every day. If you have difculties speaking, you can: • gesture • stall for time • substitute different words • use movements to clarify your message • use less precise words to describe what you mean Self-monitor and self-evaluate while you are speaking. Pay attention to the language you’re using and correct your mistakes. Don’t be afraid to ask questions to get feedback about how you are doing. Ask friends to rephrase their ideas using different words if you don’t understand the rst time. Practise speaking English outside of class as often as you can. Encourage yourself and others to speak English as much as possible. If you hear mistakes, don’t be afraid to correct your classmates. You can help others learn, too! Remember that language learning involves taking risks and that it’s okay to make mistakes! Develop your cultural understanding of native English speakers to fully understand the language. Learn jokes and watch English TV and movies to actively participate in anglophone culture.

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Reference Section

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REFERENCE SECTION Name:

Date:

Group:

Strategies for Understanding Texts

C2

Focus your attention and avoid distractions. Plan which information you will need to pay attention to. This will help lower anxiety. You will not understand everything, but that’s normal when learning a new language! Activate your prior knowledge. Think about what you already know about the subject that may be helpful. Skim the text to get the general idea. Then, scan it to look for the information you need. It may help to organize the ideas in the text visually. Charts and graphic organizers can help show the relationships between ideas. Compare texts so you can focus on similarities and differences. Make sure to take notes and write down important information. Predict what will happen. Make intelligent guesses based on what you know. Remember to infer or make deductions from context clues. Don’t be afraid to ask questions if your resources cannot help you. Practise! Read and listen to English outside the classroom—from cereal boxes to TV shows.

Strategies for Writing Texts

C3

Before beginning to write, focus your attention and avoid distractions. Pay attention to model texts when they are available. Plan your work: think about the steps needed to produce your text or project. Include all of the necessary elements. Follow the phases of the writing or production process. Activate your prior knowledge. Think about what you already know about the subject that may be helpful. Learn new grammar points and transfer them to your text. Recombine language or ideas to give your text a fresh, interesting perspective. Cooperate with classmates to complete your project together. Ask questions if your resources cannot help you or ask others for feedback on your draft. Pay attention to how you’re doing by self-monitoring and self-evaluating. Check and correct your own work and reect on what you’ve learned.

228

Reference Section

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Verb Tense Overview

Regular Verbs Tense

Simple Present

Afrmative

Negative

I / We / You / They talk.

I / We / You / They do not talk.

She / He / It talks.

She / He / It does not talk.

I / We / You / They talked.

I / We / You / They did not talk.

She / He / It talked.

She / He / It did not talk.

I am talking.

I am not talking.

We / You / They are talking.

We / You / They are not talking.

She / He / It is talking.

She / He / It is not talking.

I / She / He / It was talking.

I / She / He / It was not talking.

We / You / They were talking.

We / You / They were not talking.

I / We / You / They will talk.

I / We / You / They will not talk.

She / He / It will talk.

She / He / It will not talk.

I am going to talk.

I am not going to talk.

We / You / They are going to talk.

We / You / They are not going to talk.

She / He / It is going to talk.

She /He / It is not going to talk.

I / We / You / They will be talking.

I / We / You / They will not be talking.

She / He / It will be talking.

She / He / It will not be talking.

I / We / You / They have talked.

I / We / You / They have not talked.

She / He / It has talked.

She / He / It has not talked.

Present Perfect Continuous

I / We / You / They have been talking.

I / We / You / They have not been talking.

She / He / It has been talking.

She / He / It has not been talking.

Past Perfect

I / We / You / They had talked.

I / We / You / They had not talked.

She / He / It had talked.

She / He / It had not talked.

Past Perfect Continuous

I / We / You / They had been talking.

I / We / You / They had not been talking.

She / He / It had been talking.

She / He / It had not been talking.

Modals

I / We / You / They should talk.

I / We / You / They should not talk.

She / He / It could talk.

She / He / It could not talk.

Simple Past*

Present Continuous

Past Continuous

Future with will

Future with going to

Future Continuous

Present Perfect

*See the list of irregular verbs on pages 236-237. Reproduction prohibited © Chenelière Education Inc.

Reference Section

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REFERENCE SECTION Name:

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Group:

Question Words Question Word

To Ask About

Who

A person

Who is your history teacher?

What

A thing or event

What is your favourite sport?

Where

A place

Where do you go to school?

When

A date or time

When does your next class start?

Why

A reason

Why are you raising your hand?

How

A way, a manner

How do you do this exercise?

Which

A choice or distinction

Which classes are you taking?

Whose

A possession

Whose question should I answer rst?

How + Adjective / Adverb

230

Example

To Ask About

Example

How much

A quantity (uncountable)

How much money will I need?

How many

A quantity (countable)

How many cats do you have?

How old

An age

How old is your sister?

How big / small

A size

How big is the apartment?

How long

A duration / length

How long will you be here?

How often

A frequency

How often do you exercise per week?

How far

A distance

How far is the nearest grocery store?

Reference Section

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Question Formation Verb To Be Tense

Simple Present

Simple Past

A personYes / No Questions

Questions Who isInformation your history teacher?

Am I happy?

When am I happy?

Is she / he / it happy?

Why is she / he / it happy?

Are we / you / they happy?

How often are we / you / they happy?

Was I / she / he / it happy?

When was I / she / he / it happy?

Were we / you / they happy?

Why were we / you / they happy?

Regular Verbs Tense

Simple Present

Yes / No Questions

Information Questions

Do I / we / you / they cook?

When do I / we / you / they cook?

Does she / he / it cook?

How often does she / he / it cook?

Did I / we / you / they cook?

What did I / we / you / they cook?

Did she / he / it cook?

Where did she / he / it cook?

Am I cooking?

Why am I cooking?

Is she / he / it cooking?

When is she / he / it cooking?

Are we / you / they cooking?

What are we / you / they cooking?

Was I / she / he / it cooking?

At what time was I / she / he / it cooking?

Were we / you / they cooking?

Why were we / you / they cooking?

Will I / we / you / they cook?

When will I / we / you / they cook?

Will she / he / it cook?

How often will she / he / it cook?

Am I going to cook?

Why am I going to cook?

Is she / he / it going to cook?

How is she / he / it going to cook?

Are we / you / they going to cook?

When are we / you / they going to cook?

Will I / we / you / they be cooking?

When will I / we / you / they be cooking?

Will she / he / it be cooking?

What will she / he / it be cooking?

Have I / we / you / they cooked?

What have I / we / you / they cooked?

Has she / he / it cooked?

Where has she / he / it cooked?

Present Perfect Continuous

Have I / we / you / they been cooking?

What have I / we / you / they been cooking?

Has she / he / it been cooking?

Why has she / he / it been cooking?

Past Perfect

Had I / we / you / they cooked?

When had I / we / you / they cooked?

Had she / he / it cooked?

What had she / he / it cooked?

Past Perfect Continuous

Had I / we / you / they been cooking?

Why had I / we / you / they been cooking?

Had she / he / it been cooking?

How long had she / he / it been cooking?

Modals

Should I / we / you / they cook?

What should I / we / you / they cook?

Could she / he / it cook?

What can she / he / it cook?

Simple Past Present Continuous

Past Continuous Future with will Future with going to

Future Continuous Present Perfect

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Reference Section

231

REFERENCE SECTION Name:

Date:

Group:

Spelling Rules Write your own examples in the My Examples column. Adding ing : Present Participles for Continuous Tenses, Gerunds and Adjectives Word

Rule

Examples

most words (snow, ski, charm)

add ing

snowing skiing charming

words ending with one e (dance, excite, surprise)

drop the e and add ing

dancing exciting surprising

one-syllable words ending with a short vowel + one consonant (except w, x, y) (swim, beg)

double the last consonant and add ing

swimming begging admitting

words ending with l following a single vowel or two distinct vowels (travel, duel )

double the l and add ing

travelling duelling

words ending with ie (lie)

change the ie to y and add ing

lying

My Examples

two- or more-syllable words if stress falls on the last syllable (admit)

Adding ed : Simple Past Tense, Past Participles and Adjectives Word

232

Rule

Examples

most words ending with a consonant (obey, shock, interest )

add ed

obeyed shocked interested

words ending with one e (live, excite, surprise)

add d

lived excited surprised

words ending with a consonant + y (try, satisfy )

change the y to i and add ed

tried satisfied

one-syllable words ending with a short vowel + one consonant (except w, x, y) (stop, refer )

double the last consonant and add ed

stopped referred

words ending with l after a single vowel or two distinct vowels (rebel, fuel )

double the l and add ed

rebelled fuelled

Reference Section

My Examples

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Adding er, est : Comparatives and Superlatives Word

Rule

Examples

one-syllable words (fast, quick )

add er or est

faster quickest

words ending with a consonant + y (happy, lively )

change the y to i and add er or est

happier liveliest

words ending with a consonant + e (late, nice)

add r or st

later nicest

words ending in consonant + vowel + consonant (big, fat )

double the last bigger consonant* and fattest add er or est

My Examples

*Do not double the last consonant in words ending with w or y.

Adding s : 3rd Person Singular in the Simple Present* Word

Rule

Examples

most words (work, return, obey)

add s

works returns obeys

words ending with ch, sh, o, s, x, z (wash, watch, box)

add es

washes watches boxes

words ending with a consonant + y (cry, hurry )

change y to i and add es

cries hurries

My Examples

*The third person singular forms of have and be are irregular and do not follow these rules.

Adding ly : Adjectives and Adverbs Word

Rule

Examples

most words (quiet, beautiful, extreme)

add ly

quietly beautifully extremely

words ending with a consonant + y (happy )

change y to i and add ly

happily

words ending with le (possible)

drop the e and add y

possibly

words ending with ic (basic)

add ally

basically

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My Examples

Reference Section

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REFERENCE SECTION Name:

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Group:

Common Phrasal Verbs A phrasal verb combines a verb with a preposition or adverb. A phrasal verb can have a different meaning from the original verb. Some phrasal verbs take a direct object. The object can sometimes be placed in between the two words: She called him back.

234

Base Verb

Phrasal Verb

ask

ask out

invite on a date

Jean asked Maria out on a date.

back

back out (of) back up

withdraw move backwards or make a copy of

He backed out of the deal. You should back up all of your computer data.

break

break up

end a relationship

My boyfriend and I broke up last week.

call

call back call off

return a call cancel

You must call back in two hours to claim your prize. They called off the beach party because of the rain.

calm

calm down

relax or compose oneself

Mrs. Fox calms down from a stressful day with a cup of tea.

cheer

cheer up

comfort, encourage

Cheer up! Tomorrow is a new day.

dress

dress up

put on fancy clothes

You have to dress up for the concert tonight.

drop

drop in / by drop off drop out (of)

arrive informally deliver quit

Aunt Marcia dropped in for a visit. Can you drop me off at basketball practice? Andrew dropped out of Economics class.

ll

ll out ll up

complete make full

Please ll out this form before seeing the doctor. We need to ll the car up with gas.

nd

nd out

discover

I just found out that I failed the exam.

get

get along get away get in get on / off get over get through get up get together

have a good relationship escape enter embark / disembark recover from nish rise meet

My brother and I get along well. The mouse got away from the cat. Get in the car; we’re leaving. I get on the bus at 7 a.m. and I get off at 7:40 a.m. I’ll never get over the death of my mother. The game was a disaster, but we got through it. My dad gets up every morning at 6 a.m. We should get together for a coffee next week.

give

give up (on)

abandon, quit

I gave up on the chess game after an hour.

go

go ahead

proceed

You should go ahead and buy that dress!

go out (with)

date

I didn’t know you were going out with him!

grow

grow up grow out of

become an adult become too old for

Little kids grow up so quickly! By secondary school, you grow out of playing tag.

hand

hand in hand out

give work to a teacher distribute

Please hand in the exam when you are nished. Who can hand out these papers for me?

hang

hang out

spend time with

Do you want to hang out and rent a movie?

Reference Section

Meaning

Example

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REFERENCE SECTION Name:

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Base Verb Phrasal Verb

Meaning

Group:

Example

keep

keep up

maintain, persevere

Keep up the good work, kids!

look

look after look over look up look down (on)

take care of review check for information disapprove

I have to look after my little sister tonight. Johnny looked over all the problems one last time. Use a dictionary to look up unfamiliar words. My grandmother looks down on my generation.

make

make up

reconcile after a disagreement

Sara and Jill nally made up after their ght.

meet

meet up

reunite, get together

We should meet up for a coffee next week.

pass

pass away pass out

die lose consciousness

My grandfather passed away last year. If you hold your breath too long, you will pass out.

pay

pay back

return money

Please pay me back by next week.

pick

pick out

choose, select

I want to pick out the perfect gift for my mother.

put

put off

delay, procrastinate

Don’t put off until tomorrow what you can do today.

run

run away run out of

escape nish a supply

When I was little, I ran away from home. We ran out of coffee!

show

show off

brag, exhibit ashily

Fernando does backips to show off his talent.

stay

stay up stay out stay in

remain awake remain away from home remain at home

I always wanted to stay up all night. Don’t stay out late; tomorrow is our big game. She always stays in on Friday nights.

take

take away take off

remove leave

My parents took away my cellphone. The plane takes off at 6 p.m. tonight.

try

try on try out

wear or inspect audition

You should try on the shoes before buying them. Juan decided to try out for the basketball team.

turn

turn on / off turn up / down

start or stop working increase or decrease volume

Mario turned on the television. Please turn down the volume; it’s way too loud!

work

work out

solve exercise

Don’t worry—everything will work out in the end. Mehdi works out at the gym three times a week.

Write your own examples in the My Examples chart. My Examples

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Reference Section

235

REFERENCE SECTION Name:

Date:

Group:

Common Irregular Verbs Base Form

236

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

awake

awoke

awoken

forgive

forgave

forgiven

be

was / were

been

freeze

froze

frozen

bear

bore

born

get

got

got / gotten

beat

beat

beaten

give

gave

given

become

became

become

go

went

gone

begin

began

begun

grind

ground

ground

bite

bit

bitten

grow

grew

grown

bleed

bled

bled

hang

hung

hung

blow

blew

blown

have

had

had

break

broke

broken

hear

heard

heard

bring

brought

brought

hide

hid

hidden

broadcast

broadcast

broadcast

hit

hit

hit

build

built

built

hold

held

held

burst

burst

burst

hurt

hurt

hurt

buy

bought

bought

keep

kept

kept

catch

caught

caught

know

knew

known

choose

chose

chosen

lay

laid

laid

come

came

come

lead

led

led

cost

cost

cost

leave

left

left

cut

cut

cut

lend

lent

lent

deal

dealt

dealt

let

let

let

dig

dug

dug

lie

lay

lain

do

did

done

light

lit

lit

draw

drew

drawn

lose

lost

lost

drink

drank

drunk

make

made

made

drive

drove

driven

mean

meant

meant

eat

ate

eaten

meet

met

met

fall

fell

fallen

mislead

misled

misled

feed

fed

fed

mistake

mistook

mistaken

feel

felt

felt

outgrow

outgrew

outgrown

ght

fought

fought

overcome

overcame

overcome

nd

found

found

overhear

overheard

overheard

ing

ung

ung

oversleep

overslept

overslept

y

ew

own

overthrow

overthrew

overthrown

forbid

forbade

forbidden

pay

paid

paid

forecast

forecast

forecast

put

put

put

forget

forgot

forgotten

quit

quit

quit

Reference Section

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REFERENCE SECTION Name:

Base Form

Date:

Simple Past

Past Participle

Group:

Base Form

Simple Past

Past Participle

read

read

read

sweep

swept

swept

rebuild

rebuilt

rebuilt

swim

swam

swum

repay

repaid

repaid

swing

swung

swung

reset

reset

reset

take

took

taken

rewrite

rewrote

rewritten

teach

taught

taught

ride

rode

ridden

tear

tore

torn

ring

rang

rung

tell

told

told

rise

rose

risen

think

thought

thought

run

ran

run

throw

threw

thrown

say

said

said

understand

understood

understood

see

saw

seen

upset

upset

upset

sell

sold

sold

wake

woke

woken

send

sent

sent

wear

wore

worn

set

set

set

weave

wove

woven

shake

shook

shaken

weep

wept

wept

shine

shone

shone

win

won

won

shoot

shot

shot

wind

wound

wound

show

showed

shown

withdraw

withdrew

withdrawn

shrink

shrank

shrunk

write

wrote

written

shut

shut

shut

sing

sang

sung

sit

sat

sat

sleep

slept

slept

slide

slid

slid

speak

spoke

spoken

speed

sped

sped

spend

spent

spent

spit

spat

spat

split

split

split

spread

spread

spread

spring

sprang

sprung

stand

stood

stood

steal

stole

stolen

stick

stuck

stuck

stink

stank

stunk

strike

struck

stricken

swear

swore

sworn

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Reference Section

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REFERENCE SECTION Name:

Date:

Group:

Gerund or Innitive? Verbs Followed by Gerunds Verb

Examples

appreciate

Did you appreciate seeing your rst opera?

avoid

I can’t avoid hitting all the potholes in the road.

can’t help

I can’t help wishing I had blue eyes.

care (about)

Elijah cares about saving the environment.

consider

The criminal considered robbing a bank.

detest

My sister detests going to the beach.

dislike

My brother dislikes asking for directions.

enjoy

Cara enjoyed backpacking around Europe.

feel like

Do you feel like getting some ice cream?

nish

When you nish doing your homework, we can watch TV.

imagine

Can you imagine living without a cellphone?

keep

If you keep shouting, I’m going to turn this car around.

mind

Would you mind checking my homework?

miss

The athlete missed competing at a world-class level.

practise

You must practise playing your scales if you want to become a pianist.

quit

Quit hitting me! That hurts!

regret

Do you regret skipping class today?

spend time

I would love to spend time reading in a hammock.

can / can’t stand

My mother can’t stand cleaning up after us.

think (about)

Have you ever thought about taking circus classes?

worry (about)

I worry about getting into CEGEP next year.

Verbs Followed by Innitives Verb

238

Examples

agree

Will Carlos agree to play on our team?

ask

I will ask to reserve three tickets for the show tonight.

choose

What language will you choose to learn next year?

decide

Mia decided to buy a plane ticket to Vancouver.

expect

I don’t expect you to understand on the rst try.

hope

Next year, the twins hope to attend the same college.

learn

You have to learn to crawl before you can walk.

offer

Mr. Gentile offered to stay after school and give us extra help.

plan

Do you plan to work while you attend university?

promise

You have to promise to keep this a secret.

want

Shira and Zohar want to start a band.

wish

My father wishes to buy season tickets.

Reference Section

Reproduction prohibited © Chenelière Education Inc.

Sources Photos Cover [couple] Jerome Tisne/Getty Images • [grad cap] Oxford/iStockphoto • [road] feiyuwzhangjie/123RF Stock Photo • [kayak] Maridav/Shutterstock • [hiker] Sonechka/ Dreamstime Design Elements p. 6, 7, 8: [blackboard] Maridav/ Shutterstock • p. 16, 20: [futuristic backgrounds] kentoh/123RF Stock Photo Unit 1 p. 1: Goodluz/Shutterstock • p. 3: Slavoljub Pantelic/Shutterstock • p. 4: Alexander Raths/Shutterstock • p. 6: [boy] Martin Allinger/Shutterstock [girl] blackwaterimages/iStockphoto • p. 7: [girl] Alberto Zornetta/Shutterstock [boy] Claro Alindogan/iStockphoto • p. 8: Vlue/Shutterstock • p. 9: ollyy/Shutterstock • p. 10, 12: Getty Images Europe • p. 11: [girl] Getty Images • p. 11, 13: [silhouette] A-Digit/iStockphoto p. 16: Roger Jegg – Fotodesign-Jegg.de/Shutterstock • p. 17: marekuliasz/Shutterstock • p. 18: Courtsey of Workman Publishing • p. 19, 62: ZUMA Wire Service/ Alamy • p. 20, 205: Stuart Miles/Shutterstock Unit 2 p. 21, 28 [girl], 37: arindambanerjee/Shutterstock • p. 22: [top] StampGirl/Shutterstock [bottom] rook76/ Shutterstock • p. 23: Sergey Goryachev/Shutterstock • p. 25: [sh] Daniel Novak/Shutterstock [Eriel] Rick MacWilliam/Edmonton Journal • p. 26: Kolaczan/ Dreamstime • p. 27: Rena Schild/Shutterstock • p. 28: [silhouettes] kstudija/Shutterstock • p. 29: James A Dawson/Shutterstock • p. 30 [banner], 32: Eugenio Marongiu/Shutterstock • p. 30: [protest] Pinkcandy/ Shutterstock • p. 33: HO/Reuters/Corbis • p. 38: [top] Neftali/Shutterstock [bottom] Neveshkin Nikolay/ Shutterstock • p. 39, 40, 41: Faye Schulman • p. 42: [top] Irina Rogova/Shutterstock [bottom] Boris15/Shutterstock Unit 3 p. 43: Thomas Mitchell/Library and Archives Canada/C-052514 • p. 45: sergeyp/123RF Stock Photo • p. 46: Frank Ramspott/iStockphoto • p. 47: Linda Steward/ iStockphoto • p. 48, 59: Antonio Abrignani/Shutterstock • p. 49: Library and Archives Canada, Peter Winkworth Collection of Canadiana, R9666-3035 • p. 50: [ship] Library and Archives Canada/C-052486 • p. 50, 61: [parchment] saiva/Shutterstock • p. 51: National Library of Canada • p. 52: Courtesy of Library of Congress • p. 53: Library and Archives Canada/PA-147732 • p. 54: Stuart Westmorland/CORBIS • p. 55: Library and Archives Canada, Acc. No. 1983-33-117 • p. 56: Chris Howey/Shutterstock • p. 60: Germán Ariel Berra/ Reproduction prohibited © Chenelière Education Inc.

