REAL : real English authentic learning. Skills book 1 [1, Second edition.] 9782765045175, 2765045178

Citation preview

SKILLS BOOK

REAL ENGLISH AUTHENTIC LEARNING

ANGELIKA BRUNEL BECKY McKNIGHT

1

SECOND EDITION

SKILLS BOOK

REAL ENGLISH AUTHENTIC LEARNING

ANGELIKA BRUNEL BECKY McKNIGHT

1

SECOND EDITION

Development and authoring of online workshops and supplementary web material Becky McKnight

REAL, Real English Authentic Learning REAL Skills Book 1, Second Edition

Acknowledgements I wish to express my gratitude to the extraordinary team at Chenelière Education for this splendid second edition. Many thanks to all those who participated to make this series yet another success. I would also like to thank Kay Powell, author of REAL Grammar Book 1, and co-author Becky Mcknight for helping raise the bar even higher. And finally, a special thanks to editor Melissa Repas whose global vision and eye for detail kept us on track once more. Sincere appreciation to the reviewers for their honest appraisals and insightful suggestions. – Angelika Brunel

Angelika Brunel and Becky McKnight © 2014 TC Media Books Inc. © 2009 Chenelière Education Inc. Managing Editor: Melissa Repas Editor: Jennifer McMorran Project Manager: Valérie Côté Researchers: Rachel Irwin, Tara Smith Copy Editor: Jeanine Floyd Proofreader: Nancy Perreault Cover and Book Designer: Micheline Roy Web Material Editor: Jennifer McMorran Web Material Project Manager: Solange Lemaitre-Provost

Bibliothèque et Archives nationales du Québec and Library and Archives Canada cataloguing in publication Brunel, Angelika, 1965REAL: Real English Authentic Learning. Skills Book 1 Second Edition For college students. ISBN 978-2-7650-4517-5 1. English language – Textbooks for second language learners. 2. English language – Problems, exercises, etc. 3. English language – Spoken English – Problems, exercises, etc. i. McKnight, Becky, 1965- . ii. Title.

PE1128.B779 2014

428.3’4

C2014-940537-5

Thank you, Angelika Brunel, for having authored such a great first edition and for graciously accepting me as your co-author on the second edition. I will be forever grateful to Melissa Repas for her faith in me and for having invited me to be a part of this project. Thank you also to Jeanine Floyd and Jennifer McMorran. Being a part of the hard-working, professional, and caring team at Chenelière has truly been a fantastic and fun experience. Also, thank you to all of my family, friends, and colleagues, who continue to inspire and teach me daily. I dedicate this book to my partner Jacques, who has always supported me, my two angels and rays of sunshine, Jeremy and Jessie, and my wonderful step-children, Nicolas and Émilie. – Becky McKnight Thank you to the many teachers who gave invaluable feedback and suggestions, including the team of reviewers: Pierre Fraser, Cégep de Sainte-Foy Katherine Lyon, Collège Montmorency Nadine Lavoie, Cégep de Rimouski François Martel, Cégep de Thetford And to those who participated in the developmental research for this second edition: Ali Boumoussa, Collège Ahuntsic Jean-Thomas Courchesne, Cégep de Sherbrooke Veronica Frediani, Cégep Saint-Jean-sur-Richelieu Netta Gorman, Cégep de l’Abitibi-Témiscamingue Izabela Kubinska, Collège de Valleyfield Trademarks are mentioned or illustrated in this work. Please note that the publisher has not received any income or advantages in return for having presented these brands. The brands are reproduced upon request by the authors to support the academic or scientific content of the work.