Shutterstock • p. 61: Dudarev Mikhail/Shutterstock • p. 62: Houston family/Sylvia H. Garret p. 63: L.T. Burwash/Library and Archives Canada/ PA-099066 • p. 64: L.T. Burwash/Library and Archives Canada/PA-099308 Unit 4 p. 65: fanelie rosier/iStockphoto • p. 66: [aliens] razlomov/Shutterstock [JFK] Bettman/CORBIS [UFO] Computer Earth/Shutterstock [Diana] Chatchaiyo/ Dreamstime [moon] NASA, Charles M. Duke Jr. • p. 67: [tsar] Archive Pics/Alamy [Bastille] Photos 12/Alamy [illuminati] PaulPaladin/Shutterstock • p. 67 [911], 77: Giovanni Gagliardi/123RF • p. 68: cinemafestival/ Shutterstock • p. 69: [Justin] Debby Wong/Shutterstock • p. 69 [Celine], 70 [Jim]: Featureash/Shutterstock • p. 70 [Avril], 136: Helga Esteb/Shutterstock • p. 71: BestPhotoStudio/Shutterstock • p. 73: Igor Kovalchuk/ Shutterstock • p. 74: Frontpage/Shutterstock • p. 83: Gamma-Rapho via Getty Images • p. 84: Illustration by Jean-Paul Eid Unit 5 p. 87: Don Bayley/iStockphoto • p. 88: [wheelchair] Ron Bailey/iStockphoto [coffee] Picsve/ Dreamstime • p. 89: [concert] Goran Djukanovic/ Shutterstock [paramedics] Jack Dagley Photography/ Shutterstock [plane] Ivintt/Dreamstime • p. 90, 91: E. Glaneld/Shutterstock • p. 92: Tatiana Belova/ Shutterstock p. 94: [soda] nilsz/iStockphoto [paper strips] Picsve/Shutterstock • p. 95: Gelpi JM/Shutterstock • p. 96: silver-john/Shutterstock • p. 97: Bevan Goldswain /Shutterstock • p. 98, 99: [lm] David Elfstrom/ iStockphoto • p. 98: [victim] TomeK K./Shutterstock • p. 99: [windshield] ssuaphotos/Shutterstock • p. 102: Ralf Kleemann/Shutterstock • p. 103: feedough/123RF Stock Photo • p. 104: everything possible/Shutterstock • p. 105: Eric Bellamy • p. 106, 123, 209: Yuri Arcurs/ Shutterstock • p. 107: Djembe/Dreamstime • p. 108: ARENA Creative/Shutterstock Workshop A p. 109: stocknroll/iStockphoto • p. 110: Norman Chan/Shutterstock • p. 112: Supri Suharjoto/ Shutterstock • p. 113: ollyy/Shutterstock • p. 114: CREATISTA/Shutterstock • p. 115: Peshkova/Shutterstock • p. 118, 149, 189: auremar/Shutterstock • p. 119: vilax/ Shutterstock • p. 120: ra2studio/123RF Stock Photo Workshop B p. 121: Dusan Jankovic/Shutterstock • p. 122: katatonia82/Shutterstock • p. 124: Imageegami/ Dreamstime • p. 125: [fans] michaeljung/Shutterstock [players] Sergei Butorin/Shutterstock • p. 126: logos/123RF Stock Photo • p. 127: Chris Schmidt/ iStockphoto • p. 128: solarseven/Shutterstock

Sources 239

Workshop C p. 129, 133 [celebrity]: Yuri Arcurs/ Dreamstime • p. 130: Robert Kohlhuber/iStockphoto • p. 131: Yaoyu Chen/Dreamstime • p. 132: Wellesenterprises/Dreamstime • p. 133 [fan], 199: Steve Debenport/iStockphoto • p. 135: Paul Hutchings/ iStockphoto • p. 138: Michael Phillips/iStockphoto Grammar Section p. 140: Maartje van Caspel/ iStockphoto • p. 142: Kosoff/Shutterstock • p. 143: Jason Stitt/Shutterstock • p. 144: jkirsh/Shutterstock • p. 145: fotohunter/Shutterstock • p. 146: chert28/Shutterstock • p. 147: Igor Sokolov (breeze)/Shutterstock • p. 148: kostrez/Shutterstock • p. 150: Monkey Business Images/ Shutterstock • p. 152: italianestro/Shutterstock • p. 154: Lightspring/Shutterstock • p. 155: Kenneth Man/ Shutterstock • p. 156: Masson/Shutterstock • p. 157: Jojje/Shutterstock • p. 158: ecco/Shutterstock • p. 159: IM_photo/Shutterstock • p. 161: Verdateo/Shutterstock • p. 162: Eric Isselee/Shutterstock • p. 163: ouh_desire/ Shutterstock • p. 164: Dimj/Shutterstock • p. 165: igor terekhov/iStockphoto • p. 167: Oksana Samuliak/ iStockphoto • p. 168: Oleksii Sagitov/Shutterstock • p. 170: mast3r/Shutterstock • p. 171: papa1266/Shutterstock • p. 172: Coprid/Shutterstock • p. 173: Ambient Ideas/ Shutterstock • p. 174: Danny E Hooks/Shutterstock • p. 175: J.M. McDonough/Shutterstock • p. 176: kaarsten/ Shutterstock • p. 177: Alex Kosev/Shutterstock • p. 178: trekandshoot/Shutterstock • p. 179: Denis Pepin/ Shutterstock • p. 180: Jaimie Duplass/Shutterstock • p. 181: Leszek Glasner/Shutterstock • p. 182: bikeriderlondon/Shutterstock • p. 183: Dhoxax/ Shutterstock • p. 185: PhotoStock10/Shutterstock • p. 186, p. 230 [two boys, right girl]: drbimages/iStockphoto • p. 187: Christoph Weihs/Shutterstock • p. 190: icyimage/ Shutterstock • p. 191: Noah Golan/Shutterstock • p. 192: Anton Prado PHOTO/Shutterstock • p. 193: Alberto Pomares/iStockphoto • p. 194: Sarah Cates/Shutterstock • p. 195: Marcel Jancovic/Shutterstock • p. 197: [dog] Azaliya/Shutterstock [duck] Martti Salmela/iStockphoto • p. 198: David P. Lewis/Shutterstock • p. 200: Stokkete/ Shutterstock • p. 201: gitusik/Shutterstock • p. 203: [glasses] Zorandim/Shutterstock [girls] pistolseven/ Shutterstock • p. 204: Elena Elisseeva/Shutterstock • p. 208: Quang Ho/Shutterstock • p. 211: Brenda Carson/Shutterstock • p. 213: East/Shutterstock • p. 214: d3images/Shutterstock • p. 215: Julia Metkalova/ Shutterstock • p. 216: Elnur/Shutterstock • p. 217: Dmitry Naumov/Shutterstock • p. 218: SAWImedia/Shutterstock • p. 219: Brian A Jackson/Shutterstock • p. 221: tale/Shutterstock • p. 222: Tomas Jasinskis/Shutterstock • p. 223: LanKS/Shutterstock

240

Sources

Reference Section p. 225: Leigh Schindler/iStockphoto • p. 226: laor/iStockphoto • p. 227: Odua Images/ Shutterstock • p. 228: poo/Shutterstock • p. 229: Joana Lopes/Shutterstock • p. 230: [left girl] Ragip Candan/ iStockphoto • p. 237: wavebreakmedia/Shutterstock

Texts Unit 1 p. 10: “The ‘Want’” from Rosie MacLennan’s personal blog, 2012. Reprinted with the author’s permission. p. 18: Excerpted from What Do You Want to Do Before You Die? Copyright © 2012 by Ben Nemtin, Dave Lingwood, Duncan Penn and Jonnie Penn. Used by permission of Artisan, a division of Workman Publishing Co., Inc., New York. All Rights Reserved. Unit 2 p. 25: “The Roots of Activism” Eriel Deranger. Reprinted with permission from Muskrat Magazine. p. 39: Excerpted from A Partisan’s Memoir: Woman of the Holocaust by Faye Schulman, ©1995. Published by Second Story Press, Toronto (www.secondstorypress.ca). Unit 3 p. 62: Excerpt from THE WHITE DAWN: An Eskimo Saga by James Houston. Copyright © 1971, renewed 1998 by James Houston. Reprinted by permission of Houghton Mifin Harcourt Publishing Company. All rights reserved. Unit 4 p. 69: Adapted from the 1985 HBO/CBC mockumentary “The Canadian Conspiracy.” p. 76: Excerpted from “Conspiracy Theories Thrive 10 Years after 9-11 Attacks on New York” by Bruce Cheadle, Canadian Press, 2011. p. 77: Excerpted from Sex, Murder, and the Meaning of Life: Why the Human Brain is Designed to Distrust by Douglas T. Kendrick, © 2011. p. 83: “The Eyes Have It” from COLLECTED STORIES: VOLUME III by Philip K. Dick. Copyright © 1953, by Philip K. Dick, used by permission of The Wylie Agency LLC. Unit 5 p.105: Excerpted from Blood Diamonds by Greg Campbell, © 2002 Westview Press.

Videos Unit 1 “Under Pressure” and “Pressure Released” The National, CBC. Unit 2 Eco-Pirate: The Story of Paul Watson Moving Images Distribution © 2011. Unit 3 “Inuit History and Franklin Ships” The National, CBC. Unit 4 “Conspiracy Rising” Doc Zone, CBC/Merit Motion Pictures. Unit 5 “Soda Ban”/Casey Neistat for The New York Times, 2012.

Reproduction prohibited © Chenelière Education Inc.

Secondary Cycle Two • Year Three

English as a Second Language Texts • Activities • Grammar • Preparation for the Ministry Examinations

e Teacher’s Guid

Cynthia Beyea • Claire Maria Ford • Derek Wright with the collaboration of Arielle Aaronson

Destinations English as a Second Language Secondary Cycle Two, Year Three Teacher’s Guide © 2013 Chenelière Education Inc. Editor: Susan Ballinger Project managers: Arielle Aaronson, Michèle Devlin Proofreader: Nancy Perreault Permissions researcher: Marc-André Brouillard Book and cover designer: Micheline Roy Typesetter: Omnigraphe

Credits Extra Reading texts: Unit 1 Reprinted with the permission of Scribner Publishing Group, a part of Simon & Schuster, Inc., from The Glass Castle: A Memoir by Jeannette Walls. Copyright © 2005 by Jeannette Walls. All rights reserved; Unit 2 “‘Children’s March’ 50 Years Later: Civil Rights Movement’s Young ‘Foot Soldiers’ Recall Their Stories” by Kim Lawton. Reprinted with permission from Religion & Ethics NewsWeekly; Unit 4 “Gossip: Pssst…it can really hurt!” Faze Magazine, Issue # 15, © Faze Publications Inc.; Unit 5 “Dangerous Stunts Seen on YouTube Hurting, even Killing Teens” by Sydney Lupkin, © 2012. Reprinted with the permission of ABCNEWS VideoSource. Illustration p. 310: Joe Simmons/Shutterstock.com

About the websites suggested in this guide All websites suggested in this guide are closely related to the subject matter covered. After publication, the address or content of a site may be modified by the site owner or even by other parties. It is therefore recommended that you verify that the sites are still functional and pertinent before suggesting them to your students.

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Those pages bearing the note “Reproduction permitted © Chenelière Education Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this guide, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. Legal deposit: 1st quarter 2014 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. Government of Québec – Tax credit program for book publishing – SODEC

Digital Tools from Chenelière Education Chenelière Education offers a variety of digital tools to meet all of your teaching needs. THE CHENELIÈRE EDUCATION

PLATFORM – STUDENTS AND TEACHERS

The downloadable web platform lets you customize, present and share Chenelière Education’s suggested content. You can also add your own content to create your lesson plans. The platform is compatible with all interactive white boards (IWB) and works with or without Internet access. For more information, view an excerpt from the interactive Destinations Teacher’s Guide and Answer Key at www.cheneliere.ca/destinations.

THE CHENELIÈRE EDUCATION

USB KEY – TEACHERS ONLY

The USB key contains the digital version of the Teacher’s Guide and Answer Key. It is compatible with all interactive white boards (IWB) and projectors. The tools offered on the USB key allow teachers to navigate and work directly on the workbook pages. Watch the tutorial at www.cheneliere.ca/tutoriel-secondaire (in French only).

THE CHENELIÈRE EDUCATION APP FOR IPAD – STUDENTS AND TEACHERS This application gives you access to the Student Workbook and the Answer Key, and is synchronized with the Chenelière Education platform. Not only does it allow students to write and submit their workbook answers electronically, but it also lets teachers give students feedback on those answers. Watch the video at www.cheneliere.ca/offre-ipad (in French only).

Digital Tools Offered with A number of Chenelière Education’s digital tools are offered with Destinations to facilitate and enhance the teaching of English as a Second Language. THE DIGITAL TEACHER’S GUIDE AND ANSWER KEY 160 pages of one-by-one answers 100 texts and theory boxes in full-screen format 45 cross-references More than 30 handouts in PDF and Word format 15 hyperlinks to thematically-related web pages Instant access to audio and video tracks on the CD and DVD

Icons You will find icons on the pages of the digital Teacher’s Guide and Answer Key that offer access to the elements listed above. When you place your cursor on an icon, an information bubble will appear that describes the feature in question. You can then click on the icon to access that feature. Clicking on the CD or DVD icon will give you instant access to an audio or a video track. Clicking on the reference line will take you to more information about a grammar concept. Clicking on the hyperlink icon will take you to a website with more information on the topic.

Reproduction prohibited © Chenelière Education Inc.

Destinations  Digital Tools

243

Table of Contents Overview

Page

 Scope and Sequence Chart                                                                 246  Suggested Websites                                                                       253

Audio CD  Audio CD Tracks                                                                          248  Transcript for Audio Track 4                                                                249  Transcript for Audio Track 6                                                                251

Extra Reading Handouts

254

 Extra Reading Text for Unit 1                                                                255  Extra Reading Text for Unit 2                                                                259  Extra Reading Text for Unit 3                                                                263  Extra Reading Text for Unit 4                                                                267  Extra Reading Text for Unit 5                                                                271

Grammar Quiz Handouts      

275

Grammar Performance Overview                                                           Grammar Quiz for Unit 1                                                                   Grammar Quiz for Unit 2                                                                   Grammar Quiz for Unit 3                                                                   Grammar Quiz for Unit 4                                                                   Grammar Quiz for Unit 5                                                                  

Evaluation Components    

276 277 279 281 283 285 287

Evaluation Grids for the Student                                                             Evaluation Grids for the Teacher                                                            Evaluation Situation 1                                                                      Evaluation Situation 2                                                                     

Answer Keys

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AK-1

 Answer Key for Step 2 on Workbook page 5                                                  AK-2    

Extra Reading Answer Keys                                                               AK-3 Grammar Quiz Answer Keys                                                              AK-13 Evaluation Situation 1 Answer Keys                                                        AK-18 Evaluation Situation 2 Answer Keys                                                        AK-20

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Destinations  Table of Contents

245

Scope and Sequence Chart Workbook

C1 Interacts Orally

C2 Reinvests Understanding (Reading)

C2 Reinvests Understanding (Listening / Viewing)

C3 Writes and Produces Texts (Writing)

 Unit 1

Task 1

This Is It!

Task 4 Content of the message

Tasks 3 and 5 Use of knowledge from texts in a reinvestment task

Task 2 Evidence of understanding of texts

Task 6 (Blog Entry) Participation in the writing process

Task 3 Use of knowledge from texts in a reinvestment task  Unit 2

Task 1

Activist or Outlaw?

Task 5 Content of the message

 Unit 3

Task 1

The Mysterious Task 6 Fate of the Franklin Content of the Expedition message

 Unit 4

Task 1

Suspicious Minds

Task 3 Content of the message

Task 1

Who Is Responsible?

Task 5 Content of the message

Formulation of the message

Tasks 2 and 3 Evidence of understanding of texts

Task 4 Evidence of understanding of texts

Task 6 (Activist Profile) Participation in the writing process

Task 3 Use of knowledge from texts in a reinvestment task

Use of knowledge from texts in a reinvestment task

Content of the message

Tasks 2, 3 and 4 Evidence of understanding of texts

Task 5 Evidence of understanding of texts

Task 7 (Diary Entry) Formulation of the message

Tasks 2 and 5 Evidence of understanding of texts

Task 4 Evidence of understanding of texts

Task 6 (Fictional Conspiracy Theory) Participation in the writing process

Task 2 Use of knowledge from texts in a reinvestment task  Unit 5

Content of the message

Tasks 2 and 4 Evidence of understanding of texts

Formulation of the message

Content of the message

Task 3 Use of knowledge from texts in a reinvestment task

Task 6 (Case Study) Participation in the writing process Content of the message Formulation of the message

246 Destinations  Scope and Sequence Chart

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Working with Words

Functional Language

Suffixes, Task 1 vocabulary for job Sharing personal applications experiences, asking questions

Grammar

Strategies

Project Possibilities

Task 3 Simple present and simple past

Task 2 (C2 Viewing) Write down key words when note-taking.

Design and publish a stress management program. Create a public awareness information sheet.

Task 4 Giving examples, reacting, requesting information Word families, vocabulary related to activism

Task 1 Expressing opinions, presenting arguments Task 5 Expressing ideas, using discourse markers

Categorization of vocabulary to describe cold weather

Task 1 Expressing agreement / disagreement Task 6 Discussing opinions

Prefixes, vocabulary to express belief and skepticism, looking for root words

False cognates

Task 1 Presenting facts and arguments, commenting

Task 2 Task 1 (C1 Speaking) Relative pronouns Rephrase ideas for better understanding. Task 3

Create an awareness video. Research and design a guide to using social media.

Unreal conditional sentences

Extra Reading (C2 Reading) Use your knowledge of prefixes and suffixes to understand vocabulary.

Task 3 Position of adverbs

Task 2 (C2 Reading) Know the goal of the task to scan for specific information. Classify information.

Act out an interview with a sailor.

Task 5 Present perfect Task 5 (C2 Listening) or present perfect Refer to chart headings continuous to listen for specific information.

Write about the expedition from the perspective of the Inuit.

Task 1 Quantifiers and pronouns

Task 2 (C2 Reading) Use context clues to search for meaning.

Create a web page to promote or debunk a conspiracy.

Task 2 Task 3 The active and Giving examples passive voices and reasons, expressing belief / disbelief

Task 4 (C2 Listening) Know which information you need before listening.

Task 1 Expressing opinions

Task 3 (C2 Listening) Read chart headings before listening.

Research a lawsuit that is in the news.

Task 5 (C1 Speaking) Predict opponents’ arguments and have a defense ready.

Research legislation in your community and write a letter to your MP.

Task 5 Presenting arguments, disagreement

Task 2 Past perfect Task 3 Real conditional sentences

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Task 5 (C2 Reading) Use context clues to understand unfamiliar words.

Research and write about a real conspiracy theory.

Destinations  Scope and Sequence Chart

247

Audio CD Tracks Track

CD

Section

 1

Duration Introduction

0:48 min

Page / Handout

 2

Unit 1 This Is It!

Extra Reading Text “What Do You Want to Do Before You Die?” by The Buried Life

6:41 min

Workbook page 18

 3

Unit 2 Activist or Outlaw?

Extra Reading Text “A Partisan’s Memoir” by Faye Schulman

10:15 min

Workbook page 39

 4

Unit 3 The Mysterious Fate of the Franklin Expedition

Task 5 Another Perspective Step 2, An interview with Dorothy Harley Eber

9:07 min

Workbook page 56 Transcript on page 249 (Handout AT 1)

Extra Reading Text “The White Dawn” by James Houston

4:47 min

Workbook page 62

Task 4 Conspiracy Spotting Step 4, A podcast interview with a new media specialist

8:18 min

Workbook page 75 Transcript on page 251 (Handout AT 2)

Extra Reading Text “The Eyes Have It” by Philip K. Dick

7:57 min

Workbook page 83

 5

 6

Unit 4 Suspicious Minds

 7

 8

Unit 5 Who Is Responsible?

Extra Reading Text “Blood Diamonds” by Greg Campbell

8:39 min

Workbook page 105

 9

Evaluation Situation 1

Task 2 Stressors Step 2, A podcast interview with a school counsellor

6:51 min

Teacher’s Guide page 308 Transcript on page 305 (Handout ES1.4)

 10

Evaluation Situation 2

Task 1 Trouble at the Border Step 3, A radio interview with a border officer

5:56 min

Teacher’s Guide page 323 Transcript on page 321 (Handout ES2.4)

248 Destinations  Audio CD Tracks

Reproduction prohibited © Chenelière Education Inc.

Name:

Transcript for Audio Track 4

Another Perspective

Date:

Group:

Handout AT 1

Unit 3, Task 5, Step 2 Workbook page 56 CD

Host: When we learn about history, we usually hear just one side of a story—and it’s usually the European side. When we talk about exploration, we rarely hear the perspective of Canada’s First Nations people. Well, today we’re going to change that. We’re joined by Dorothy Harley Eber. Mrs. Eber is a Canadian author. She has spent much of her life recording the history of the Inuit people. Her book, Encounters on the Passage, contains intriguing stories of meetings between the early Arctic explorers and the Inuit. Hello, Mrs. Eber. Thank you for taking the time to talk to us. Dorothy Harley Eber: Oh, it’s a pleasure. Host: In your book, Encounters on the Passage, you share the Inuit perspective on meeting European explorers. How did you collect information for the book? Eber: Well, it did take quite a long time—it took 14 years—and I started one summer, just by accident. I heard some interesting stories about early explorers, and the next year I went back and talked to the people in Iqaluit who remembered Frobisher, or remembered stories in their youth about Frobisher. And, because there was no written language until the missionaries introduced it, these stories were very important. They were repeated, particularly in winter. They were a way of making the winter pass also. All the old stories would be told over and over again. Host: I can imagine that would really help pass all those long winter nights. Eber: I think it did, yes. Host: And did they visit much between communities to share the stories across the region? Eber: Oh, I think they did visit quite a bit because they were itinerant. They travelled around. Many of the stories were very well known, and the old people used to like the stories to be passed on just as they had heard them. They didn’t want any changes. But of course, I think a few changes now and then perhaps slipped in at different times. But, basically, the stories were very consistent over a long period of time.

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Host: Okay, so that’d make them probably more credible then, if they’ve stayed the same throughout the ages. Eber: Yes, yes. Host: Wow! That’s really interesting. So you would say probably then that the stories are quite credible in what they’ve transmitted. Eber: Well, they’re pretty credible but they do, of course, tell the Inuit point of view. So, that is particularly interesting because it is a contrast to the European point of view or the point of view of the English early explorers. Host: In general, what would the attitude of 19thcentury explorers towards the Inuit . . . ? Eber: I think they were quite open-minded. They knew that if they received their help, it was very useful indeed and, you know, they did depend on the food they would bring, the skins they would bring for clothing. And John Ross’ expedition—which is one that lasted four years, and everybody was given up for dead but they all survived, except for three people who died of sort of natural causes—they all survived and got home and people had completely given them up. So, of course, they hoped that that might be the story with Franklin, but it wasn’t. Host: So, if we talk about Franklin, how do you think the Inuit reacted when they first encountered those explorers? Eber: Well, Franklin went a long way west and I think the Inuit had never seen white people before and they were really terrified. An old woman who did speak to me—she was the mother of one of my interpreters—she said that her grandparents had told her stories of little black figures being seen dragging something behind them and that the Inuit would never go close because they were really afraid. Host: What did they think they were? Eber: Spirits. Host: Okay, so . . . Eber: Later, of course, they met groups of white men, sometimes in very bad condition, and they did pass on stories about them. Destinations  Audio CD Transcripts

249

Name:

Transcript for Audio Track 4

Date:

Group:

Handout AT 1 (cont.)

Unit 3, Task 5, Step 2 Workbook page 56

They met a Hudson Bay trader who was the first to hear significant stories and he told those back in England and it was realized that the Franklin expedition, you know, presumably most of them had died, or perhaps all of them—which turned out to be the case. Host: Do you think that the Franklin explorers turned to the Inuit for help? Eber: I think at different times they hoped for it and sometimes they did receive it, according to the stories I collected. They would give them some food but they were afraid and there were so many of these starving white men. They wouldn’t stay for long. And it is possible that they did take anything they could from the wrecks because this wood and iron, it was so valuable to them. There was nothing like that in their native habitat. Host: So what kind of encounters would the Inuit have had with the Franklin men after they abandoned the ships? Eber: Well, I think they discovered some of the ships and one of the people that was sent to look for the vessels was sent out by John Franklin’s wife, Lady Franklin, Jane Franklin. And she commissioned Leopold—McClintock, his name was—and he heard stories and there was an old man who did tell him about a ship that had gone down in the water. But there was a second ship and this old man said not a word about it. And there was a young man, the second day they talked to him, the young man with the group, and he suddenly mentioned the second ship and, apparently, Inuit had been helping themselves to all kinds of metal and wood from that ship. And there were stories of Inuit sinking the ship. Host: Actually sinking it? Eber: Yes. Hmm. Host: Wow. That’s fascinating. Eber: So, their role was complicated. I think we have never heard the full story of the Franklin expedition because I think the Inuit really didn’t want to pass it all on. Host: Well, I guess then when the rescue expeditions would have come looking for Franklin, they wouldn’t have been inclined to tell everything.

250 Destinations  Audio CD Transcripts

Eber: I think not. And my interpreter, my person I worked with most when I was collecting Franklin stories, he said, you know, there’s still old people who won’t talk. They think it’s better not to talk too much. Host: Is it possible that the Inuit would have removed or destroyed any clues about the Franklin expedition? Eber: Well, the stories are that they did and the one that to me seems really most disastrous is the surviving explorers—and we’re assuming a few survived for quite a long time—they were heading up the Back River. Well, somewhere along the shore of the Back River, somebody left a logbook on a cairn and it was all wrapped up in skins and so forth, but it would have been the great opportunity to learn about what had happened. And the great-great-greatgreat-grandfather of one of my informants said that his great-great-great-grandfather had seen it and he went up to it and he thought, “This is the Devil’s work.” And he took hold of it and he saw writing in brown sort of looking scribbles and he ripped it all apart and tore it up. And then he knocked down the cairn until there was nothing left at all. And so, he told me the story and I said, “Oh! How tragic, because we would have learned so much.” And he said, “Well at the time, Inuit thought it was the right thing to do,” but, of course, today they might not think that way. Host: Yeah, their perspective would have changed. Eber: Yes. They’d like to know, too, about what happened. Host: I bet they would. Eber: Yes. Host: Why is Inuit knowledge so important to understanding the Franklin story? Eber: Well, I think it does give quite a bit of information about it and, conceivably, if all the stories had been collected, if people had talked freely, we might have learned more. Host: Well, Mrs. Eber, that’s all the time we have for today. But, thank you so much for sharing your knowledge with us. Eber: Well, thank you for inviting me. I enjoyed it.

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Name:

Transcript for Audio Track 6

Conspiracy Spotting

Date:

Unit 4, Task 4, Step 4 Workbook page 75

Group:

Handout AT 2

CD

Host: Hello, everybody, and welcome to today’s podcast about conspiracy theories. Who was really responsible for the death of Princess Diana? Were sinister government forces behind the 9/11 attacks? Did the Americans really walk on the moon? It’s practically a pastime these days to question the official version of major events, and conspiracy theories don’t appear to be going away anytime soon, judging by the number of Internet sites devoted to the subject. Today we’ve invited Liz Drew, a new media specialist and psychology buff, to help us navigate our way through conspiracy theories. Hello, Liz. Thanks for joining us. Liz Drew: Hi, thanks for having me in to talk about this. Host: Oh, it’s a fascinating subject. There are so many conspiracies and so much information floating around on the Internet that it’s hard to know what to believe. I’m hoping you can give us a little advice. You recently wrote a blog about how conspiracy theories can actually be a little dangerous. Perhaps you can show us how to analyze some of the information we are exposed to and help us understand how it can affect us. But first, what are some of your own favourite conspiracy theories? Drew: Of course, the many conspiracies surrounding 9/11 are fascinating—there are thousands of pages on the Internet devoted to proving and disproving various theories—but I think my favourite conspiracy theory is the one about reptile aliens controlling the world. How can anyone resist that? Host: You’ve got to be kidding! But maybe this explains why I’ve always thought my high-school principal was a little strange . . . So I guess conspiracy theories started with the Internet age, right? Drew: Not even close. Conspiracy theories have been around for a long time. There were even books written on the subject in Great Britain and in France in the early 20th century. People were very interested in conspiracies because of the social context at that time. Host: What was going on?

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Drew: Well, there was a lot of social and political unrest. People were worried about their economic situation. When people feel threatened, they start getting suspicious . . . and you have a perfect breeding ground for conspiracies. Host: Gee, that sounds a little familiar, doesn’t it? Drew: Yes, it sure does. Conspiracies became popular again in the 1960s, especially in the United States. Host: Oh sure, with the assassination of JFK and later, the moon landing. There are a lot of conspiracies about those events. Drew: Exactly. And your listeners might be aware that there was a lot of civil unrest in the 1960s, so once again people were feeling insecure. Host: There certainly was. So, what about now? Conspiracies are once again really popular. Do you think it’s for the same reasons? Drew: Yes, I do. Today, with our unstable economy and the world political situation, there are a lot of people who may feel insecure. But the major change, as you mentioned earlier, is the Internet. Anybody can put anything up on the Internet and say that it’s the truth. If you start looking for alternate “truths” about world events, they’re very easy to find. Host: Which is why we invited you here today. What advice do you have for people who are trying to figure out if there is any substance to a conspiracy theory? Drew: You have to remember that, on the surface, many conspiracy theories seem very reasonable and well explained. They even seem to have scientific or journalistic support for their claims. I have some clues that can help you figure out if the information is credible. First, do the conspiracy theorists respond to their critics? There are always other websites that work to debunk conspiracy theories. See if the conspiracy websites respond to counterclaims. Is there any debate or discussion? Host: That would be good to check. It makes sense that if you really have proof, you are willing to debate with other people. What’s the next clue?

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Transcript for Audio Track 6

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Unit 4, Task 4, Step 4 Workbook page 75

Drew: This next one is really important. Is there real, scientific evidence to support the claims of the conspiracy theory? Is it supported by a serious scientific journal? Most conspiracy theories don’t go through the scientific process. Host: Makes sense. Drew: The next point is related. A lot of the time, a “scientist” endorses a conspiracy theory—but what kind of scientist? The scientist needs to be an expert in a relevant field. A microbiologist’s opinion about structural engineering isn’t terribly relevant. Host: Good point. What else should we look for? Drew: You have to consider the size of the cover-up. Would dozens of people have to know the truth about what happened? Or even hundreds, in the case of the 9/11 conspiracies? Seriously, these days, nobody can keep a secret. If the circle of secrecy is too large, it’s probably just a conspiracy theory. Host: You just have to look at “WikiLeaks”—someone is always spilling the beans about some secret or another. Drew: Exactly. The next clue is also about keeping secrets—if people are really being murdered for telling the secret, why are all the conspiracy theorists still alive and talking? Host: Yeah, why are they? Drew: Now for my last clue—I call it circular reasoning: if the conspiracy theorist tells you there are no facts to prove the theory because the government is hiding them and therefore there has to be a conspiracy, you should run away! Host: That’s a good one! There has to be a conspiracy because there are no facts to prove the contrary. So Liz, does this mean conspiracies are never true? Drew: Certainly not. There have been some conspiracies throughout the years that did turn out to be true—the Watergate conspiracy and the United States’ covert invasion of Cuba, to name a couple.

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Handout AT 2 (cont.) However, they are usually on a small scale and don’t involve a lot of people, and they still get found out. So you need to pay attention to the facts . . . and figure out which ones are real! Host: You mentioned before that conspiracies can be problematic as well. What types of problems can conspiracy theories cause? Drew: It depends on the conspiracy. One problem is that, in general, if you really believe that mysterious forces control your government, why would you bother to vote in elections? It won’t change anything anyway, right? So, in this way, if too many people believe in this type of conspiracy, it can affect our democracy. Host: That wouldn’t be good. It’s important that people vote. Are there other problems caused by conspiracies? Drew: A second problem is that conspiracies can give some people an excuse to be lazy. Like, if the world is going to end, what’s the point of doing my homework? Host: I see . . . and we all know that teens love a good excuse for not doing their homework! I know I do. Any other problems to tell us about? Drew: Unfortunately, yes, and it’s more serious. Conspiracies about certain ethnic groups incite racism. In one of the most terrible examples, you could say that a belief in conspiracies has led to the deaths of millions of innocent people during the Holocaust and other genocides, such as those that occurred in Rwanda and Bosnia. Host: Yes, that is a serious problem. And we certainly don’t need more racism in this world. Liz Drew, it’s been a real pleasure talking to you about conspiracy theories today. Thanks again for coming in. Drew: The pleasure was all mine. Of course, I could be secretly working for the government . . . Host: Good one! We’ll keep an eye on you!

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Suggested Websites Workbook Unit 1 This Is It!

Unit 2 Activist or Outlaw?

Unit 3 The Mysterious Fate of the Franklin Expedition

Unit 4 Suspicious Minds

Unit 5 Who Is Responsible?

Task

Page

Website

5

10

 Read about Rosie MacLennan and follow her blog. www.rosiemaclennan.ca/

Extra Reading

17

 Find inspiration for your own bucket list. http://daringtolivefully.com/bucket-list-ideas

Extra Reading

18

 Watch videos to find out more about The Buried Life. www.theburiedlife.com www.youtube.com/watch?v=7pJN0WD_r5k&feature=relmfu

Extra Reading

19

 Watch the trailer for Ferris Bueller’s Day Off. http://www.youtube.com/watch?v=R-P6p86px6U

2

24

 Learn about citizens’ rights and freedoms in the Canadian Charter. http://laws-lois.justice.gc.ca/eng/Const/page-15.html

2

25

 Visit the link to watch the video. http://www.muskratmagazine.com/issue1/modern-warriors/eriel-deranger/

3

29

 View an interactive timeline of the Middle East protests. http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-eastprotest-interactive-timeline

Extra Reading

39

 Access a biography with videos of Faye Schulman. http://www.jewishpartisans.org/t_switch.php?pageName=mini+bio+short +bio+1&parnum=56

2

49

 Learn more about the search for the elusive Northwest Passage. http://www.cbc.ca/archives/categories/economy-business/transport/ breaking-the-ice-canada-and-the-northwest-passage/the-arctic-grail.html

2

50

 Get to know some modern-day Canadian explorers. http://www.canadiangeographic.ca/blog/posting.asp?ID=701

4

53

 Watch a special CBC report on the Franklin expedition. http://www.cbc.ca/news/canada/features/franklin/history/

5

57

 Listen to some award-winning Inuit throat singers. https://www.youtube.com/watch?v=qnGM0BlA95I

2

69

 Listen to several Canadian conspiracy theories. http://www.cbc.ca/q/blog/2011/05/31/q-contest-your-canadianconspiracy-theories/

3

73

 Learn about popular conspiracy theories. http://www.telegraph.co.uk/news/picturegalleries/howaboutthat/3477148/ The-greatest-conspiracy-theories-in-history.html

4

74

 Read about some conspiracy theories that turned out to be true. http://truththeory.com/2013/02/15/5-conspiracy-theories-whichturned-out-to-be-true/

5

76

 Watch episodes of The Conspiracy Show. http://www.theconspiracyshow.com/

3

94

 Learn about illegal substances that used to be legal. http://www.toptenz.net/top-10-drugs-that-used-to-be-legal.php

4

98

 Read about the real stories that inspired the Hollywood films. http://www.wired.com/magazine/2007/04/feat_cia/ http://www.newyorker.com/archive/1993/01/11/1993_01_11_038_TNY_ CARDS_000363341

6

102

 Find ideas for your case study. http://www.debate.org/

Extra Reading

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 Learn about the stages of the diamond process from mine to market. http://www.youtube.com/watch?v=XyPR-CiabFM

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Extra Reading Handouts

Extra Reading Texts

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 Unit 1: Excerpt from The Glass Castle                                   ER 1                  255 By Jeannette Walls Task Handout                                                                      257  Unit 2: “‘Children’s March’ 50 Years Later”                              ER 2                  259 By Kim Lawton Task Handout                                                                      261  Unit 3: “Mystery in the Jungle”                                        ER 3                  263 Task Handout                                                                      265  Unit 4: “Gossip: Pssst    It Can Really Hurt!”                           ER 4                  267 By Ross Marowitz Task Handout                                                                      269  Unit 5: “Dangerous Stunts Seen on YouTube Hurting, even Killing Teens”    ER 5                  271 By Sydney Lupkin Task Handout                                                                      273

Answer Keys

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 Unit 1: Extra Reading                                                                     AK-3  Unit 2: Extra Reading                                                                     AK-5  Unit 3: Extra Reading                                                                     AK-7  Unit 4: Extra Reading                                                                     AK-9  Unit 5: Extra Reading                                                                    AK-11

254 Destinations  Extra Reading Handouts

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Name:

Extra Reading Unit 1

Date:

Group:

Handout ER 1

This Is It!

Excerpt from The Glass Castle

impersonating Frank Sinatra, singing “New York,

By Jeannette Walls

New York” off-key and doing his lounge-lizard dance.

It had been a mild winter, and summer came early to the mountains. By late May, the wild bleeding hearts and the rhododendrons had bloomed, and the fragrance of honeysuckle drifted down the hillside and into the house. We had our first hot days before school was out. Those last couple of weeks, I’d go from feeling excited to nervous to just plain scared back to excited in a matter of minutes. On the last day of school, I cleaned out my locker and went to say goodbye to Miss Bivens. “I’ve got a feeling about you,” she said. “I think you’ll do all right up there. But you’ve left me with a problem. Who’s going to edit the Wave next year?”

“Shut up, you big dummy!” I said and hit him hard on the shoulder. “You’re the dummy!” he said and hit me hard back. We tossed a few more punches and then looked at each other awkwardly. The one bus out of Welch left at seven-ten in the morning. I needed to be at the station before seven. Mom announced that since she was not by nature an early riser, she would not be getting up to see me off. “I know what you look like, and I know what the bus station looks like,” she said. “And those big farewells are so sentimental.” I could hardly sleep that night. Neither could Brian. From time to time, he’d break the silence by

“You’ll find someone, I’m sure.”

announcing that in seven hours I’d be leaving Welch,

“I’ve thought of trying to entice your brother into it.”

in six hours I’d be leaving Welch, and we’d both start

“People might start thinking that the Wallses are

cracking up. I fell asleep only to be woken at first

building a dynasty.” Miss Bivens smiled. “Maybe you are.” At home that night, Mom cleaned out a suitcase she’d used for her collection of dancing shoes, and I filled it with my clothes and my bound copies of The Maroon Wave. I wanted to leave everything from the past behind, even the good things, so I gave Maureen my geode. It was dusty and dull, but I told her that if she scrubbed it hard, it would sparkle like a diamond. As I cleared out the box on the wall next to my bed, Brian said, “Guess what? In one more day you’ll be in New York City.” Then he started

light by Brian, who, like Mom, wasn’t an early riser. He was tugging at my arm. “No more joking about it,” he said. “In two hours, you’ll be gone.” Dad hadn’t come home that night, but when I climbed through the back window with my suitcase, I saw him sitting at the bottom of the stone steps, smoking a cigarette. He insisted on carrying the suitcase for me, and we set off down Little Hobart Street and around the Old Road. The empty streets were damp. Every now and then Dad would look over at me and wink, or make a tocking sound with his tongue as if I were a horse and he was urging me on. It seemed to make him

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Name:

Extra Reading Unit 1

Date:

Group:

Handout ER 1 (cont.)

This Is It!

feel like he was doing what a father should, plucking

Dad was lighting a cigarette. I waved, and he

up his daughter’s courage, helping her face the

waved back. Then he shoved his hands in his

terrors of the unknown.

pockets, the cigarette dangling from his mouth,

When we got to the station, Dad turned to me.

and stood there, slightly stoop-shouldered

“Honey, life in New York may not be as easy as you

and distracted-looking. I wondered if he was

think it’s going to be.”

remembering how he, too, had left Welch full of

“I can handle it,” I told him.

vinegar at age seventeen and just as convinced as

Dad reached into his pocket and pulled out his

I was now that he’d never return. I wondered if he

favorite jackknife, the one with the horn handle and

was hoping that his favorite girl would come back,

the blade of blue German steel that we’d used for

or if he was hoping that, unlike him, she would make

Demon Hunting.

it out for good.

“I’ll feel better knowing you have this.” He pressed the knife into my hand. The bus turned down the street and stopped with a hiss of compressed air in front of the

I reached into my pocket and touched the hornhandled jackknife, then waved again. Dad just stood there. He grew smaller and smaller, and then we turned a corner and he was gone.

Trailways station. The driver opened up the luggage compartment and slid my suitcase in next to the others. I hugged Dad. When our cheeks touched,

VOCABULARY bloomed > blossomed, turned into a flower

and I breathed in his smell of tobacco, Vitalis, and

drifted > moved slowly

whiskey, I realized he’d shaved for me.

entice > persuade, attract someone to do something

“If things don’t work out, you can always come

farewells > goodbyes

home,” he said. “I’ll be here for you. You know that,

cracking up > laughing hard

don’t you?”

damp > wet

“I know.” I knew that in his way, he would be. I also knew I’d never be coming back. Only a few passengers were on the bus, so I got a good seat next to a window. The driver closed the door, and we pulled out. At first I resolved not to turn around. I wanted to look ahead to where I was going, not back at what I was leaving, but then I turned anyway.

256 Destinations  Extra Reading

Reproduction permitted © Chenelière Education Inc.