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Those pages bearing the note “Reproduction permitted © TC Media Books 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 workbook, 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. ISBN 978-2-7650-4517-5 Legal deposit: 2nd trimester 2014 Bibliothèque et Archives nationales du Québec National Library of Canada Printed in Canada 1

2

3

4 5

ITIB

18

17

16

15

14

We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

All characters and scenarios presented in this work are fictitious. Any resemblance to real persons, existing or dead, is purely coincidental. Chenelière Education and the authors shall not be held responsible or liable for any claims, whether past, present, or future, relating to loss or damage of any nature — special, punitive, or exemplary — including but not limited to economic loss or physical or material damage resulting from negligence, or any violation or usurpation of any right, title, or intellectual property interest resulting or that may result from the content, text, photographs, or products or services mentioned in this work. The complementary material published on our website is intended for use by Canadian residents only, for educational purposes only. Online purchases are only available to Canadian residents.

Table of Contents UNIT 1

TRAVEL

Take a New Direction

Popular trends give travellers more opportunities .....................................................................................

1

WARM-UP

Language Exchange .....................................................................................

2

READING FOR STRATEGY

“Reasons to Take a Gap Year” ....................................................................

3

SPEAKING

Weird Hotels ..................................................................................................

6

IN WORDS

Travel Words .................................................................................................

7

LISTENING

“Show Me Your Canada” .............................................................................

7

READING FOR INTERACTION

“Montrealer Started Couchsurng” ..........................................................

9

SPEAKING

Your Couch or Mine? .................................................................................... 11

PRONUNCIATION

Third-Person Singular -s .............................................................................. 12

LISTENING

Descriptions .................................................................................................. 13

WATCHING

A Map for Saturday ...................................................................................... 14

READING FOR CHALLENGE

“Weed Your Way Around the World” ........................................................ 15

WRITING FILES

Sentence Structure ...................................................................................... 18

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 20

UNIT 2

FITNESS

21

WARM-UP

Getting Active ............................................................................................... 22

SPEAKING

Test Your Personality ................................................................................... 23

READING FOR INTERACTION

“Researcher Finds Sports that Fit Each Personality” .............................. 24

SPEAKING

A Perfect Match ............................................................................................ 26

IN WORDS

Play, Do, or Go? ............................................................................................ 27

PRONUNCIATION

Long and Short Vowel Sounds ................................................................... 28

LISTENING

Giving Fitness Advice .................................................................................. 28

READING FOR STRATEGY

“Ultimately, It’s About Having Fun” ........................................................... 29

WATCHING

“Tough Mudder” .......................................................................................... 32

READING FOR CHALLENGE

“Vancouver’s Parkour Stars Leap Buildings” ........................................... 33

WATCHING

The Kid from La Puente ................................................................................ 36

WRITING FILES

Generating Ideas .......................................................................................... 38

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 40

LIFESTYLE

21

What is Your Fitness Style?

How personality affects the choices we make about keeping fit ................................................................

UNIT 3

1

41

On Campus

How can today’s students live a balanced lifestyle? ...................................................................................

41

WARM-UP

Student Lifestyle Survey ............................................................................. 42

READING FOR STRATEGY

“Sleep” .......................................................................................................... 43

WATCHING

“Energy Drinks: Liquid Health Issue” ........................................................ 46

PRONUNCIATION

The / th / and / t / Sounds ............................................................................... 48

IN WORDS

Make and Do ................................................................................................. 49

Reproduction prohibited © TC Media Books Inc.

Table of Contents

iii

61

READING FOR INTERACTION

“Eight Proven Ways for Students to Save Money” .................................. 50

LISTENING

Moving Out ................................................................................................... 53

SPEAKING

Difcult Dilemmas ........................................................................................ 54

READING FOR CHALLENGE

“Research Suggests Many Students Cheat, Young People Concur” ..... 55

LISTENING

“Keeping Your Integrity” ............................................................................. 57

WRITING FILES

Paragraphs and Topic Sentences ............................................................... 58

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 60

UNIT 4

TECHNOLOGY

Information Evolution

How does technology shape a generation? ................................................................................................