Name:

Extra Reading Unit 1

Date:

This Is It!

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Handout ER 1 (cont.)

Before Reading 1. If you were leaving home tomorrow to live in another city, what would you miss and what would you look forward to?

2. Name one item you would take with you and one item you would be happy to leave behind.

While Reading 3. In this passage, we understand that the author has bittersweet feelings (containing a mixture of both sadness and happiness) about leaving her home. As you read, highlight evidence that she is happy to leave and underline evidence that she is sad to leave. After Reading 4. Before leaving, the author both gives away and receives different items from her family. What are they?

5. The narrator states that she wants to give everything away before she leaves Welch and never returns. What does she decide to keep and why?

6. As the bus is pulling away from the station, the author writes: “I wanted to look ahead to where I was going, not back at what I was leaving, but then I turned anyway.” Why do you think she looks back? Explain.

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This Is It!

7. What does this passage tell us about each character? Complete the chart with evidence from the text that supports each character’s feelings. Character

Evidence from the text

Feelings •

excited

Narrator

•

determined

•

•

protective Dad •

encouraging

•

Brian

supportive

•

•

Mom

unsentimental

8. If you were to leave your hometown in search of an adventure in New York City, what would your departure be like? Describe how you would leave and who might be there to see you off.

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Activist or Outlaw?

‘Children’s March’ 50 Years Later By Kim Lawton

BIRMINGHAM, Alabama. In May 1963, thousands of Birmingham school children faced police dogs, fire hoses and possible arrest to demonstrate against segregation. Now, 50 years later, those who were part of what became known as the “Children’s March” say they don’t want their story to be forgotten. “We were doing this not just for ourselves but for some higher purpose,” said one of the young marchers, Freeman Hrabowski III. “It focused on civil rights for all Americans.” Hrabowski is now president of the University of Maryland, Baltimore County. He was 12 when he marched in Birmingham and was arrested for parading without a permit. He and hundreds of other children were held in custody for five days before being released. Experts say the children’s crusade helped galvanize the civil rights struggle at a time when efforts were flagging. “That was really the tipping point in a tipping year,” Pulitzer Prize-winning author Taylor Branch, who has written a series of books about the civil rights movement, told the PBS program “Religion & Ethics NewsWeekly.” In 1963, Birmingham was considered the heart of the segregated South. The Rev. Martin Luther King, Jr. arrived in January 1963 to support local efforts to end segregation through nonviolent protests. The campaign did not live up to his expectations. “He prepared for three months and started the demonstrations in April. They fizzled quickly, nothing went according to plan,” Branch said.

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As King struggled to convince adults to march and get arrested, civil rights leaders including the Rev. James Bevel and Dorothy Cotton were holding special meetings for Birmingham elementary and high school students. “We knew that they were curious about what was going on in their town,” Cotton said. “They just started hanging around … and it swelled.” As King considered a retreat from Birmingham, Branch said, “the people running the children’s workshops said …’ (we’ve) got plenty of foot soldiers.’” The idea of putting children on the front lines was controversial. Movement leaders argued among themselves about whether this was the right strategy. “Dr. King was severely criticized for allowing the children to be involved, but the children insisted themselves,” said the Rev. Virgil Wood, a longtime King associate. “The children were the self-initiators of their own freedom.” The Rev. Carolyn McKinstry was 14 when she learned about plans for young people to march. She didn’t tell her parents because she knew they wouldn’t let her go. “It was such an excitement in the air,” she said. “I knew I wanted to be part of it.” McKinstry said before they could march, the young people were trained about the importance of nonviolence. “We were told what to expect when we marched, if we did encounter the police. They might hit you, they might spit on you, they will have dogs and billy clubs but the only appropriate response ever is no response, or a prayerful response,” she said. “Faith was very much a part of what we were doing.”

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Activist or Outlaw?

On May 2, students left their classrooms midday

“He said, ’What you do this day will have an

and gathered in Sixteenth Street Baptist Church.

impact on children who’ve not been born,’”

They came out marching and singing, row after row,

Hrabowski said. “Our parents were crying, and

some as young as 6 years old. Nearly a thousand

we were crying, and we knew the statement was

students had signed up to march, and more than 600

profound, but we didn’t fully understand.”

were taken into custody on that day. As hundreds more children showed up to demonstrate and face possible arrest, Birmingham police commissioner Eugene “Bull” Connor was

Americans were transfixed by the news reports and pictures coming out of Birmingham, and the movement turned a corner. “Millions of Americans who had been seeing

anxious to restore order. He instructed his forces to

demonstrations for years and saying, ‘Well, there’s

bring out the fire hoses and the police dogs. Some of

something wrong about that and we should do

the most shocking confrontations happened in Kelly

something but it’s not for me, it’s for somebody else,’

Ingram Park, where officials turned the water hoses

that broke down those emotional barriers,” he said.

against the marching children.

“When they saw those children suffering … millions

“The water came out with such tremendous pressure, and it’s a very painful experience,”

of people said, ‘I need to do something about this.’” Concerned about the image of their city, white

McKinstry said. “I got knocked down, and then we

leaders negotiated a plan to start ending segregation.

found ourselves crouching together and trying to

And on June 11, citing the events in Birmingham,

find something to hold onto.”

President John F. Kennedy announced his intention

The police also used dogs to try to control the crowd gathering in the park. News reporters

to introduce new federal civil rights legislation. “It led me to believe, especially after the laws

captured images of young people being attacked

were changed,” said McKinstry, “that there were

by the German shepherds. The marching, and the

many things that were worth fighting for.”

arrests, went on for several days. Energized by the children, adults soon joined in. Hrabowski was in a group of children who marched to City Hall on the second day of the demonstrations. At City Hall, Hrabowski was confronted by Connor, who asked him what they wanted. “‘We want to kneel and pray for our freedom.’ That’s all I said,” Hrabowski recalled. Connor picked him up, spit in his face and then arrested him.

VOCABULARY galvanize > push into action the tipping point > the point in a situation that leads to an irreversible outcome; usually caused by a single action zzled > ended weakly front lines > area of potential conflict and struggle crouching > bending down close to the ground

Hrabowski said he was held in crowded conditions with children even younger than he was. At one point, they were allowed a visit from their parents and King.

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Activist or Outlaw?

Before Reading 1. Read the title of the text. Why do you think the children were marching—for what cause?

2. Give an example of what you believe the word “segregation” means.

While Reading 3. Choosing to participate in the Children’s March was a dangerous decision. Highlight all the reasons the participants give for wanting to march in the protest. After Reading 4. Put the events of May 2 and 3, 1963 in chronological order by numbering them 1-8. Adults joined the children on May 3 to demonstrate. The children demonstrated by marching and singing. Students left their classrooms at noon on May 2. The police arrived at the protest. The children gathered in the Sixteenth Street Baptist Church. The young people signed up for the march. The police used fire hoses and police dogs against the children. The police arrested 600 students. 5. Why did Martin Luther King, Jr. decide to have children march in Birmingham in May of 1963?

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6. Why do you think some people criticized King and other civil rights leaders for this decision?

7. Name a few of the violent tactics police used in order to stop the children from protesting.

8. The children were warned that the police might attack them but that they should not fight back. Do you think you would be able to remain non-violent in the face of violence? Explain your answer.

9. Experts have described the children’s march as the “tipping point” in the long protest movement to end legalized racial segregation in the southern United States. Using evidence from the text to support your answer, why do you think the children’s participation had such an impact?

10. Considering the impact that the children’s march had on ending segregation, do you think that the civil rights leaders were justified in placing school children on the front lines of the protest movement?

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The Mysterious Fate of the Franklin Expedition

Mystery in the Jungle

certain that such a place was real, and he was going to be the man to discover it.

At first glance, it would be hard to find an environment more different from the Arctic Circle than that of the Amazon rainforest. The Arctic’s extremely dry and cold climate cannot support life, while the Amazon’s hot, humid climate is home to about 10% of the entire world’s species. The Arctic’s flat, white landscape extends as far as the eye can see, but in the Amazon, the dense vegetation often makes it hard to see further than a few metres. To survive in the Arctic, one must endure intense cold and boredom. To survive in the Amazon, one must always be alert and ready to combat the dangers of mosquitos, snakes, deadly fish, spiders or hostile natives. Yet for all of the differences between these regions, some scientists have long argued that they have one important thing in common: they cannot support highly developed civilizations and large populations of humans. British explorer Percy Harrison Fawcett did not agree. Famous for his many expeditions that cut right through the heart of the Amazon, Fawcett had reason to believe that a hidden society existed in the jungle—a kingdom like the mythical El Dorado, where gold paved the streets and people lived happily. Although no one had ever found the ruins of this society, a Portuguese expedition in the 1750s produced a tattered manuscript describing such a city. Almost two hundred years later, Fawcett located this manuscript and became obsessed with the idea of a lost paradise. He spent years studying artifacts and interviewing tribes to collect information that would lead him to this secret civilization. He was

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In 1925 he began a new expedition, funded by the Royal Geographical Society, to go deep into the Amazon in search of the mysterious city that he called Z. Fawcett knew that large expeditions were risky since they required much more food and equipment to be transported through the jungle. In addition, big groups tended to make slower progress as organization became more difficult. Finally, there was a greater risk of mutiny as sick, hopeless or crazed men developed alliances among themselves. For these reasons, Fawcett insisted on taking no more than two men with him: his 21-yearold son and his son’s best friend. On April 20, 1925, the three set off into the wilderness together, promising to send messages about the expedition’s progress at every possible opportunity. Within a few months, the messages stopped. They were never heard from again. The disappearance of Percy Fawcett and the two boys is one of the greatest mysteries the world of exploring has ever produced. How could a man who had spent years hacking through the Amazon jungle suddenly go missing? The Royal Geographical Society was convinced that if anyone was capable of completing such a wild mission, that man was Fawcett. Now it seemed that the jungle had simply swallowed them whole. As the months, and then years, passed with no news from the expedition, the public became increasingly interested. Fawcett had gone missing in the jungle before, only to reappear months later with stories of giant snakes and flesh-eating mosquitos. But he had never disappeared for this long.

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The Mysterious Fate of the Franklin Expedition

What had happened? Were the men being held hostage

searching for clues to Fawcett’s disappearance were

somewhere deep in the jungle? Had they died from

abducted by tribesmen in the Amazon and only

starvation or disease, unable to get word to the

released after a ransom of nearly $30,000 was paid

outside world? Or had they found El Dorado and

to them.

decided to stay? Three years after the group departed, the first

Nearly 90 years after Fawcett and the two boys disappeared, it is possible that the mystery will never

rescue mission was organized. George Miller Dyott,

be solved. The jungle may have indeed eaten them

a member of the Royal Geographical Society and

alive, along with all evidence of their expedition. But

an explorer himself, promised to bring news of Percy

what about that lost civilization that Fawcett was

Fawcett and the boys. But after months of battling

so certain existed? In recent years, archaeologists

disease and unfriendly tribes in the Amazon, Dyott

have made important discoveries indicating that

was forced to give up the mission and turn around.

a highly developed ancient civilization did exist in

In 1933, eight years after Fawcett’s disappearance,

the Amazon. Archaeologist Michael Heckenberger

a well-known Hollywood actor, Albert de Winton,

from the University of Florida believes that he has

went into the jungle alone in search of the men.

discovered the remains of twenty pre-Colombian

Within a year, word came that de Winton had been

settlements including a developed system of roads,

captured and killed by tribesmen.

causeways and canals that connected them.

The mystery deepened. Amateur explorers all

He believes that these are the ruins of a large,

over the globe knew that they would be assured

organized population that was likely killed by disease

a place in history if they could locate Fawcett and

once Europeans arrived. And these ruins are right

his mysterious city. Many tried, and just as many

where Percy Fawcett was headed. Now the most

failed. Expeditions from Germany, Italy, Russia and

intriguing mystery is whether he found them before

Argentina were wiped out either by disease, fatal

disappearing.

accidents or native populations. Graduate students, schoolteachers, adventurers and thrill-seekers all went into the jungle and many never made it out alive. There were so many deaths related to the search for Percy Fawcett that in 1934 the government of Brazil banned all rescue missions without special permission. Nevertheless, people

VOCABULARY hostile > aggressive, showing dislike tattered > very old and in bad shape hacking > moving forward by cutting roughly wiped out > killed, eliminated

continued to search. Although there are no exact

thrill-seekers > people who take many risks to search for pleasure and entertainment

statistics, some people estimate that nearly 100

abducted > kidnapped

people died searching for Fawcett. As recently as

ransom > money paid in return for the release of a prisoner

1996, a Brazilian banker and his son who had gone

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Before Reading 1. If you had the choice of going on an expedition in the Arctic or the Amazon jungle, which would you choose? Why?

2. Exploring can be very dangerous. Would you ever consider going on this kind of adventure? If so, what would motivate you to leave your home and enter the unknown?

While Reading 3. As you read, highlight all of the dangers faced by explorers in the Amazon rainforest. After Reading 4. How are the environments of the Arctic and the Amazon similar? How are they different?

5. Why did Percy Fawcett believe that a large, developed civilization once lived in the Amazon?

6. Fawcett insisted on keeping his expedition small—he took only his son and a friend with him. Do you think this was smart? Why or why not?

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7. Name several reasons why many of the expeditions that went in search of Percy Fawcett failed.

8. Ninety years ago, Fawcett set out to prove that a complex civilization once existed in the heart of the Amazon jungle. How has the opinion of the scientific community changed regarding the possibility of an ancient civilization?

9. What do you think happened to Fawcett and the two boys? Explain your answer, using information from the text.

10. Do you think it is important for future expeditions to continue searching for clues that might reveal the fate of explorers such as Percy Fawcett and John Franklin? Why or why not? Use examples to support your opinion.

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Suspicious Minds

Gossip: Pssst . . . It Can Really Hurt!

among students, says gossip has become a rampant

By Ross Marowitz

problem in schools. “It’s a power trip,” says Lori, who

Some victims are haunted for years by gossip.

is with the English Montreal School Board. “It holds kids hostage.”

All eyes are trained on her these days, but Alyson

Among elementary students, it’s mainly girls who

Lozoff, Miss Teen Canada, remembers a hurtful time

gossip about other girls, say experts. Students who

not long ago when classmates used to turn their

lack confidence become easy targets. But gossipers

backs on her to engage in gossip.

also go after students who are different from them in

While Internet chat rooms have increasingly

some way—such as size, economic status, clothing,

become an avenue for today’s cyber-bullies, a private

disability, ethnicity or religious custom. In high

all-girls school hallway was the scene of Alyson’s

school, gossip is often about the opposite sex, with

torment. “It’s far worse in person, when you walk

some of the most hurtful refrains suggesting boys

down the hall and see four to five girls turn around

are gay and girls are promiscuous. “It’s a natural

and whisper,” says Alyson, an 18-year-old college

instinct if you don’t have alternatives,” says Lori.

student in Montreal who was picked on because of

Caitlin Healy acknowledges that gossip leads to

her good looks and athletic ability. “You just feel like

conflict but the 14-year-old says it’s an entrenched

everybody’s talking about you, and you don’t know

part of student life. “In a teenager’s life, it’s in our

what to do about it.”

brain . . . that you need to gossip,” says the Montreal

Alyson made bullying her platform after winning

student. Sumeera Aqeel, 14, says she first noticed

the national title last June. She visits schools

gossip among her peers three years ago. The main

regularly to conduct workshops on the issue. “I

topic for chatter was affection for boys. “Kids are

feel (students) can relate to me more because I’m

squealers,” she says. “If you tell them something

younger and I have gone through it not too long ago.”

they tell the whole school.”

Alyson says the experience forced her to grow up

Some researchers have argued that gossip is a

faster and develop into a stronger person. But some

human instinct that dates back to the Stone Age.

victims are haunted for years by the pain inflicted

“Its primary function is to help us make social

upon them. Others have committed suicide. A few

comparisons,” Jack Levin, co-author of Gossip: The

months ago two Montreal-area teens committed

Inside Scoop, says in Psychology Today. But Lori says

suicide after being bullied, including a 17-year-old

gossiping students mirror the actions of family and

girl who hanged herself after being gossiped about

the media. Television and magazines are filled with

on the Internet. In March 2000 a 14-year-old boy

celebrity gossip. Reality shows like the Survivor

killed himself by jumping from a bridge in New

series are predicated on gossip, alliances and voting

Westminster, B.C., after being bullied and teased.

people off the island. “That is a reflection of school

Lori Rubin, coordinator of a program that helps

life,” says Lori. “It’s scary.”

teachers deal with serious behavioural problems

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Suspicious Minds

Tackling the problem early is important, says Aileen Daley, spokeswoman of Peaceful Schools International. The charitable group based in Nova Scotia initiated a gossip-free day (October 17) to

VOCABULARY torment > tease or torture picked on > teased, criticized rampant > growing

get kids thinking about the ill-effects of rumours

refrains > frequently-used insults

and gossip. “Gossip can be the root of a lot of

chatter > talk, gossip

conflicts in schools,” says Aileen. In Ontario, some

predicated on > based on

Roman Catholic school boards have tried to use their religious values in teaching about gossip and bullying. “We use Catholic values as a signpost,” says John Stadnyk, superintendent of education at the Huron-Superior Catholic District School Board in Sault Ste. Marie, Ontario. In the recent Ontario throne speech, the province’s new Liberal government vowed to introduce an anti-bullying hotline and develop programs in all provincial schools. Angela Clark, founder of Intervention SOS, a group that educates students about bullying, says gossip crushes a student’s self-esteem and can be more harmful than physical violence. “If somebody just comes along and punches you, it’s not touching who you are,” she says. “But when someone’s crushing inside, touching the personality and affecting how other people see you . . . how do you defend yourself against that?” If you encounter gossip: 1. Speak out. Tell your friends that gossiping is a waste of time and no one benefits from it. 2. Turn it around. Say something nice about the person being talked about. 3. Move on. Walk away and don’t be part of the problem by sticking around to listen.

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Suspicious Minds

Before Reading 1. Gossip is a problem in every high school. Why do you think students love spreading rumours about their classmates?

2. Think about the role that gossip plays in your own life. Check the correct box based on your personal experiences. Sentence

Yes

No

a. I have heard a rumour that I knew was not true. b. I have been the victim of a false rumour. c. I have helped spread a rumour that may not have been true. d. I have participated in gossip via social media websites. e. I have heard people talking about me in the hallways at school. While Reading 3. Many people are working to combat the spread of damaging gossip in schools. As you read, highlight all of the different people mentioned in the text who are involved in the fight against gossip. After Reading 4. Alyson Lozoff argues that it is worse to get picked on in person than via the Internet. Do you agree? Support your response with examples from your daily life.

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5. Caitlin Healy says that teenagers “need to gossip.” Do you think you would be able to stop yourself from gossiping for an entire day? An entire week? Why or why not?

6. Gossip is not a new phenomenon. According to Jack Levin, what is the main role that gossiping plays in our society?

7. This article makes a link between gossiping and bullying. In your opinion, does one lead to the other, or are gossiping and bullying two separate issues?

8. Name some of the interventions different schools and organizations have created in order to combat the effects of gossiping.

9. With so much being done to combat gossip and bullying, do you believe the situation will change in the near future? Why or why not?

10. Conspiracy theories spread because people are searching to explain suspicious or poorly understood events. Why do you think gossip and rumours spread?

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Who Is Responsible?

Dangerous Stunts Seen on YouTube Hurting, even Killing Teens By Sydney Lupkin

David Nuno became the latest teenager to die in a

Thursday. The Dangerous Behaviors Foundation asked victims’ parents to report choking game deaths and recorded 416 fatalities as of last September. Emergency rooms are seeing more and more teens

freak accident this week trying to duplicate a stunt

with injuries that result from emulating things they

he saw on YouTube called the “good kids’ high.”

see on YouTube videos that include the choking game,

Nuno, 15, and his two friends were watching a

and other more innocuous sounding but deadly games

YouTube video of how to pass out on purpose before

such as the “cinnamon challenge,” the “salt-and-ice

trying it out on Tuesday, Chula Vista Police Capt.

challenge,” “chubby bunny” and even extreme fighting.

Gary Wedge said. Just like in the video, Nuno was standing before

Dr. Thomas Abramo, the chief of pediatric emergency medicine at Vanderbilt University Medical

he lost consciousness. When he fell forward,

Center, said he sees all of it in his ER. Although

he crashed onto an empty drinking glass and broke it

teens have acted on risky behavior fads throughout

with his collarbone, allowing the shard to slice

his 30-year career, he said he’s seeing trends catch

through his interior and exterior jugular arteries.

on faster than ever before, and he thinks it’s because

His friends didn’t see the blood until they rolled him

of YouTube and social media.

over, prompting one to race down the stairs to find

“If you get one kid doing it, you tend to see more

Nuno’s father, Wedge said. As Nuno regained

kids doing it,” said Abramo, who said two of his

consciousness, he realized he was bleeding and ran

patients have died playing the choking game. “The

down the stairs just as his father was running up to

spread of the event is definitely faster.” One

help him. As his father applied pressure to the wound

challenge that scares Abramo involves being hit on

with a towel, Nuno collapsed on the floor. Emergency

the head with a bench or a folding chair to “see if you

responders arrived and tried to stop the bleeding, but

can take it,” he said. A lot of the time, they can’t.

Nuno’s pulse disappeared. They performed CPR,

“Fractures, concussions, lacerations,” Abramo

but he died shortly after he got to the hospital,

said. “Just the things you would think would happen…

Wedge said.

Once you see some of these videos, you go, ‘Oh my

“Anytime a teen dies, it’s tragic,” Wedge said,

God,’” the doctor said. The “Darwin award” videos,

adding that he’d never seen anyone try to asphyxiate

which involve varying dangerous challenges, are the

himself to get high before Tuesday, but he’s learned

worst he’s seen. “Survival of the stupidest. I can’t

“it’s much more common than people realize.”

believe it happens. It defies logic,” Abramo said.

Nuno’s death isn’t the first like it—not even the

YouTube’s guidelines prohibit content that

first this month. A 12-year-old suffocated to death

encourages dangerous behavior, but 72 hours of new

in Wisconsin trying to achieve a pass-out high last

video are uploaded each minute, according to

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Who Is Responsible?

YouTube statistics, making it difficult to prevent

“There’s no substitute for parents and teachers who

dangerous content being posted. “We count on our

are engaging with their kids in general.”

users to flag content they believe violates the rules,”

She said if parents discover their child is hurting

a YouTube spokesman said. “We review flagged

himself or herself in any way, they should have a

videos around the clock and remove all those that

conversation with that child. If necessary, she said

violate our policies.”

parents should reach out to a pediatrician to see if he

Dr. Alan Hilfer, a child psychologist at Maimonides

or she should be evaluated by a child psychologist.

Medical Center, said he thinks the existing videos

“The message here is for parents to not be afraid to

validate risky behavior for teens and give them a way

have conversations with their children,” she said.

to get notoriety if they post a video. He said he hears

“We need to do that.”

a lot about YouTube’s amateur ultimate fighting videos, which show teen fights with no rules—just bare knuckles. “A kid showed me his video of that, and it was

VOCABULARY stunt > unusual act performed to attract attention shard > broken piece of glass

appalling,” he said. “These kids were beating each

asphyxiate > suffocate

other to a pulp, and kids were standing around and

choking > preventing someone from breathing

cheering until somebody gave up.” Hilfer, who has

innocuous > innocent, harmless

worked as a child psychologist for four decades, said

lacerations > deep cuts to the skin

videos also validate anorexia and cutting by making

appalling > shocking

them seem normal. “When I first came into the field, nobody cut,” he said. However, Dr. Carol Bernstein, a psychiatry professor at New York University’s Langone Medical Center, said she doesn’t think YouTube alone is to blame for teens engaging in challenges that could seriously injure them because many factors are involved. She said other environmental factors, physiology, and temperament contribute to a child’s decision to emulate a video. “Stress here should be on knowing our children, watching behaviors and having conversations with them,” Bernstein said.

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Who Is Responsible?

Before Reading 1. List three positive influences and three negative influences video-sharing sites can have on everyday life. Positive

Negative

2. Have you or has anyone you know ever tried to replicate stunts as a result of seeing them on YouTube or another Internet platform? If yes, please explain.

While Reading 3. Some people will try anything to achieve their five minutes of YouTube fame. As you read, highlight all of the examples of potentially dangerous YouTube stunts that teens are replicating at home. After Reading 4. Explain the difference between how Dr. Alan Hilfer and how Dr. Carol Bernstein view YouTube’s involvement in teen tragedies.

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Handout ER 5 (cont.)

5. What is YouTube’s policy regarding negative content uploaded onto their site?

6. Do you believe YouTube should be accessible to everyone, or should there be restrictions about accessing its content? Why or why not?

7. In your opinion, who is responsible in cases of accidental injury or death when it comes to performing dangerous stunts seen online: the teens, the parents, or YouTube? Support your arguments with evidence from the text.

8. According to Dr. Bernstein, what is the most effective way of discouraging teenagers from performing risky stunts?

9. Do you agree with her approach? Why or why not?

274 Destinations  Extra Reading

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Grammar Quizzes

Grammar Quiz Handouts

Handout

Page

 Score Sheet: Grammar Performance Overview                           Q S                  276  Unit 1: Simple Present                                                Q 1                  277 Simple Past                                                                        278  Unit 2: Relative Pronouns                                             Q 2                  279 Conditional Sentences (Unreal Conditions)                                             280  Unit 3: Adverbs                                                      Q 3                  281 Present Perfect or Present Perfect Continuous                                          282  Unit 4: Quantifiers and Pronouns                                       Q 4                  283 The Passive Voice                                                                   284  Unit 5: Past Perfect                                                   Q 5                  285 Conditional Sentences (Real Conditions)                                               286

Answer Keys

Page

 Unit 1 Grammar Quiz                                                                    AK-13  Unit 2 Grammar Quiz                                                                    AK-14  Unit 3 Grammar Quiz                                                                    AK-15  Unit 4 Grammar Quiz                                                                    AK-16  Unit 5 Grammar Quiz                                                                    AK-17

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Destinations  Grammar Quizzes

275

Score Sheet

Handout Q S

Grammar Performance Overview

Group:

Students

Unit 1 Quiz

276 Destinations  Grammar Performance Overview

Unit 2 Quiz

Unit 3 Quiz

Unit 4 Quiz

Unit 5 Quiz

Total

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Name:

Date:

Grammar Quiz Unit 1

Group:

Handout Q 1

Simple Present

A. Complete the sentences in the dialogue with the correct form of the simple present tense. Ethan:

I (have)1

to get a part-time job this summer, but I (be)2 not sure what to do. What (be)3

Benjamin: What (be)4

you interested in? I (work)5

cinema, because I (love)6 Tara:

my options?

(Do)7

in a

movies.

you live in the city or in the country? My family (live)8 in the country near a golf course and a ski resort, so I (help)9 at the golf course in the summer and (give)10

ski lessons in the winter. Samuel:

You should also think about the type of work that you (like)11 I (hate)12

being stuck indoors, so I work for my uncle in the

summer. He (own)13 Ethan:

.

Thanks. Your advice (be)14

a landscaping company. helpful. I (need)15

to think about this some more. /15 points B. Read the following interview answers and use the words in bold to write informational questions. 1. Out of all of the Canadian provinces, Québec has the most students who work. 2. About 42% of Québec students have part-time jobs while at school. 3. The study examines young people between the ages of 15 and 24. 4. Most of these students work about 14 hours a week. 5. On average, Québec students work 7% more than students from other provinces. /5 points

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Destinations  Grammar Quiz Unit 1

277

Name:

Date:

Grammar Quiz Unit 1

Group:

Handout Q 1 (cont.)

Simple Past

C. Complete the sentence with the correct form of the simple past. 1. The acronym YOLO means “you only live once.” But where (do) the expression come from? 2. Canadian recording artist Drake (invent, neg.) 3. However, Drake (make)

the acronym. the expression popular.

4. How (do)

he do that?

5. First, he (use)

it in the lyrics of a hip hop single entitled “The Motto.”

6. Then, apparently, he (send) had YOLO in it.

out a tweet in October 2011 that

7. The day after Drake’s tweet, the use of YOLO tweets (increase) noticeably. 8. More and more people (begin) 9. A new trend (hit)

using the acronym as a hashtag. social media.

10. In November 2012, the Oxford American Dictionary (nominate) YOLO for its English Word of the Year competition. /10 points

D. Cross out the errors in the following sentences and write the correct word above in the simple past. 1. Neologisms are new words that comed into the English language through popular use. 2. Words such as preface and photograph that are common today be once considered neologisms. 3. Many of these words catched on only after famous writers like Shakespeare used them. 4. It didn’t took long for everyone to start using these words. 5. Words like aspirin, bandaid and escalator become acceptable terms in households despite the fact that they are, in fact, trademarks. 6. The Internet plaied a big role in changing how language develops. 7. Soon, people beginned to speak about email, dotcoms, apps and tweets. 8. These neologisms finded their way into everyday usage. 9. Words that didn’t existed five years ago are now being added to dictionaries. 10. Acronyms like LOL (laugh out loud) or BFF (best friends forever) also maked their way into popular language. /10 points

278 Destinations  Grammar Quiz Unit 1

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Name:

Date:

Grammar Quiz Unit 2

Group:

Handout Q 2

Relative Pronouns

A. Rewrite the following sentences using a relative pronoun to join the two ideas into one sentence. 1. You have the right to hold public assemblies. The assemblies must not disturb the peace.

2. The police have the right to arrest individuals. The individuals may have broken the law.

3. Police officers have badge numbers. Having the badge numbers can identify them.

4. To search your property, police need a warrant. The warrant gives police official permission.

5. The police may ask you to appear in court. In court, you will have to justify your behaviour.

/10 points

B. Complete the following sentences with the correct relative pronoun. 1. Activists have adopted new methods of protest

exploit social media.

2. Many marches and rallies are advertised on Facebook pages the public’s support. 3. In countries access to certain websites.

call for

citizens’ rights are repressed, governments control

4. Government repression of Internet access motivated people to participate in the protests. 5. Journalists reported extensively on smart phones, by protestors to take and upload photos onto the Internet. 6. The protest was for students 7. The woman a large flag.

wanted were used

tuition would be increased. was leading the protest was shouting and waving

8. There are many places in the world protestors are thrown in jail for spreading negative information about the government. 9. The entire world watched the protests, news sources. 10. There were only five police officers of the protest. Later, they called in for backup.

were documented in all major initially reported to the scene /10 points

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Destinations  Grammar Quiz Unit 2

279

Name:

Date:

Grammar Quiz Unit 2

Group:

Handout Q 2 (cont.)

Conditional Sentences (Unreal Conditions)

C. Complete the sentences with the correct conditional structure. 1. If you defaced public property, police officers (arrest)

you.

2. The student protestors wouldn’t be detained if there (be, neg.) reasonable grounds to believe they had committed a crime. 3. How do you think public policy could change if citizens never (speak)

out?

4. If the students had agreed to come to the negotiation table, maybe the members of Parliament (accept, neg.)

Bill 78.

5. The protests would have been more violent if organizers (encourage) them to be. /10 points

D. Match the if-clauses to the appropriate main clause to form unreal conditional sentences. a. If Shelley had set her privacy settings higher, b. If Taylor had known that the tennis shoes he found on the Internet were fake, c. The proposed legislation would have passed d. Most people wouldn’t have installed certain apps on their computers e. If you had changed your settings to allow for cookies, f.

Kacey wouldn’t have registered with this Internet service provider

g. Most people would not have bought this smart phone h. If Lane knew that her boss monitored her Internet use, i.

If you had a smart phone,

j.

Khalil would know who was calling him 1. if they had known that they were infected with malware. 2. the predator wouldn’t have been able to track and view her online activities. 3. if she had known that there were hidden fees attached. 4. he wouldn’t have used his parents’ credit card to buy them. 5. she wouldn’t email her boyfriend so frequently. 6. companies would have used them to track your browsing habits on the Internet. 7. if Canadian citizens hadn’t signed petitions and blocked the proposed act. 8. if he had purchased a phone plan with caller identification. 9. if they had known that the next generation smart phone would be even more powerful. 10. you would be able to access the Internet 24/7. /10 points

280 Destinations  Grammar Quiz Unit 2

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Name:

Date:

Grammar Quiz Unit 3

Group:

Handout Q 3

Adverbs

A. Circle the adverbs that are misplaced in the sentences below. Rewrite the sentences to correct the errors. 1. The captain of the Franklin expedition survived definitely for at least one winter.

2. Some of Franklin’s men suffered undoubtedly from tuberculosis.

3. Negatively, tests have proven that lead poisoning affects your judgment.

4. Most of the bodies have not yet been unfortunately found.

5. Lady Franklin financed search efforts generously for her husband.

/10 points

B. Circle the correct adverb placement in the following account of Australian Antarctic explorer Douglas Mawson. 1. On November 10, 1912, Douglas Mawson (bravely) began (bravely) an Antarctic expedition. 2. Mawson’s team (only) consisted of (only) two other men. 3. On December 14, (suddenly) one of the men (suddenly) plunged into a glacier crevasse, taking important gear, dogs and food with him. 4. The other two men continued despite the (bitingly) cold (bitingly) winds and the lack of food. 5. On January 8, Mawson’s partner died (tragically) of starvation, hypothermia and sheer exhaustion (tragically). 6. Mawson (painfully) trekked (painfully) the remaining one hundred and sixty kilometres alone. 7. His own health (rapidly) was (rapidly) deteriorating. 8. At one (terrifyingly) critical (terrifyingly) moment, he had to pull himself out of a crevasse. 9. (Miraculously,) he stumbled across a pile of food left by another team (miraculously). 10. When he (finally) arrived (finally), his ship had already left and he had to wait another year before returning to Australia. /10 points

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Destinations  Grammar Quiz Unit 3

281

Name:

Date:

Grammar Quiz Unit 3

Group:

Present Perfect or Present Perfect Continuous

Handout Q 3 (cont.)

C. Circle the correct form of the verb (either present perfect or present perfect continuous) in the following text. 1. Courageous adventurers (have explored / have been exploring) all corners of the globe since the dawn of mankind. 2. Institutions like the Royal Geographical Society (have funded / have been funding) many explorations that returned successfully. 3. Places like the Arctic Circle and the Rocky Mountains (have been / have been being) mapped. 4. Lately, young adventurers (have searched / have been searching) for new frontiers to explore. 5. In recent years, space exploration (has become / has been becoming) the next big challenge. /5 points

D. Complete the interview with the correct form of the present perfect or the present perfect continuous. 1. Recently, my dog, Pal, and I (work) together.

on a new project

2. For months, I (teach)

him to perform avalanche rescues.

3. In the past two weeks, I (see) to track humans.

him perform many techniques

4. Yesterday he showed me that he (learn) human scents in search-and-rescue situations. 5. Lately, I (train) also in severe weather conditions.

how to recognize him to perform rescues

6. Pal and I (become)

very close during our training.

7. To make our bond stronger, we (sleep) other every night. 8. I (register)

next to each Pal in several search-and-rescue competitions.

9. He (practise) 10. Pal (demonstrate) capable rescue dog.

his rescues every day for weeks. already

that he is a very /10 points

E. State whether the verbs can be used in the present perfect continuous tense. 1. to know

4. to be

2. to hear

5. to like

3. to want /5 points 282 Destinations  Grammar Quiz Unit 3

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Name:

Date:

Grammar Quiz Unit 4

Group:

Handout Q 4

Quantiers and Pronouns

A. Circle the quantifiers and underline the pronouns in the following sentences. 1. A lot of urban legends make their way onto social media pages as seemingly true stories or petitions for help. 2. A few suspicious postings show phenomenally large spiders in bedroom ceiling corners. 3. Others display 24 karat gold snakes living in the Amazon rain forest. 4. No one enjoys the humiliating realization that they have been conned into supporting a fictional cause. 5. Fortunately, someone set up a website specifically to debunk these fables before serious consequences result. 6. On this website, anyone can submit an urban legend for fact-checking. 7. Several of the stories have actually been proven to be true. 8. According to the website operators, no urban legend is too difficult to track down. 9. Everything is double-checked before it is posted to ensure accuracy. 10. You can be sure that there are enough crazy legends to keep you reading for days! /10 points B. Write the appropriate question for each of the answers. Then write the answer in the opposite form, either affirmative or negative. Change the quantifiers accordingly. 1. Q: A1: Yes, I found several articles about the 9/11 attacks. A2: 2. Q: A1: Yes, there are a number of interesting entries about urban legends in this book. A2: 3. Q: A1: A2: No, I don’t have any research to do for my conspiracy theory project. 4. Q: A1: Yes, there are still some people who believe in aliens. A2: 5. Q: A1: A2: No, I won’t include any photos to support my debate arguments. /10 points Reproduction permitted © Chenelière Education Inc.

Destinations  Grammar Quiz Unit 4

283

Name:

Date:

Grammar Quiz Unit 4

Group:

Handout Q 4 (cont.)

The Passive Voice

C. Write an A or a P to indicate whether the sentence is in the active or the passive voice. 1.

Last night, someone filed a report about a flying saucer.

2.

Last year, a video was posted of a girl with eight legs.

3.

Ten years ago, someone circulated an urban legend about a monster that was half wolf and half human.

4.

The human brain is wired to believe in conspiracies.

5.

Con artists trick trusting individuals into donating money to fake organizations. /10 points

D. Rewrite the following sentences about popular urban legends using the passive form. 1. An Angolan witch spider eats cats and dogs. 2. A famous fast-food chain actually serves fried rats to customers. 3. Some people believe that alligators live in the New York City sewers. 4. The public blamed artificial sweetener for causing many medical disorders. 5. Scientists use cricket chirps to determine the temperature outside. 6. An 80-year-old woman accidentally swallowed a diamond at a charity event. 7. Scientists proved yawning to be truly contagious. 8. Bill Gates gave a man a million dollars for helping fix his flat tire. 9. Many people consider thirteen an unlucky number. 10. A doctor originally created Coca-Cola for medicinal purposes.

/10 points 284 Destinations  Grammar Quiz Unit 4

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Name:

Date:

Grammar Quiz Unit 5

Group:

Handout Q 5

Past Perfect

A. Complete the sentences using the past perfect. 1. Before the scheduled court date, the defendant (meet)

with her

lawyer several times. 2. They (review)

her testimony together.

3. The lawyer (choose)

three witnesses to support his client’s case.

4. The witnesses (promise)

to appear at the trial.

5. Once everyone (arrive)

at the courthouse, the judge called the

court into session. /5 points B. Choose the simple past or the past perfect to complete the following text. Because his house (flooded / had flooded)1 during the hurricane, Doug (decided / had decided)2 to file an insurance claim for all of the damages. The next week, he (received / had received)3 a surprising response in the mail explaining that the insurance company (refused / had refused) 4 to give him any money for the flood damages. Why? Doug (forgot / had forgotten)5 to close the windows of his house! /5 points

C. Complete the sentences with either the past perfect or the simple past, depending on which event occurred first. 1. By the time the witnesses (arrive)

, the trial (begin, already)

. 2. When the prosecutor (start)

asking questions, we were happy

that we (practise)

our responses that morning.

3. Because Rafael’s sister (take)

pictures of the crime scene, she

(provide)

valuable evidence at the trial.

4. Rafael waited until everyone else (leave) he (ask) 5. (hear)

the courtroom before

the lawyer his question. the judge

before he (give)

all of the testimonies the verdict? /10 points

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Destinations  Grammar Quiz Unit 5

285

Name:

Date:

Grammar Quiz Unit 5

Group:

Handout Q 5 (cont.)

Conditional Sentences (Real Conditions)

D. Match the if-clauses with the appropriate main clause. 1. If you travel to a foreign country,

a. you should tell the principal.

2. If you go hiking in the woods alone,

b. if your area is given an evacuation order.

3. Leave your house immediately

c. get your vaccinations before you leave.

4. If you have pictures of evidence,

d. check inside to see who it belongs to.

5. Your parents will begin to worry

e. you should give them to the police.

6. If you know who pulled the fire alarm,

f. tell a friend about your plans.

7. If you find a wallet in the street,

g. if you see someone shoplifting.

8. You will burn the cake

h. don’t let the children stay up too late.

9. Locate and tell a store manager

i. if you don’t tell them where you’re going.

10. If you are asked to babysit,

j. if you leave it in the oven for too long. /10 points

E. Nate is taking his first road trip, and his mother is worried. She is asking him questions to make sure that he knows what to do in every circumstance. Choose a response and write Nate’s answer in a full sentence with an if-clause and a main clause. 1. What will you do if you see that the gas tank is on empty? a) panic

b) stop at the next gas station

c) ignore it and continue driving

2. What will you do if you feel yourself getting sleepy? a) open a window and turn up the music

b) call home

c) find a gas station

3. What will you do if it gets too late to continue driving? a) turn around and come home

b) stop and sleep at the closest motel

c) sing songs

4. What will you do if you want to send a text message while driving? a) get out your phone

b) look for a distraction

c) pull over to the side of the road

5. What should you do if you lose your way? a) ask for directions at a nearby gas station

b) scream for help

c) eat a sandwich

/10 points 286 Destinations  Grammar Quiz Unit 5

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Evaluation Components

Evaluation Grids for the Student

Handout

Page

 Self-Evaluation Log for Competency 1                                  SE 1                  288 Self-Evaluation Log for Competency 2                                  SE 2                  289 Self-Evaluation Log for Competency 3                                  SE 3                  290  Peer Evaluation Sheet for Competency 3                               SE 4                  291  Unit Reflection Sheet                                                SE 5                  292

Evaluation Grids for the Teacher

Handout

Page

 General Competency Rubric for C1                                    TE 1                  293 General Competency Rubric for C2                                    TE 2                  294 General Competency Rubric for C3                                    TE 3                  295  Individual Progress Log                                              TE 4                  296  Observation Grid for Competency 1                                    TE 5                  297 Observation Grid for Competency 2                                    TE 6                  298 Observation Grid for Competency 3                                    TE 7                  299

Evaluation Situations

Handout

Page

 Evaluation Situation 1 Teacher’s Notes and Evaluation Grids                           ES11–ES13                  300 Transcript for Task 2                                                ES14                  305 Student Handouts                                            ES15–ES19                  307  Evaluation Situation 2 Teacher’s Notes and Evaluation Grids                           ES21–ES23                  316 Transcript for Task 1                                                ES24                  321 Student Handouts                                            ES25–ES28                  323

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Destinations  Evaluation Components

287

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 1

C1 Interacts Orally in English

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing fine = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I use English at all times. Participation in oral interaction

I contribute throughout the discussion. I react to and build on what others say. My ideas are pertinent.