61

WARM-UP

Technology Then and Now ......................................................................... 62

WATCHING

“Generation Text” ........................................................................................ 63

SPEAKING

Technology Survey ...................................................................................... 65

READING FOR STRATEGY

“How Technology Has Changed Dating” .................................................. 66

WATCHING

“Facebook Follies” ....................................................................................... 69

PRONUNCIATION

The -ed Ending of Regular Verbs in the Simple Past ................................ 71

IN WORDS

Technology Vocabulary ............................................................................... 72

READING FOR INTERACTION

“Spy Mannequins No Dummies” ............................................................... 73

“California Governor Signs Driverless Cars Bill” ..................................... 75

81

iv

Table of Contents

SPEAKING

Is It Worth It? ................................................................................................. 77

WRITING FILES

Supporting Ideas .......................................................................................... 78

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 80

UNIT 5

COMMUNICATION

Say What You Mean

What can we learn from non-verbal communication? ................................................................................

81

WARM-UP

Body Language ............................................................................................. 82

READING FOR INTERACTION

“Top Ten Signs Someone Is Lying” ........................................................... 83

SPEAKING

Who Is Telling the Truth? ............................................................................. 84

IN WORDS

Communication Idioms ............................................................................... 85

READING FOR STRATEGY

“Show Your True Colours” .......................................................................... 86

PRONUNCIATION

Silent Letters ................................................................................................. 89

WATCHING

Line of Sight .................................................................................................. 90

LISTENING

First Impressions .......................................................................................... 92

READING FOR CHALLENGE

“Catching the Gist” ...................................................................................... 94

WRITING FILES

Transition Words .......................................................................................... 97

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 100

Reproduction prohibited © TC Media Books Inc.

UNIT 6

INSPIRATION

Making a Difference

What drives people to make an impact on the world? ................................................................................ 101 WARM-UP

Role Models .................................................................................................. 102

WATCHING

Rightfooted .................................................................................................... 103

LISTENING

“Wish You Well” ........................................................................................... 105

PRONUNCIATION

The Letter H ................................................................................................... 107

READING FOR INTERACTION

“Dumpster Divers” ....................................................................................... 107

101

“The Cage Man” ........................................................................................... 110 IN WORDS

Word Families ............................................................................................... 112

READING FOR STRATEGY

“Generation Y: It’s All About Me” .............................................................. 113

LISTENING

“The Buried Life” .......................................................................................... 117

SPEAKING

Your Bucket List ............................................................................................ 118

WRITING FILES

Introduction to the Essay ............................................................................. 119

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 122

UNIT 7

URBAN PLANNING

Building Community

How can we make our neighbourhoods better? ......................................................................................... 123 WARM-UP

Neighbourhood Report Card ...................................................................... 124

READING FOR INTERACTION

“Dutch Neighbourhoods” ........................................................................... 125

IN WORDS

The Verb Get ................................................................................................. 127

SPEAKING

Going Downtown ......................................................................................... 128

LISTENING

“Fitness-Friendly Cities” ............................................................................. 129

READING FOR STRATEGY

“Broken Windows Theory Boosted by New Study” ................................ 131

PRONUNCIATION

Can Versus Can’t ........................................................................................... 133

LISTENING

Solve the Riddle ............................................................................................ 134

SPEAKING AND WRITING

City Council Meeting .................................................................................... 135

WATCHING

Spaces in Between ....................................................................................... 135

READING FOR CHALLENGE

“The Birthday Cake” .................................................................................... 137

WRITING FILES

Improving Introductions and Conclusions ................................................ 142

TOPIC FILES

Topics • Make the Connection • Top Words ........................................... 144

APPENDIX 1

Practical Vocabulary .................................................................................... 145

APPENDIX 2

Strategies, Grammar Links, and Pronunciation ........................................ 147

APPENDIX 3

How to Plan and Deliver an Oral Presentation .......................................... 148

APPENDIX 4

The Essay Outline ......................................................................................... 149

CREDITS

Photo, Text, Audio, and Video Sources ..................................................... 150

Reproduction prohibited © TC Media Books Inc.