Content of the message

I explain and support my ideas. I build on the ideas of others. I don’t hesitate when I speak.

Articulation of the message

I use the targeted vocabulary and grammar correctly. I express myself clearly.

Management of strategies and resources

I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

Skills and strategies I need to work on

Date

What I manage well

Teacher’s comments:

288 Destinations  Student Evaluation Grids

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Name:

Date:

Self-Evaluation Log

Group:

Handout SE 2

C2 Reinvests Understanding of Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing fine = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I understand the reading texts. Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task Management of strategies and resources

I understand the audio recordings. I understand the videos. I share my understanding of the text and adjust it if needed. I can select relevant ideas from the texts to reinvest. I combine ideas from the texts with my own ideas. I understand how to use text features in my work. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

Skills and strategies I need to work on

Date

What I manage well

Teacher’s comments:

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Destinations  Student Evaluation Grids

289

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 3

C3 Writes and Produces Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing fine = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in the writing and production processes

Content of the message

I use all steps of the processes to complete my tasks. My work shows improvement through the steps of the processes. I cooperate with others to give and receive feedback. My ideas are pertinent. I consider the audience and purpose. I organize my ideas. I develop and support my ideas.

Formulation of the message

Management of strategies and resources

My grammar and vocabulary are accurate. I use appropriate text features and components. My message is clear and easy to understand. I know which strategies help me and I use them. I know which resources help me and I use them to improve my work.

Total Date

Skills and strategies I need to work on

Date

What I manage well

Teacher’s comments:

290 Destinations  Student Evaluation Grids

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Name:

Peer Evaluation Sheet

Date:

Group:

Handout SE 4

C3 Writes and Produces Texts

Instruction • Evaluate your classmate’s work. Name of classmate:

Criterion

Task number:

Doing fine

Performance

Not bad

Needs work

Page:

Comment

Date Participation in the writing and production processes

My classmate used all steps of the process to complete the task. My classmate was open to and integrated feedback from others. The ideas are pertinent. The product is appropriate for the audience and purpose.

Content of the message

The ideas are organized. The ideas are well developed and supported. The grammar and vocabulary are accurate.

Formulation of the message

The text reinvests new language and grammar from the unit. The text is easy to understand.

Production process only

The images, video and / or music enhance the message of the text.

One thing you really like about this product:

One thing that could be improved the next time:

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Destinations  Student Evaluation Grids

291

Name:

Unit Reection Sheet Unit number:

Date:

Group:

Handout SE 5

What Did You Learn?

Title:

Instructions • Reflect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit. Language prompts to help share your ideas • I learned . . . • What was your answer for . . . ? • I think that . . . • What’s your opinion? • What do you think about . . . ? • That’s interesting. • If I understand correctly, . . . • Based on my experience, . . . • Tell me why you . . . • That’s possible, but I think . . . • It seems to me that . . . • The text on . . . mentions that . . .

1. Look back at the tasks you completed in the unit. a. Write new words you want to remember.

b. Write something interesting you learned in this unit.

2. a. What was the driving question of the unit (on the opening page)?

b. Answer the driving question.

Share and reinvest. 3. In teams: • Discuss your answers to the questions in Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your classmates. • Ask your classmates questions. • Respond to your classmates’ ideas and experiences.

Set a goal. 4. Write your goal for speaking, listening, reading or writing in the next unit.

292 Destinations  Student Evaluation Grids

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Name:

Date:

Fluency Accuracy

Articulation du message**

Content of the message

Participation in oral interaction*

General Competency Rubric

Group:

Handout TE 1

C1 Interacts Orally in English

A

B

C

D

E

Interacts throughout the task, using various techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout Interacts sporadically the task, reacts to what but uses English at all others say and uses times. English at all times.

Interacts very little unless prompted and does not always do so in English.

Reverts to a language other than English often enough that evaluation is not possible OR does not interact.

Shares ideas relevant to the task (topic, purpose) and elaborates on them, builds on what others say AND brings up new ideas to enrich the discussion.

Shares relevant ideas and elaborates on them. Stays on topic and builds on what others say (e.g. gives examples, negotiates and clarifies meaning).

Expresses basic ideas related to the topic but message is superficial and lacks coherence. Elaborates when prompted.

Expresses ideas that are mostly incomplete, repetitive or can apply to any topic (e.g. I think it’s good; It’s true). Elaborates only when asked a direct question.

Expresses messages that are not relevant to the topic OR reverts to a language other than English.

Speaks with natural ease and confidence when interacting.

Speaks with a certain degree of ease when interacting. Hesitations, although present, rarely interfere with interaction.

When interacting, messages are sometimes incomplete and / or pauses and hesitations hinder interaction.

Messages are often incomplete or made up of isolated words. Pauses and hesitations often hinder interaction.

When interacting, expresses messages that are clear and contain very few errors. Uses targeted expressions accurately.

When interacting, expresses messages that are clear but contain some noticeable errors. Generally uses expressions accurately.

When interacting, makes errors that sometimes affect clarity. Messages occasionally require interpretation.

When interacting, makes errors that regularly affect clarity. Messages often require interpretation.

Expresses messages that are mostly incomprehensible, reverts to a language other than English often enough that evaluation is not possible OR does not interact.

Targeted language conventions

Management of strategies and resources***

Type of error

Selects and manages a variety of strategies and resources effectively to improve oral interaction. Reflects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Very few

Requires some prompting to use strategies and resources.

Some

Many

Uses strategies and resources when told explicitly which to use.

Too many

Despite prompting, does not make use of strategies or resources.

* Tell students that expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Warn them that they will receive an E if they do not interact with peers, regardless of how well they speak. ** For articulation of the message, please target language conventions for the task based on the Progression of Learning and notions from the unit. *** The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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Destinations  Teacher Evaluation Grids

293

Name:

Date:

C

D

E

Shows some understanding of texts and makes some links between texts and own experience.

Shows little understanding of texts. Makes few links between texts and own experience.

Shows no understanding of texts. Responses are not linked to texts.

With others, negotiates and adjusts understanding.**

Relies on others to adjust understanding.**

Shows solid understanding of texts and makes connections between texts and own experience.

Supports others in negotiating meaning.**

Negotiates meaning with others and adjusts understanding as needed.**

Selection and use of information / ideas / language

B

Chooses appropriate, accurate and pertinent information / ideas and language from texts. Uses text features and components to advantage.

Chooses mostly appropriate, accurate and pertinent information / ideas and language from texts. Makes some use of text features and components.

Chooses some appropriate, accurate and pertinent information / ideas and language from texts. Product shows some weaknesses (e.g. inaccurate or irrelevant content, some content copied from source texts).

Chooses little appropriate, accurate or pertinent information / ideas or language from texts. Product shows many weaknesses (e.g. lack of content, inaccurate or irrelevant content, sections copied from source texts).

Information / ideas and language are inappropriate, inaccurate or invented OR large parts are copied from source texts.

Coherence of organization, combination with own ideas

A

Handout TE 2

C2 Reinvests Understanding of Texts

Shows superior understanding of texts and makes pertinent connections between texts and own experience.

Skilfully combines and organizes a great deal of pertinent information / ideas and language from texts with own ideas to create an original product.

Combines relevant information / ideas and language from texts with own ideas to create a coherent product.

Combines some information / ideas or language from texts with own ideas. Product is somewhat coherent.

Combines few ideas and little information or language from texts with own ideas. Product lacks coherence.

Own ideas are not included, irrelevant and / or combined with irrelevant information from texts. Product is incoherent.

Selects and manages a variety of strategies and resources effectively to construct meaning of texts and carry out a reinvestment task. Reflects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

Despite prompting, does not make use of strategies or resources.

Management of strategies and resources**

Use of knowledge from texts in a reinvestment task*

Evidence of understanding of texts through the response process

General Competency Rubric

Group:

* To be able to assess students’ reinvestment, please refer to the texts students have listened to, viewed or read. ** The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

294 Destinations  Teacher Evaluation Grids

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Name:

Date:

Clarity

Accuracy of Pertinence targeted language Development and coherence repertoire* Text components and features

Formulation of the message

Content of the message

Participation in the writing and production processes**

General Competency Rubric

Group:

Handout TE 3

C3 Writes and Produces Texts

A

B

C

D

E

Personalizes the process to plan and carry out the task. Seeks and integrates feedback from peers and the teacher.

Uses the steps of the process to complete the task. Integrates feedback from peers and the teacher.

With some support, uses the steps of the process to complete the task. Integrates some feedback from others.

Despite support, uses few of the steps of the process to complete the task. Has difficulty integrating feedback.

Does not use the steps of the process OR does not complete the task.

Text is well adapted to the task requirements (topic, audience, purpose). Ideas are well organized and coherent.

Text is suited to the task requirements. Ideas are generally well organized and coherent.

Text is somewhat suited to the task requirements. Ideas are somewhat organized and coherent.

Text is only partially suited to the task requirements. Ideas lack some organization and coherence.

Text is unsuited to the task requirements. Ideas lack organization and coherence.

Ideas and viewpoints are well developed and supported. Student demonstrates originality and cognitive maturity.

Ideas and viewpoints are developed and supported.

Ideas and viewpoints are generally developed and supported.

Ideas and viewpoints are poorly developed or supported.

Ideas and viewpoints are not developed or supported.

Contains very few errors in the use of targeted and familiar language (vocabulary, expressions, grammar).

Contains few errors in the use of targeted and familiar language (vocabulary, grammar).

Contains some errors in the use of targeted and familiar language (vocabulary, structures, grammar).

Contains many errors in the use of targeted and familiar language (vocabulary, structures, grammar).

Some errors may be present but do not impede readability or understanding.

Errors may slightly impede readability but not understanding.

Errors or awkward structures sometimes impede readability and understanding. Text is understood with some interpretation.

Errors and / or awkward structures repeatedly impede readability and understanding but text is understood with significant interpretation.

All required components and features are present and skilfully tailored to the needs of the task.

All required components and features are present and properly structured.

Most required components and features are present.

A few required components or features are present.

Text is mostly incomprehensible OR student does not complete the task.

Targeted language conventions /text components and features

Management of strategies and resources**

Type of error

Selects and manages a variety of strategies and resources effectively. Reflects on their effectiveness and makes adjustments.

Very few

Selects and manages appropriate strategies and resources.

Some

Requires some prompting to use strategies and resources.

Many

Uses strategies and resources when told explicitly which to use.

Too many

Despite prompting, does not make use of strategies or resources.

* For accuracy of language, please target language conventions for the task based on the Progression of Learning and notions from the unit. ** The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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Destinations  Teacher Evaluation Grids

295

Name:

Date:

Individual Progress Log

Competencies C1, C2 and C3

Competency

Group:

Handout TE 4

Date and level of proficiency

C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

* The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

296 Destinations  Teacher Evaluation Grids

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Observation Grid

Handout TE 5

C1 Interacts Orally in English

Group: Evaluation criteria

Exceeds expectations Meets expectations Acceptable but needs improvement Has some difficulties Has serious difficulties

Participation in oral interaction

Content of the message

Articulation of the message

Management of strategies and resources

Task and date

A B C D E

Students

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Destinations  Teacher Evaluation Grids

297

Observation Grid

Handout TE 6

C2 Reinvests Understanding of Texts

Group: Evaluation criteria Exceeds expectations Meets expectations Acceptable but needs improvement Has some difficulties Has serious difficulties

Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Management of strategies and resources

Task and date

A B C D E

Students

298 Destinations  Teacher Evaluation Grids

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Observation Grid

Handout TE 7

C3 Writes and Produces Texts

Group: Evaluation criteria Exceeds expectations Meets expectations Acceptable but needs improvement Has some difficulties Has serious difficulties

Participation in the writing and production processes

Content of the message

Formulation of the message

Management of strategies and resources

Task and date

A B C D E

Students

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Destinations  Teacher Evaluation Grids

299

Evaluation Situation 1

Lighten Up! Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 • Evaluation Grids for C1, C2 and C3 (Handouts ES1.1–ES1.3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 • Transcript for Task 2 (Handout ES1.4, Audio CD Track 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 Student Handouts (ES1.5–ES1.9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 • Answer Keys for Handouts ES1.6, ES1.7 and ES1.9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AK-18 ESL Competencies Evaluated C1: Interacts orally in English • Participation in oral interaction • Content of the message • Articulation of the message C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and produces texts • Content of the message • Formulation of the message

General Procedure Make sure that students understand each step of the procedure. Step 1: Theme • Describe the theme in general terms. Students in the last year of high school face situations that can be quite stressful. In this evaluation situation, they will explore strategies for dealing with stress in a positive way. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Explain the evaluation criteria, using the grids for the three ESL competencies on pages 302–304. • Tell students which resources they are allowed to use. They should have access to resources that they have been using throughout the year. A transcript of the CD recording is provided on page 305 for additional support. • Collect all handouts at the end of each class period. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

300 Destinations  Evaluation Situation 1

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Overview of Evaluation Situation 1 In Task 1, students will discuss situations that can be stressful for them and for others. In Task 2, they will listen to a school counsellor’s suggestions for dealing with the top five stressors for graduating students. In Task 3, they will read about the effects of positive and negative thinking on stressful situations. They will then collaborate in groups to apply this positive outlook to transform negative statements in Task 4. Finally, they will reinvest what they have learned in Task 5 by responding to a blog post by a teen who is struggling with negativity.

Approximate Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Discussion

• Comparatives and superlatives • Supports opinions

Podcast interview

• Gerunds • Imperative form

Informationbased texts

• • • • •

Discussion

• The future • Supports opinions • Asks for others’ opinions

Response to a blog post

• • • • • •

Task 1: What Stresses You Out? 35 min

C1: Interacts orally in English • Participation in oral interaction • Articulation of the message

Task 2: Stressors 30 min

C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: Handling Stress 45 min

C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process

Gerunds Imperative form Simple present Present perfect Modals

Task 4: Negative to Positive 40 min

C1: Interacts orally in English • Participation in oral interaction • Content of the message • Articulation of the message

Task 5: Time to Lighten Up! 75 min

C2: Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task C3: Writes and produces texts • Content of the message • Formulation of the message

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Gerunds Imperative form Simple present Present perfect Modals Gives advice and feedback

Destinations  Evaluation Situation 1

301

Name:

Date:

Evaluation Situation 1

Articulation of the message

Participation in oral interaction

Task 1:

Evidence of understanding of texts through the response process

Task 2:

C1

Group:

Handout ES1.1

Evaluation Grids for Task 1 and Task 2 Interacts Orally in English A

B

C

D

E

Student interacts throughout the discussion, using various techniques to help the group reach a consensus (e.g. asks for details, comments on what others say, prompts peers).

Student interacts throughout the discussion, reacts to what others say and uses English at all times.

Student interacts sporadically but uses English at all times.

Student interacts very little unless prompted and does not always do so in English.

Student reverts to a language other than English often enough that evaluation is not possible OR does not interact.

Student speaks with natural ease and confidence when interacting.

Student speaks with some ease. Hesitations, although present, rarely interfere with interaction.

Student makes errors that sometimes affect clarity. Pauses and hesitations occasionally hinder interaction.

Student makes errors that regularly affect clarity. Pauses and hesitations often hinder interaction.

Opinions and comments are clear but contain some noticeable errors. Generally uses targeted expressions accurately.

Opinions and comments are sometimes incomplete and may require interpretation.

Student expresses messages that are mostly incomprehensible OR reverts to a language other than English often enough that evaluation is not possible OR does not interact.

Opinions, comments and questions are clear and contain very few errors. Uses targeted expressions accurately.

C2

Opinions are incomplete or made up of isolated words and often require interpretation.

Reinvests Understanding of Texts A

Student’s notes and answers show superior understanding of the stressors and solutions discussed in the interview. Student makes pertinent connections between what is said in the interview and the group’s experiences.

B Student’s notes and answers show solid understanding of the stressors and most of the solutions discussed in the interview. Student makes connections between what is said in the interview and the group’s experiences.

302 Destinations  Evaluation Situation 1

C

D

Student’s notes and answers show some understanding of the stressors and solutions discussed in the interview.

Student’s notes and answers show little understanding of the stressors and solutions discussed in the interview.

Student makes a few connections between what is said in the interview and the group’s experiences.

Student makes very few connections between what is said in the interview and the group’s experiences.

E Student’s notes and answers show little or no understanding of the audio recording. Responses are not linked to what is said in the interview.

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Name:

Date:

Evaluation Situation 1

Evidence of understanding of texts through the response process

Task 3:

Articulation of the message

Content of the message

Participation in oral interaction

Task 4:

C2

Group:

Handout ES1.2

Evaluation Grids for Task 3 and Task 4 Reinvests Understanding of Texts A

B

C

D

E

Student shows superior understanding of the texts (effects of stress, negative vs. positive thinking, best ways to reduce stress). Supports others in negotiating meaning.

Student shows solid understanding of the texts (effects of stress, negative vs. positive thinking, ways to reduce stress). Negotiates meaning with others and adjusts understanding as needed.

Student shows some understanding of the texts (effects of stress and negative thinking, ways to reduce stress). With the help of others, negotiates and adjusts understanding.

Student shows little understanding of the texts. Relies on others to acquire understanding of the effects of stress and ways to reduce stress.

Student shows no understanding of the texts and does not negotiate meaning with others. Responses are not linked to what is said in the texts.

C

D

E

C1

Interacts Orally in English A

B

Student interacts throughout the discussion and uses various techniques to help the discussion move forward.

Student interacts throughout the discussion, reacts to what others say and uses English at all times.

Student interacts sporadically but uses English at all times.

Student interacts very little unless prompted and does not always do so in English.

Student reverts to a language other than English often enough that evaluation is not possible OR does not interact.

Student shares ideas relevant to the task (topic, purpose) and elaborates on them, builds on what others say AND brings up new ideas to enrich the discussion.

Student shares relevant ideas and elaborates on them. Builds on what others say (e.g. gives examples and clarifies meaning).

Student expresses basic ideas related to the topic but suggestions are obvious and lack detail or coherence. Elaborates when prompted.

Student expresses ideas that are mostly incomplete, repetitive or can apply to any topic (e.g. I think it’s good; It’s true). Is unable to elaborate unless asked a direct question.

Student expresses messages that are not relevant to the topic OR reverts to a language other than English.

When interacting, student expresses messages that are clear and contain very few errors. Uses targeted expressions accurately.

Hesitations, although present, rarely interfere with interaction. Student expresses messages that are clear but contain some noticeable errors. Generally uses expressions accurately.

When interacting, student makes errors that sometimes affect clarity. Messages are sometimes incomplete and require some interpretation, or pauses and hesitations hinder interaction.

When interacting, student makes errors and pauses that regularly affect clarity or interaction. Messages are often incomplete or made up of individual words and require interpretation.

Student expresses messages that are mostly incomprehensible, reverts to a language other than English often enough that evaluation is not possible OR does not interact.

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Destinations  Evaluation Situation 1

303

Name:

Date:

Evaluation Situation 1

Use of knowledge from texts in a reinvestment task

Task 5:

Formulation of the message

Content of the message

Task 5:

C2

Handout ES1.3

Evaluation Grids for Task 5

Reinvests Understanding of Texts A

Student combines pertinent and accurate information, ideas and language from the texts with own language repertoire. Uses text features to advantage to create a realistic blog response.

C3

Group:

B Student chooses mostly pertinent and accurate information, ideas and language from the texts and organizes them well. Makes some use of text features in the blog response.

C

D

Student chooses some pertinent information and language from the texts. The blog response has some inaccurate or irrelevant content, or content copied from source texts.

Student chooses little pertinent information from the texts. The blog response lacks content or has inaccurate or irrelevant content, or sections copied from source texts.

E Most ideas and language in the blog response are inappropriate, inaccurate or invented OR large parts are copied from source texts.

Writes and Produces Texts A

B

C

Text is well adapted to the audience and purpose. The teen’s problems, information on the effects of stress and negative thinking, and suggestions for lightening up are all presented in a coherent fashion that demonstrates originality and cognitive maturity.

Text is suited to the audience and purpose. The teen’s problems, information on the effects of stress and negative thinking, and suggestions for lightening up are presented in a logical fashion.

Text is mostly suited to the audience and purpose. The teen’s problems, some information on the effects of stress and suggestions for lightening up are combined in a somewhat coherent fashion.

Text is only partially suited to the audience and purpose. Ideas about the teen’s problems, the effects of stress and suggestions for lightening up are few and lack organization and coherence.

Text is unsuited to the audience and purpose. Ideas are few, often not pertinent to the topic and lack organization and coherence.

Text contains very few errors in the use of verbs, modals and gerunds, or in the familiar and targeted expressions required for the task. Errors do not impede readability or understanding.

Text contains few errors in the use of verbs, modals and gerunds, or in the use of familiar and targeted expressions. Errors may slightly impede readability but not understanding.