123

Table of Contents

v

Scope and Sequence UNIT 1 Travel

UNIT 2 Fitness

UNIT 3 Lifestyle

UNIT 4 Technology

UNIT 5 Communication

UNIT 6 Inspiration

UNIT 7 Urban Planning

vi

READING

LISTENING / WATCHING

WRITING

• Read for main ideas and details • Identify cognates • Recognize false cognates • Read a newspaper article • Read a magazine article

• Listen to a radio interview • Improve your listening skills • Listen for numbers, prices, dates, place names • Listen to a phone conversation • Watch a documentary for main ideas and details

• Describe hotels using the simple present. • Write sentences and questions in the simple present • Write, revise, and edit complete sentences • Combine sentences

• Make introductions • Discuss travel plans and preferences • Interview classmates about lifestyles and habits

• Read descriptions and take a personality quiz • Read a newspaper article • Find the main idea • Read for main ideas and details • Skim and scan

• Listen to phone messages • Prepare to listen and watch • Watch a television news report for main ideas and details • Watch a documentary for main ideas and details

• Describe sports and activities using the present progressive • Write a personal description • Make recommendations • Brainstorm and generate ideas • Support your statement

• Discuss physical activities and personality traits • Use help strategies • Survey classmates about personality and tness preferences • Prepare and ask questions

• Guess meaning from context • Read for main ideas and details • Read a newspaper article for main ideas and details

• Watch a television news report • Listen to a conversation for main ideas and details • Listen to a radio interview

• Write questions about student habits • Write recommendations • Avoid overgeneralizations • Write a paragraph • Write and revise topic sentences

• Agree with afrmative and negative statements • Interview a partner about student lifestyle and habits • Discuss balanced lifestyles • Activate prior knowledge • Discuss difcult dilemmas • Discuss cheating in school

• Read a newspaper article for main ideas and details • Find supporting ideas • Choose the correct denition in a dictionary • Pair read and retell • Recognize the structure of a newspaper article

• Watch a television news report for main ideas and details • Watch a documentary for main ideas and details • Listen to a story for -ed ending of regular verbs in the simple past

• Write about the uses of technology now and in the past • Write about the pros and cons of technology • Write topic sentences and supporting ideas

• • • • • •

• Engage in active reading • Read for main ideas and details • Read a travel story for main ideas and details

• Watch a short documentary for main ideas and details • Listen to an interview for main ideas and details • Improve your note-taking

• Write about past events • Write a dialogue using idioms • Write parts of a story with words with silent letters • Use transition words

• Tell stories • Discuss non-verbal communication and perceptions • Discuss lying • Role-play a dialogue • Discuss colour choices • Discuss the role of art in life • Discuss rst impressions

• Interpret a message in a song • Read for main ideas and details • Pair read and retell • Identify sources and references in a text

• Watch a documentary trailer for main ideas and details • Interpret a song • Listen to an interview for main idea and details • Listen for vocabulary

• Write a paragraph based on an outline summary • Write a blog post • Label the parts of an essay • Analyze and revise thesis statements • Distinguish between thesis statements and topic sentences

• • • •

• Read for main ideas and details • Highlight essential information • Read a short story

• Listen to a radio news interview for main ideas and details • Watch a short documentary lm for main ideas and details • Listen to and solve riddles using modals

• Write questions • Write a short paragraph to summarize • Write a riddle • Write, analyze, and revise essay introductions and conclusions • Write an essay

• Discuss the quality of life in your neighbourhood • Give directions • Discuss urban planning • Find solutions to a neighbourhood problem

Scope and Sequence

SPEAKING

Discuss survey ndings Ask for clarication Express an opinion Express pros and cons Brainstorm with a partner Discuss pros and cons of technology

Discuss role models Emphasize your point Role-play a conversation Retell to verify comprehension of a text and check grammatical accuracy • Discuss future goals

Reproduction prohibited © TC Media Books Inc.

PRONUNCIATION

VOCABULARY

GRAMMAR

TOPIC FILES and PROJECTS

• Third-person singular -s

• Words and expressions related to travel and physical features • Dene words in a text using context

• • • •

Simple present There is and There are The nal -s Negative form of the simple present • Questions in the simple present

• Write a text or give an oral presentation on a topic related to travel (a road trip, a student travel program, your home, your prole, your comfort zone) • Plan a volunteer project or unique trip

• Long and short vowel sounds

• Words and expressions related to physical activities, tness, and personality • Use play, do, or go with tness words • Dene words in a text using context • Write numbers

• Present progressive • Gerunds (-ing nouns)

• Write a text or give an oral presentation on a topic related to tness (tness trends, your tness routine, your favourite place, a sports broadcast, comparing activities) • Research a Paralympic sport

• The /th/ and /t/ sounds

• Words and expressions related to student life • Use make and do • Dene words in a text using context

• Pronouns • Compound nouns • Countable and uncountable nouns • Nouns and determiners • Possessive determiners • They’re, Their, and There

• Write a text or give an oral presentation on a topic related to student lifestyle (healthy habits, advertising, cheating at school, money matters, my generation) • Examine advertising claims for products aimed at young people

• The -ed ending of regular verbs in the simple past

• Words and expressions related to technology • Dene words in a text using context

• • • • •

• Write a text or give an oral presentation on a topic related to technology (then and now, technology evolution, nomophobia, crowdfunding) • Conduct interviews about experiences with technology

• Silent letters

• Words and expressions related to body language and communication • Body parts vocabulary • Dene words in a text using context

• • • •

Simple past Past progressive Adjectives Comparatives and superlatives • Adverbs

• Write a text or give an oral presentation on a topic related to communication (rst impressions, communication barriers, communication breakdown, the gender gap, animal communication) • Present a work of art by your favourite artist

• Words that begin with h

• Words and expressions related to inspiration • Word families • Prexes and sufxes • Dene words in a text using context

• Future • Adjectives with -ing and -ed • Questions in the future

• Write a text or give an oral presentation on a topic related to inspiration (role models, making a difference, fundraisers, bucket list) • Present a song that touches or inspires you

• Can versus can’t

• Words and expressions related to community • The verb get • Dene words in a text using context

• Modals and have to • Prepositions of place and direction • Negative modals

• Write a text or give an oral presentation on a topic related to urban planning (your favourite place, dream destination, neighbourhood changes and challenges, new neighbours) • Present one of the top liveable cities

Reproduction prohibited © TC Media Books Inc.

Simple past Frequency adverbs Questions in the simple past Large numbers Numbers that end in -teen versus -ty

Scope and Sequence

vii

Features In this second edition of REAL Skills Book 1 you’ll nd the many features that made the rst edition such a success along with valuable improvements and additions. The magazine-style integrated approach has been updated to suit the language needs of today’s high-beginner to low-intermediate student. New and updated themes offering student-centred activities explore relevant issues and topics.

Overall Structure Seven theme-based units are designed to pique your interest while building your language skills. Each unit ends with the Writing Files, with step-by-step guidance to help you write effective sentences and paragraphs, and to introduce you to the essay. The book concludes with useful appendices to help you with your written and oral assignments.

Skills Reading, Listening and Watching Level-appropriate texts, videos, and audio material have been updated and come from a variety of authentic sources. You will read a large selection of text types, including an excerpt from a short story and a novel, listen to interviews and reports, and watch high-interest documentaries and short lms.

New targeted reading practice Reading for Strategy allows you to practise a specic reading strategy to improve your reading skills.

Reading for Interaction encourages pair reading or structured discussion in class.

Reading for Challenge offers you a more challenging or longer text.

New targeted grammar focus Focus on Language is a new section that gives you the opportunity to focus on specic aspects of grammar that you see or hear in context.

viii

Features

FYI (For Your Information) provides interesting facts or tips related to the theme.