Text contains some errors in the use of verbs, modals and gerunds, and in the use of familiar and targeted expressions that sometimes impede readability and understanding. Text is understood with some interpretation.

Text contains many errors in the use of verbs, modals and gerunds, and in the use of familiar and targeted expressions that repeatedly impede readability and understanding. Text is understood with significant interpretation.

Text is mostly incomprehensible OR student does not complete the task.

304 Destinations  Evaluation Situation 1

D

E

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Name:

Date:

Evaluation Situation 1

Stressors

Transcript for Task 2 Audio CD Track 9

Group:

C2

Handout ES1.4

CD

Host: Hello, everyone! On today’s podcast, we’ll be talking about the top five stressors faced by graduating students. Joining us is Andrea Dodd, a school counsellor who has been working with teens for most of her career. Hi, Andrea. Thanks for coming in to talk with us today. Andrea Dodd: Thank you for inviting me. Host: Tell us about the top five things that are stressful for the Secondary 5 students you work with. I’ve been thinking about this myself, and I’m pretty curious to see if our lists match. I bet one of them has to do with the million-dollar question everybody asks us at this age: “So, what are you doing next year?” Dodd: You’re right about that. At sixteen or seventeen years old, most students haven’t decided on a career yet, so choosing a career path is definitely a significant source of stress. And yes, it can be really annoying to be constantly asked that question, especially when you haven’t made up your mind. Host: Personally, I’m not sure yet, and I know a lot of other people who don’t know which career to choose either. It’s difficult to make a choice at this age. I mean, I’m only seventeen. How am I supposed to know what’s going to make me happy when I’m forty? Dodd: Exactly. That’s why many students choose general programs when they go to college, so they can keep their options open. Host: That’s what I’m doing. So, what about the next stressor? Dodd: Getting accepted into a CEGEP program is a major concern for many graduating students. Some programs can be quite difficult to get into and some students might end up being disappointed that they don’t get their first choice. Host: Yes, that happened to my brother. His grades weren’t good enough. He was pretty disappointed.

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Dodd: Well, there are a couple of things that can help you here. First, make sure you’re realistic about your chances of getting into the program. Are your grades high enough? And do they accept many people? If your average is sixty-five, you might not have much hope of getting into an elite aeronautics program. But if it’s your dream and you really want to do it, you can take remedial classes and bring your marks up so that you can try again. Host: That’s exactly what my brother did. He retook his chemistry and math classes, and then the next year, he was accepted into the Natural Sciences program he wanted. It was a lot of work, but he doesn’t regret it. Apart from CEGEP worries, are there other things that bother teens? Dodd: Oh sure. Some people get really stressed out over getting their driver’s licence. Host: Really? Stressed out? I couldn’t wait to start my lessons last summer. Dodd: Seriously? Think about it . . . you’ve never felt stressed when you were driving, especially when you first started? Not in traffic, not while you were with your instructor? Not worried about making a mistake? Host: Okay, you have a point. I have to admit that I was kind of stressed out at the beginning, and I am worried about my driver’s test—it’s coming up in a couple of months. What if I don’t pass? I’ll feel so stupid. Lots of my friends already have their licences, and I’ll have to wait another month before I can try it again. Dodd: Exactly. And if you fail the first time, you’ll even be more worried the second—or third—time you try it. Host: Oh great. So, what do you suggest? Dodd: Well, practise as much as you can. Stay focused. And don’t tell everybody the date!

Destinations  Evaluation Situation 1

305

Name:

Evaluation Situation 1

Date:

Transcript for Task 2 Audio CD Track 9

Host: Why not? Oh wait . . . if I don’t tell the date and I don’t pass, nobody has to know. That’s not a bad idea! Okay, what’s another common stressor for teens? Dodd: Relationships in general can be a really positive thing in our lives, but they can also be a source of stress. Host: Are you referring to romantic relationships? Dodd: Yes, but also relationships with parents, teachers and employers. In our everyday lives, we have to figure out how to get along with all sorts of people. Some of them are easier to get along with than others. Host: We could probably spend an entire show on any of those types of relationships; each one comes with its own issues and challenges. Dodd: That’s for sure. The most important thing to remember is that, if a relationship is stressful, you need to have someone you can talk to about it and let off steam, whether it’s a friend, a family member or an adult at school. Remember that you’re never alone. Host: That’s a really good point. For any stressful situation you’re in, it’s important to be able to talk about it with someone. Dodd: It certainly is. Host: So I guess this brings us to the last one. What is the final stressor on your Top Five list? Dodd: The final stressor I hear about from students at the school where I work combines a few of the other stressors, really. It’s finding a balance between a part-time job and the rest of your life. Host: I can see how that would touch academic stress and relationship stress. I know that my girlfriend sometimes gets annoyed because she thinks I work too much and don’t have enough time for her.

306 Destinations  Evaluation Situation 1

Group:

C2

Handout ES1.4 (cont.)

Dodd: Yes, and of course, work might also take time away from studying and have a negative impact on your grades. Or you might have a boss who puts pressure on you to work more hours than you should, and you feel like you can’t say no. So, that causes stress for some students I work with. Host: I know what you mean. If you need money like I do, you need to work. I’m saving up for my studies next year, and to buy a car. Dodd: You’re fortunate to be saving for a car. Some students are under pressure to work because they have to help out with family finances. They might have to support themselves, and many have to work hard to be able to afford a post-secondary education. Host: Yeah, you’re right. I hadn’t thought about that. Well then, how can students succeed while working and studying at the same time? Dodd: Balancing work and school means you have to be very organized. You need to plan time for studying and time for seeing your friends—or girlfriend. It’s not always a bad thing, though. Studies show that students who work around 15 hours per week actually do a little better at school. We think it teaches them to be more organized with their time. Host: And maybe waste less time doing things like playing video games. I should think about that! Dodd: You might want to—unless your girlfriend enjoys video games, too. Host: Nope, not at all. Well, Andrea, thanks for giving me, and our listeners, some things to think about. Dodd: You’re welcome. The important thing to remember is that there are always solutions and that you’re never alone. Host: Thanks for that!

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Name:

Date:

Evaluation Situation 1

Group:

Task 1: What Stresses You Out?

C1

Handout ES1.5

1. Read the list of situations below. • Rate them from 1 to 5 to indicate how stressful you think they are. 1 = Very stressful

5 = Not stressful at all

• You may add situations to the list. 2. With a group of your classmates, discuss each situation and how stressful it can be (or not be) for you. • Compare your ratings with those of your classmates. • Agree or disagree, give examples, ask questions, build on and comment on what your classmates say. • As a team, come to a consensus on the top five stressors for most teens. Circle them. Situation

Rating from 1 to 5

Taking an exam Going for a job interview Driving a car Going to a party where you don’t know a lot of people Taking public transit alone at night Applying for a job or for CEGEP Finishing high school and starting something new Breaking up with a girlfriend or boyfriend Getting a big project ready at the last minute Trying out for a new sports team Not getting along with your parents Going to a new school Doing an oral presentation Having a lot of homework due at the same time Going on a first date Moving out of the house Being late for something important Getting enough money for your school fees and living expenses Starting a new part-time job

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Destinations  Evaluation Situation 1

307

Name:

Date:

Evaluation Situation 1

Group:

Task 2: Stressors

C2

Handout ES1.6

1. Match the words to their meanings. 1. get annoyed

a. be a source of pressure or tension

2. be fortunate

b. become very tense and worried

3. get stressed out

c. become irritated

4. be a stressor

d. be discouraged

5. get along

e. be lucky

6. be disappointed

f. be friendly, agreeable

2. Listen to the interview. In the chart below, write down the stressors mentioned by the counsellor and take notes on her suggestions for dealing with them. CD Stressor

Suggestion

3. Which stressors from the interview were the same as the ones that you and your teammates rated as the top five?

4. Which were different?

308 Destinations  Evaluation Situation 1

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Name:

Evaluation Situation 1

Date:

Group:

Task 3: Handling Stress

C2

Handout ES1.7

1. Read the headings in the Dealing with Stress chart and the question on page 311. 2. Read the texts on pages 309 and 310. Take notes in the chart and answer the question. The information you gather will be reinvested in the final writing task.

Jenn’s Blog: Are You Stressed? Posted on January 30, 2:15 p.m. Like it or not, stress is with us all the time. It’s part of being human. Sometimes stress can even be a good motivator. There’s nothing like a deadline to light a fire under you so you can get that school project done, right? But sometimes too much stress can make us feel like giving up. Life starts feeling like it’s not much fun, and we can’t see the light at the end of the tunnel. I’m a busy university student with a job, so sometimes I can feel really stressed out. At those times, my mood can get pretty negative, so I’ve developed some strategies to help me get through it. First of all, when I am studying and start to feel overwhelmed, I take a 15-minute break and then I turn to one of my tried-and-true stress reducers. One of the easiest for me is to listen to music. I have a special playlist of cheerful, high-energy songs that I use when I feel that I’m getting cranky. Or, sometimes I call a friend. One of my friends has a great way of seeing the funny side of almost any situation and can always make me laugh. If I feel my heartbeat starting to go up from stress, I close my eyes for a few minutes and take some nice, deep breaths. My main point is this—no matter who you are or what you’re dealing with, you need to be nice to yourself and to give yourself a break. Figure out what helps you relax and you’ll have more courage to face whatever is stressing you. Three Responses to “Are You Stressed?”

VOCABULARY

Posted on January 31, 9:18 p.m. Ali says: Hey Jenn, thanks for sharing that. After taking a psychology course recently, I’ve started to notice how people around me react to stress. I totally agree that your outlook has a lot to do with how you deal with stress, and it’s making me try a little harder to be less negative, myself. Not always easy, though. Posted on January 31, 10:04 p.m. Lou says: Sure, taking a few deep breaths might make you feel better but it doesn’t make your problems go away, does it?

light a re under > motivate tried-and-true > dependable cranky > irritable lighten up > relax, become less tense

Posted on January 31, 10:34 p.m. Maxime says: Hoo boy, sounds like Lou could stand to lighten up a little! LOL!

Research That Will Make You Smile Researchers at the University of Kansas have discovered that if you force yourself to smile after a stressful situation, your heart rate will slow down. They tested the theory on students and concluded, “This is not going to cure you if you have chronic stress or a major life event like a tornado . . . But it’s almost impossible to be really angry or really stressed with this big smile on your face . . . You can’t help but reduce that negative effect.”

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Destinations  Evaluation Situation 1

309

Name:

Evaluation Situation 1

Date:

Task 3: Handling Stress

Group:

C2

Handout ES1.7 (cont.)

Half Full or Half Empty? Have you ever noticed that some people have a sunny, positive outlook on life, while others just seem to have a darker view of the world? Being a positive or negative thinker can affect you in more ways than you might imagine. If you tend to see the glass as half empty, then read on. Learning to be a more positive thinker can help you feel better, even in stressful situations. Positive thinking doesn’t mean that you are sticking your head in the sand and trying to hide from life’s sticky situations. It just means that you approach them with the view that things will turn out okay or, if they don’t turn out okay, that you will be strong enough to handle it. Sometimes, we allow ourselves to focus on what didn’t go well instead of paying attention to the things that did. We anticipate the worst, blame ourselves or others when things don’t work out and see things as either black or white. This is negative thinking. It can also mean that we put too much pressure on ourselves to perform well, or else we consider ourselves a total failure. In fact, stress and negative thinking can even form a vicious cycle: when we’re feeling stressed, negative thoughts can start to slip in. These negative thoughts create more stress, which in turn creates more negative thoughts . . . and the cycle continues. Negative thoughts can even affect our health. In people who are chronically stressed, doctors have found higher levels of a harmful amino acid and a damaging protein in the blood, which can lead to inflammation and heart problems. Other common stress-related health problems are headaches, fatigue, anxiety and depression.

310 Destinations  Evaluation Situation 1

Cheer up! There are a few things you can do to change harmful negative thought patterns. The process is not complicated, but it does take a little time and effort. The first step is to be aware of what you are thinking and to change negative thoughts into positive ones. Be vigilant: notice which situations in your life cause negative thinking and work on your attitude. A healthy lifestyle can also help. Getting exercise has been shown to combat stress and negativity, and a decent diet won’t hurt you, either. Hanging out with other really negative people isn’t a good idea, because they can make you feel like you cannot manage your stress. On the other hand, spending time with positive and supportive people is a great idea. You could even let them know that you are trying to be less negative and ask them for feedback or advice. Finally, stop the negative self-talk. Self-talk refers to all the messages that constantly go through our heads. Negative messages like “You can’t do it” or “You’re no good at this” won’t help you. Instead, change the messages to positive ones like “You’re going to learn something new” or “You’re learning, so give yourself a break.” A good general rule is not to say things to yourself that you wouldn’t say to other people. You deserve the same respect as everyone else! Positive thinkers actually catch fewer colds, have lower rates of depression and live longer. As an added bonus, they handle everyday stress much better than their negative counterparts. So, if you have a black cloud hanging over your head, start chasing it away! A man is but the product of his thoughts. What he thinks, he becomes. Mahatma Gandhi

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Name:

Evaluation Situation 1

Date:

Group:

Task 3: Handling Stress

C2

Handout ES1.7 (cont.)

Dealing with Stress Effects of stress and negative thinking

Positive thinking is . . .

Negative thinking is . . .

Good ideas to reduce stress

Bad ideas

3. How can stress and negative thinking form a vicious cycle?

4. With a group of your classmates, discuss the notes you took and your answers to the questions. Make adjustments to your notes if necessary.

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Destinations  Evaluation Situation 1

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Name:

Evaluation Situation 1

Date:

Task 4: Negative to Positive

Group:

C1

Handout ES1.8

Work with a group of your classmates: • Read the negative self-talk statements below. • Together, find a way to transform each negative statement into a positive one. 1. I can’t do it. Example: I’m going to try my best. OR I’m going to learn something new.

2. I’ll never get this done.

3. I’ll never be any good at this.

4. This will never work.

5. I’ll never get a job.

6. It’s always my fault.

7. The problems I’m having now will go on forever.

8. The worst things always happen to me.

9. Nobody likes me.

312 Destinations  Evaluation Situation 1

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Name:

Evaluation Situation 1

Date:

Group:

Task 5: Time to Lighten Up!

C2

C3

Handout ES1.9

Write a response to a blog post. 1. Read the blog post. Highlight or underline the things that are bothering this teen. 2. Use the chart below to plan your response. Write your first draft on the next page. • Mention some of the things that are bothering the teen. • Explain the effects of stress and negative thinking. • Suggest at least three ways of lightening up. You must use ideas from the texts in Task 3.

Blog: A-a-a-rgh! Posted by Fed Up March 21, 11:33 p.m. So this is the deal. I’ve been super irritated these days. Everyone has really been getting on my nerves: my parents, my teachers, my little brother—why can’t everyone just back off and leave me alone? All anyone talks about is what they think I should do next year when I graduate, and I just don’t want to hear it. I applied for the Health Sciences program my parents want me to take but didn’t get in— I’m actually kind of happy about that. I’m no good at science. I used to get nauseous every time we had to dissect something! I’ve been fighting with my parents ever since I got refused. Now I have to apply again to a different college. My teachers are on my case because I haven’t been doing much in class lately. I just feel like sitting in my room in the dark and playing my guitar, but my little brother bugs me constantly to play with him. Seriously, I can’t wait to move out and get my own apartment. Living here is so boring. Even my friends have been saying I’m so negative these days that they don’t want me around, so I haven’t gone out for weeks. Seriously, why is my life like this?

What’s bugging the teen?

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Suggestions for lightening up

Destinations  Evaluation Situation 1

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Name:

Evaluation Situation 1

Date:

Task 5: Time to Lighten Up!

Group:

C2

C3

Handout ES1.9 (cont.)

3. Write the first draft of your response here. Refer to the blog post and to your notes from Step 2.

Writing Checklist My text is appropriate for the audience and purpose. I mentioned things that are bothering the teen. I explained the effects of stress and negative thinking. I gave and explained at least three suggestions based on information from the texts in Task 3. I used the appropriate verb tenses.

4. Use the checklist to revise and edit your text. 314 Destinations  Evaluation Situation 1

I used gerunds and modals where appropriate.

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Name:

Evaluation Situation 1

Date:

Task 5: Time to Lighten Up!

Group:

C2

C3

Handout ES1.9 (cont.)

5. Write your final copy here. Make sure to integrate the changes and corrections you made in Step 4.

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Destinations  Evaluation Situation 1

315

Evaluation Situation 2

The Real Deal Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2                                                               317 • Evaluation Grids for C1, C2 and C3 (Handouts ES21–ES23)                                         318 • Transcript for Task 1 (Handout ES24, Audio CD Track 10)                                           321 Student Handouts (ES25–ES28)                                                                323 • Answer Keys for Handouts ES25 and ES26                                                   AK-20 ESL Competencies Evaluated C1: Interacts orally in English • Content of the message • Articulation of the message C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and produces texts • Formulation of the message

General Procedure Make sure that students understand each step of the procedure Step 1: Theme • Describe the theme in general terms Thanks in part to the Internet, counterfeit goods have become easily accessible to Canadian consumers In this evaluation situation, students will look at the impact of counterfeiting Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class • Make sure that students understand what they need to do and what is expected of them in each task • Explain the evaluation criteria, using the grids for the three ESL competencies on pages 318–320 • Tell students which resources they are allowed to use They should have access to resources that they have been using throughout the year A transcript of the CD recording is provided on page 321 for additional support • Collect all handouts at the end of each class period Use the appropriate answer keys and evaluation grids to evaluate students’ work

316 Destinations  Evaluation Situation 2

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Overview of Evaluation Situation 2 In Task 1, students will listen to an interview with a border officer about the growing problem of counterfeit products. In Task 2, they will read about the issues surrounding counterfeit goods (e.g. handbags, cosmetics, medication, consumer electronics). They will then discuss their own feelings about counterfeit goods and the impact of counterfeiting in Task 3. Finally, in Task 4, they will reinvest what they have learned by writing an opinion piece about who is really responsible for the increasing amount of counterfeit products in Canada.

Approximate Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Radio interview

• Imperative form • Describes issues • Supports opinions

Informationbased texts

• • • •

Discussion

• Supports opinions • Asks for others’ opinions

Opinion piece

• • • • •

Task 1: Trouble at the Border 45 min

C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 2: The Good, the Bad and the Ugly 45 min

C2: Reinvests understanding of texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task

Modals Describes issues Supports opinions Makes suggestions

Task 3: Counterfeiting and You 45 min

C1: Interacts orally in English • Content of the message • Articulation of the message

Task 4: Who Is Really Responsible? 75–120 min

C2: Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task C3: Writes and produces texts • Formulation of the message

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Modals Simple present Present perfect Describes issues Supports opinions

Destinations  Evaluation Situation 2

317

Name:

Date:

Evaluation Situation 2 Task 1:

C2

Evidence of understanding of texts through the response process Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task

Handout ES2.1

Evaluation Grids for Task 1 and Task 2 Reinvests Understanding of Texts A

Task 2:

Group:

B

C

D

Student’s notes and answers show a superior understanding of the counterfeiting issues mentioned in the interview.

Student’s notes and answers show a solid understanding of the counterfeiting issues mentioned in the interview.

Student’s notes and answers show some understanding of the counterfeiting issues mentioned in the interview.

Student’s notes and answers show little understanding of the counterfeiting issues mentioned in the interview.

Student makes pertinent connections between information from the interview and own ideas in Question D (Step 4).

Student makes connections between information from the interview and own ideas in Question D (Step 4).

Student makes few connections between information from the interview and own ideas in Question D (Step 4).

Student makes very few connections between information from the interview and own ideas in Question D (Step 4).

Student supports others in negotiating meaning (Step 5).

Student negotiates meaning with others and adjusts understanding as needed (Step 5).

Student adjusts understanding with the help of others (Step 5).

Student relies on others to acquire understanding of the interview (Step 5).

C2

E Student’s notes and answers show little or no understanding of the interview. Student’s responses are not linked to what is said in the interview. Student makes little effort to negotiate understanding (Step 5).

Reinvests Understanding of Texts A

B

C

D

E

Student’s answers show a superior understanding of the text (dangers and social consequences of counterfeit products).

Student’s answers show a solid understanding of the text (dangers and social consequences of counterfeit products).

Student’s answers show some understanding of the text (dangers and social consequences of counterfeit products).

Student’s answers show little understanding of the issues described in the text.

Student’s answers show no understanding of the text.

Student makes pertinent connections between information from the text and own ideas in Step 2.

Student makes connections between information from the interview and own ideas in Step 2.

Student combines pertinent and accurate information from the text with own ideas and language repertoire to write a convincing warning in Step 2.

Student chooses pertinent and accurate information from the text and summarizes it to write a wellsupported warning in Step 2.

318 Destinations  Evaluation Situation 2

Student makes few connections between information from the text and own ideas in Step 2.

Student chooses some pertinent information from the text to write the warning in Step 2 but some of the content is irrelevant or copied from a source text.

Student makes very few connections between information from the text and own ideas in Step 2.

Student chooses little pertinent information from the text. The warning (Step 2) lacks relevant content, or sections are copied from a source text.

Responses are not linked to what is said in the text.

Most ideas and language in the warning (Step 2) are inappropriate or inaccurate OR most of the text is copied from a source text.

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Name:

Date:

Evaluation Situation 2

Articulation of the message

Content of the message

Task 3:

C1

Group:

Handout ES2.2

Evaluation Grids for Task 3

Interacts Orally in English A

B

C

D

Student shares ideas and gives coherent opinions on issues related to counterfeiting, supports them with pertinent reasons, elaborates and builds on what others say AND brings up new ideas to enrich the discussion.

Student shares ideas and gives opinions on issues related to counterfeiting, supports them with pertinent reasons and sometimes elaborates on ideas (e.g. gives examples and clarifies meaning).

Student expresses basic ideas, gives some opinions on issues related to counterfeiting and sometimes supports them with pertinent reasons. Elaborates when prompted.

Student expresses ideas on issues related to counterfeiting that are mostly incomplete or repetitive. Rarely gives opinions or reasons and is unable to elaborate unless asked a direct question.

Student is unable to express coherent ideas or opinions on issues related to counterfeiting. Cannot give reasons or elaborate, even when asked a direct question.

Student speaks with natural ease and confidence when interacting.

Student speaks with some ease. Hesitations, although present, rarely interfere with interaction.

Student makes errors that sometimes affect clarity. Pauses and hesitations occasionally hinder interaction.

Student makes errors that regularly affect clarity. Pauses and hesitations often hinder interaction.

Opinions and comments are clear but contain some noticeable errors. Most targeted expressions are used accurately.

Opinions and comments are sometimes incomplete and may require some interpretation.

Student expresses messages that are mostly incomprehensible OR reverts to a language other than English often enough that evaluation is not possible.

Opinions, comments and questions are clear and contain very few errors. Targeted expressions are used accurately.

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Opinions are incomplete or made up of isolated words and often require interpretation.

E

Destinations  Evaluation Situation 2

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Name:

Date:

Evaluation Situation 2

Use of knowledge from texts in a reinvestment task

Task 4:

Task 4:

C2

Reinvests Understanding of Texts

Student combines pertinent and accurate information and ideas from the texts with own ideas and language repertoire. Uses text components to advantage to create a persuasive opinion piece.

B Student chooses mostly pertinent and accurate information, ideas and language from the texts and combines them with own ideas. Makes good use of text components.

C

D

E

Student chooses some pertinent information and language from the texts to combine with own ideas. The opinion text has some inaccurate or irrelevant content, or content copied from a source text.

Chooses little pertinent information from the texts. The opinion text lacks content or has inaccurate or irrelevant content, or sections copied from a source text.

Most ideas and language in the opinion text are inappropriate, inaccurate or invented OR large parts are copied from a source text.

C

D

E

Student’s opinion piece contains some errors in the use of verbs and modals, and in the use of familiar and targeted expressions that sometimes impede readability and understanding. It is understood with some interpretation.

Student’s opinion piece contains many errors in the use of verbs and modals, and in the use of familiar and targeted expressions that repeatedly impede readability and understanding. It is understood with significant interpretation.

Writes and Produces Texts A

Formulation of the message

Handout ES2.3

Evaluation Grids for Task 4

A

C3

Group:

B

Student’s opinion piece contains very few errors in the use of verbs and modals, or in the familiar and targeted expressions required for the task. Errors do not impede readability or understanding.

Student’s opinion piece contains few errors in the use of verbs and modals, or in the use of familiar and targeted expressions. Errors may slightly impede readability but not understanding.

All the required text components are present and skilfully tailored to create a persuasive text: title, engaging introduction with a firm position statement, persuasive supporting paragraphs with clear topic sentences, and a strong conclusion.

The text is well organized and includes the required text components: title, engaging introduction with a clear position statement, supporting paragraphs with clear topic sentences, and a strong conclusion.

320 Destinations  Evaluation Situation 2

The text is loosely organized and includes most of the required text components: title, introduction with a position statement, supporting paragraphs with topic sentences, and a conclusion.

Student’s opinion piece is mostly incomprehensible OR student does not complete the task. The text is disorganized and is missing most of the required text components.

The text lacks organization and is missing several of the required text components.

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Name:

Evaluation Situation 2

Trouble at the Border

Date:

Transcript for Task 1 Audio CD Track 10

Group:

C2

Handout ES2.4

CD

Kristie Taylor: Hi, this is Kristie Taylor from “Canada Watch,” reporting to you live from the Canadian border. Remember those new sneakers you just bought, or the cheap headphones you saw in the mall yesterday? Well, today’s story might just change the way you shop. I’m here with border officer Mike O’Neill, who is checking out a suspicious-looking shipment of DVDs. Hi, Mike. Could you tell us what the problem might be? Mike O’Neill: Hi, Kristie. Sure. Look closely at the backs of these DVDs. Do you see that they are a dark purple colour? That means that these discs are all fakes—genuine DVDs have silver-coloured backs. Taylor: Looks like someone got caught trying to import a whole shipment of counterfeited films. So, what do you do now? O’Neill: Unfortunately, we don’t have the power to do much. We’re not allowed to confiscate the DVDs because, believe it or not, it’s not actually illegal to import counterfeit items according to Canada’s Customs Act. At this point, all we can do is call the RCMP and hand the case over to them. Taylor: Let me get this straight: when you see a bunch of illegal items entering the country, you call the police and hope they come to the rescue? O’Neill: That’s right. If they don’t come, we have no choice but to let the merchandise into the country. And the RCMP are often so busy that they can only investigate about 25% of the cases we flag as suspicious. So, that means there are millions of illegal products entering Canada each year. I’ve heard that money made on counterfeit items totals nearly $30 billion annually. Taylor: Whoa, I had no idea that the counterfeit industry was so big! O’Neill: Oh yeah, they can fake almost anything. We’ve seen it all: shoes, purses, electronic equipment, hockey sticks, shampoo, makeup—you name it. You can spot a lot of counterfeit items right away, because the label looks funny or the product

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has a weird smell. But lately, counterfeiters have been getting really good. This makes our job harder, and it can be quite dangerous for people who buy the counterfeit goods. Taylor: What do you mean? I can’t imagine that my knock-off Oakley sunglasses could hurt anyone. Plus, so many people I know buy fake items online— they even brag about it! No one seems concerned. O’Neill: I know. I’ve heard that two out of every five Canadians admit to buying counterfeit merchandise. I guess your sunglasses can’t hurt you too much, but I found some batteries a while back that could have done some serious damage. They had been sitting in my desk drawer for a couple of days, waiting for a police inspection. Then, all of a sudden—bam! There was a huge explosion in my office. Taylor: What happened? O’Neill: I guess the batteries had been made incorrectly and they just exploded. It’s a good thing no one was close by, or someone might have been injured. And that’s just batteries. Last year, our officers discovered a shipment of counterfeit vodka that contained dangerous amounts of methanol. You have to be careful what you put into your body! Taylor: Or what you put on your body, too. I guess knock-offs of makeup from Dior, Chanel or Yves Saint Laurent can be pretty dangerous, too. We don’t know what they put into that stuff. O’Neill: That’s true. You know, people buy these items looking for a low price but they don’t realize that every counterfeit product that is sold just encourages organized crime. And that’s not all. Companies are spending money trying to catch these counterfeiters, so they have less money to spend on research and development or quality assurance. And with all these profit losses, people are losing their jobs, too! Taylor: Wow, I honestly didn’t know that buying fake products had so many consequences.

Destinations  Evaluation Situation 2

321

Name:

Evaluation Situation 2

Date:

Transcript for Task 1 Audio CD Track 10

O’Neill: I don’t think many people do, which is why the counterfeit market continues to make money. Taylor: Now that we know about this huge problem, what can we do to help the situation? O’Neill: Well, on a federal level, the government needs to be pushed to make laws dealing with the import and export of counterfeit products. We should also push the Government of Canada to create a task force that investigates cases of fraudulent products. Taylor: That’s a good idea. You must be an expert on spotting counterfeit products by now. Do you have any tips for identifying fake items? O’Neill: Sure. Police advise consumers to use the “4P Rule” to help determine if a product is the real deal or not. The four P’s stand for Package, Price, Place and Product. Tip No. 1: Look at the packaging to see if there are spelling mistakes or if a serial number is missing. Tip No. 2: Check the price. If the price is too good to be true, it probably is. Beware

322 Destinations  Evaluation Situation 2

Group:

C2

Handout ES2.4 (cont.)

of so-called brand-name items marked down by 50% or more. Tip No. 3: Pay attention to where you purchase your merchandise. Estimates say that nearly half of the products sold online—even from retailers such as Amazon or eBay—are counterfeit. Finally, Tip No. 4: Examine the product itself. Is the quality what you were expecting? Does it smell funny? Taylor: So, what can you do once you’ve determined that you are holding imitation items? O’Neill: The best thing would be to report your purchase to the police. The more information they collect, the better they can monitor the flow of illegal products in and out of Canada. Taylor: Well there you have it. Counterfeiting is a real problem that needs real solutions. So the next time, think twice before buying those cheap headphones that you found online.

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Name:

Date:

Evaluation Situation 2

Group:

Task 1: Trouble at the Border

C2

Handout ES2.5

1. What popular consumer goods do you think are often copied and sold as the real thing?

2. Put the following words into the correct categories. counterfeit fraudulent

legitimate

knock-off

imitation

authentic

genuine

true

Words for fake products

Words for real products

3. Read the headings in the chart below. Listen to the interview with border officer Mike O’Neill.

CD

• Take notes in the chart as you listen. • Complete the chart after listening. 10 counterfeited items mentioned in the interview

4P-rule tips for determining if a product is genuine The first P stands for

.

Tip 1: The second P stands for

.

Tip 2: The third P stands for

.

Tip 3: The fourth P stands for

.

Tip 4:

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Destinations  Evaluation Situation 2

323

Name:

Evaluation Situation 2

Date:

Task 1: Trouble at the Border

Group:

C2

Handout ES2.5 (cont.)

4. Read the questions below. Listen to the interview again and answer the questions. • Take notes as you listen. • Complete your answers after listening. a. Do border officers have the right to confiscate counterfeit items entering the country? Explain your answer.

b. What are some of the consequences of the counterfeit market?

c. According to border officer Mike O’Neill, what could the government do to help solve the problem of counterfeit goods entering Canada?

d. Of all the problems that border officer Mike O’Neill discussed, which one do you consider the most important? Explain your answer.

5. With a group of your classmates, discuss the notes you took in Step 3 and your answers to the questions in Step 4. Make adjustments to your notes if necessary.

324 Destinations  Evaluation Situation 2

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Name:

Evaluation Situation 2

Date:

Group:

Task 2: The Good, the Bad and the Ugly

C2

Handout ES2.6

1. Read the text on pages 326 and 327. As you read, underline the counterfeited products that can be dangerous. Then, answer the following questions with information from the text. a. What are some signs that a luxury handbag may be a fake?

b. In the context of the text, explain the expression “Counterfeiters are counterfeiters.”

c. Considering how dangerous counterfeit products can be, why do you think some people continue to buy them?

d. What are some of the negative effects that counterfeiting has on individuals and on society?

2. What would you say to a friend who was planning to buy counterfeit makeup or electronics on the Internet? Write a paragraph warning your friend of the risks and social impacts involved.

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Destinations  Evaluation Situation 2

325

Name:

Evaluation Situation 2

Date:

Group:

Task 2: The Good, the Bad and the Ugly

C2

Handout ES2.6 (cont.)

Counterfeited Products: The Good, the Bad and the Ugly Counterfeited merchandise has become increasingly common in North America over the last decade. Some of these illegally copied products are being used by millions of people every day. Their impact on businesses, health and workers is enormous.

The Good Some counterfeiters have become dangerously good at producing realistic copies, and that is bad news for consumers and legitimate businesses. Counterfeit reproductions of well-known brands, imitations of high-end packaging and forgeries of famous works of art have fooled consumers who know their brands—and even experts who should be able to tell the difference between a fake and the real thing. For example, the market in fake luxury-brand handbags has been particularly strong in recent years, but most of these knock-offs are obvious fakes. Some are stamped with names such as Prado (instead of Prada) or Cucci (instead of Gucci). Usually made of cheap materials, these bags are very inexpensive and are often sold on the street so that vendors can quickly pack up their merchandise if they learn that the police have planned a surprise visit. Most buyers knowingly purchase these fake bags because they can’t afford the real ones. Lately, other counterfeit handbags made with higher-quality materials and better workmanship have appeared on the market. Although they are sold more cheaply than the real brands, they are still rather expensive ($300 instead of $1500). These bags tend to be sold on the Internet and may be advertised as being second-hand items to explain the lower price. Some consumers, who would normally be savvy enough to spot an imitation, believe that they have purchased the real

326 Destinations  Evaluation Situation 2

thing—until they take their product to the brand store for repairs and are told that it is a fake. Meanwhile, forgery of famous artwork has become an art in itself. Forged art has long been a problem for museums, art dealers and collectors. However, in recent years, some forgers have begun to reveal the techniques of their trade to a curious public. These art criminals even seem proud of their ability to fool the experts and to create beautiful art, even if it is not their own. Unfortunately, theirs is a crime that can pay very well. For example, one Jackson Pollock forgery was sold for $17 million before it was discovered to be an imitation. The Bad Although knock-off handbags and artwork forgeries merely mislead consumers, other counterfeit products can actually do physical harm. Counterfeiters are only interested in enticing customers with the product’s appearance and price, not its quality. They do not care if their product breaks, does not perform as advertised or does not meet industry safety standards. As a result, some items have been known to injure buyers. For instance, many counterfeit cosmetics sold on Internet sites have been analyzed and found to contain lead, arsenic and other toxic products that have created terrible allergic reactions in consumers. These cosmetics are labelled with well-known and trusted brand names and have similar packaging. Even if their price seems too good to be true, many consumers cannot resist them. Unfortunately, cosmetics are only the tip of the iceberg in terms of counterfeit items that bypass important safety regulations. In China, counterfeit baby formula has led to illness and death among hundreds of babies. Some counterfeit baby toys

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Task 2: The Good, the Bad and the Ugly

have been found to contain lead paint. Batteries used in many counterfeit electronic products, such as cellphones and MP3 players, can leak or burst into flames in the hands of their users. Believe it or not, shipments of counterfeit chainsaws have even been recovered by Canadian customs officials, and in some countries, it is possible to purchase counterfeit elevators and even cars. Medicine is also frequently counterfeited, often with alarming results. While some fake drugs have been found to contain little or no medically active ingredients, others may contain up to three times more than the indicated dose. Authorities have even seized counterfeit pharmaceuticals that contained antifreeze and yellow highway paint. While most of the counterfeit medication is sold on the Internet, the fake medicine is so difficult to distinguish from legitimate medicine that it has also been found in traditional pharmacies and hospitals. Automotive parts, including car airbags, round out the list of some of the worst counterfeit products. After airbags have been used in an accident, they must be replaced. Genuine factory-made airbags can cost up to $1000, but counterfeit airbags can be purchased for as little as $50 on the Internet. Unfortunately, in order to make a larger profit, some car repair shops use substandard airbags that may not work properly in an accident. The potential for serious injury or loss of life due to fake airbags is very high. The Ugly Many people believe that it is not so bad to purchase a knock-off handbag or MP3 player, rationalizing that counterfeiters of luxury items and counterfeiters of baby formula, medicine and car safety parts are different groups of

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Handout ES2.6 (cont.)

people. Not so, say authorities, counterfeiters are counterfeiters, and they will fake anything that they think will make a profit. Demonstrating this point, Canadian customs inspectors recently discovered a shipment of imitation Louis Vuitton bags stuffed with counterfeit pharmaceuticals. Inevitably, the money spent on that cute knock-off will profit the same people who sell dangerous products to unsuspecting customers. Moreover, those who fight counterfeiting point out that this crime is associated with horrible working conditions, child labour, and a more sinister underground market that includes human trafficking as well as illegal drugs and weapons. Counterfeit items are assembled in sweatshops, where there are no regulations controlling how many hours or under what conditions employees work. In some counterfeiting operations, children less than ten years old are forced to work all day long every day. Money earned from the sales of counterfeit products has even been tied to terrorist groups. For these reasons, experts strongly urge consumers to just say no to counterfeit items.

VOCABULARY high-end > luxury forgeries > illegal copies savvy > knowledgeable merely > only mislead > deceive, trick enticing > attracting antifreeze > toxic liquid that prevents freezing sweatshops > factories that force employees to work long hours under very harsh conditions

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Handout ES2.7

1. Form teams of four and assign each team member a letter from A to D. • Read the questions on your discussion card. Think about your answers. • Take turns reading and answering one of the questions from your card. Discuss each answer as a team. Agree, disagree, ask questions, build on and comment on what your classmates say. • Use information and ideas from the interview in Task 1 and the text in Task 2, as well as from your own experiences to support your answers and comments. 2. Continue taking turns until all the questions have been discussed. Discussion cards Student A

Student B

1. Have you (or has someone you know) ever bought a counterfeit item by mistake or on purpose? Describe the experience.

1. What would you do if someone gave you a gift that you knew was clearly a counterfeit?

2. Should Canada ban all imports from countries that produce a lot of counterfeit merchandise?

2. Do you think that selling counterfeit merchandise is a serious crime?

3. Do you think counterfeit products are purchased more often by younger consumers? Explain. 4. Why would someone want a name brand so badly that they would buy a counterfeit version with a fake label? Student C

3. Who should be held responsible when a consumer is injured by a counterfeit product: the store that sold it or the company that imported it? 4. Is it ever acceptable to purchase counterfeit items? Explain. Student D

1. How would you react if you knew that the expensive designer watch a friend was showing off was really a fake?

1. Who do you think is more responsible for counterfeiting: the counterfeiters or the people who purchase counterfeit items?

2. Why do you think people knowingly purchase counterfeit items?

2. Which counterfeit items do you think pose the most serious problem? The least serious? Why?

3. What should consumers do if they realize that they have purchased a counterfeit item? 4. What are the advantages to buying authentic items instead of counterfeit items?

328 Destinations  Evaluation Situation 2

3. What would you do if you knew a store was selling counterfeit merchandise? 4. Do some brands encourage consumers to buy counterfeit items because the genuine item is overpriced?

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Handout ES2.8

Write an opinion piece addressing the following question: Who is really responsible for the increasing amount of counterfeit products in Canada: the government, the merchants or the consumers? 1. Use the graphic organizer on this page and the next page to plan your opinion piece. • Select and adapt information and ideas from the interview in Task 1 and text in Task 2. • Combine them with your own ideas and experiences in your opinion piece. Title Introduction Opening statement: Information about the topic:

Position statement:

Supporting paragraph 1 Topic sentence: Supporting arguments:

Supporting paragraph 2 Topic sentence: Supporting arguments:

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Handout ES2.8 (cont.)

Supporting paragraph 3 Topic sentence: Supporting arguments:

Conclusion Reformulation of the position statement: Summary of the main arguments:

Closing statement:

2. Write the first draft of your opinion piece on a separate sheet of paper. 3. Use the checklist to revise and edit your opinion piece. Introduction It presents the topic in an engaging way. It takes a firm position on the question. It addresses the target audience. Supporting paragraphs Topic sentences are clear. They support the position statement. Arguments are convincing and coherent. Paragraphs are well organized. Conclusion The position statement is reformulated. Main arguments are summarized. The closing statement makes an impression.

4. Write your final copy on a separate sheet of paper. Make sure you integrate all the revisions and corrections you made on your first draft. Check it one last time. 330 Destinations  Evaluation Situation 2

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Designed for ESL students in Secondary Cycle Two, Year Three, conforms to the ESL program, as well as to the Progression of Learning and the Framework for the Evaluation of Learning. It provides all the material needed to develop the three ESL competencies and features a rich variety of Learning and Evaluation Situations (LES), an extensive Grammar Section and a practical Reference Section. In addition, offers workshops to prepare students for the oral and written Ministry examinations. Paper Version

Digital Version

Student Workbook

For students

Five unique, high-interest themes A variety of texts, including extra reading texts for additional information on the topic for each theme Varied reading, listening and video-watching tasks that focus on the response process Extended oral interaction tasks and a complex reinvestment task Writing tasks that take students through the writing process Numerous opportunities to practise argumentation and to prepare for the Ministry examinations Contextualized grammar activities and a comprehensive Grammar Section for more practice

Answer Key Student Workbook with answers and pedagogical notes Ideas for differentiation and suggestions for evaluation CD with listening activities and audio versions of texts DVD with video content

The digital Student Workbook comes with a Chenelière Education app for iPad.

For teachers The Answer Key comes with a Chenelière Education app for iPad. The complete Teachers’ Guide is offered on the USB key, which is compatible with PCs, Macs, all IWBs and all projectors. It includes: – The Student Workbook and Answer Key – Modifiable handouts – Hotspots for CD and DVD content and websites – Answers that can be displayed one by one – Full-page projection of texts and grammar boxes – Hyperlinks to material within the Student Workbook

Teacher’s Guide Student Workbook with complete Answer Key Handouts CD with listening activities and audio versions of texts DVD with video content Two Evaluation Situations Evaluation grids The Components of Print Version • Student Workbook • Answer Key • Teacher’s Guide

, Secondary Cycle Two • Year Three Digital Version • Student Workbook (Chenelière Education app for iPad) • Answer Key (Chenelière Education app for iPad) • Teacher’s Guide with Answer Key (USB key)