Reproduction prohibited © TC Media Books Inc.

Speaking and Writing Engaging warm-up activities, such as surveys, quizzes, and interview scenarios, open each unit to get you thinking about and discussing the new theme.

Speaking activities offer real contexts and range from guided discussions and topical debates to creative role plays to formal presentations.

Numerous writing and discussion boxes throughout the unit give you opportunities to react to various topics.

Writing Files Topic Files The new Topic Files section concludes each unit. It offers accessible writing and oral presentation topics to encourage you to explore the theme further. These activities reinforce the unit’s featured language elements, which are listed in Make the Connection.

Each of the Writing Files takes you step-by-step through the writing process, and provides models, examples, and hands-on practice of the writing theory, including revising and editing exercises. The grey pages of these sections are easy to nd so they can be referenced at any time.

Top Words lists high-frequency vocabulary featured in the unit to help you to focus on these words and integrate them in your own speaking and writing.

Reproduction prohibited © TC Media Books Inc.

Features

ix

Language Elements Grammar Link gives you language and grammar tools to help you do the required tasks.

A variety of exercises helps you acquire new vocabulary carefully selected according to frequency and usefulness.

How To focuses on useful reading, listening, speaking, and writing strategies and now offers more explanations, examples, and concrete practice.

The In Words section helps you learn common theme-related vocabulary expressions and put them into practice.

Pronunciation targets common difculties and helps you become a more uent speaker through guided practice. The online pronunciation exercises provide automatic feedback.

Cross-references indicate where to nd more detailed information or practice.

Clear and integrated web links indicate when to consult the interactive activities online.

THE POWER OF AN EXCEPTIONAL DIGITAL TOOL • An interactive eBook for teachers and students • Additional questions on material in the book and on new material found only online • Immediate feedback to help better assess understanding and to monitor progress • Creation and customization of interactive online activities by teachers • Vocabulary exercises and quizzes to improve vocabulary use and retention • Pronunciation workshops for online practice • Access to the CD and DVD content that can be played directly from the platform • Teacher tools such as projects, transcripts, answer keys, evaluation material, and grids

x

Features

Reproduction prohibited © TC Media Books Inc.

Travel Travel Travel Take a New Direction Travel Travel Travel

Travel Travel Travel TRAVEL Travel Travel

Travel

UNIT

1

TravelTravel

Popular trends give travellers more opportunities

What can you learn from travelling? Do you sometimes think about taking a road trip? How do you travel on a budget? In this unit, you will explore different travel options.

ON THE GO!

WARM-UP

Language Exchange

People travel for many reasons: to work, to relax, and even to learn English. English is spoken in many different countries as a rst or second language. It contains many words from other languages, such as French and Spanish.

Work with a partner. Look at the words below and guess which language they come from. Fill in the missing letters to complete the name of each language and the name of a country where that language is spoken.

English Word 1. opera

Language of Origin I

2. kindergarten

a

ian

A Country Where Spoken I

erm

a

Germa

3. guitar

Span

4. athlete

Gr

k

Gre

5. kiwi

M

ri

N

Grammar Link

6. alcohol

Ar

SIMPLE PRESENT

7. yacht

D

Use the simple present to talk about facts, habits, and preferences. Make sure to add -s or -es to regular verbs in the third-person singular (he, she, or it). She speaks Greek. Refer to REAL Grammar Book 1, unit 1.

How To

8. futon 9. sauna 10. ballet

Sp

bi t

h

11. kung fu 12. jungle

ch on

y

t erlands

land

Fr

ce hin

Ind tugues

14. beluga

R

15. robot

Cz

land

F

s

ndi

13. amingo

Z

Jap

nni

an

e

Ne

es

Fr

n

E

apa F

y

ssi

tugal R

h

ssi

Cz

h

publ

MAKE INTRODUCTIONS To introduce yourself: Hi, my name is Sophia. Hi, I’m Sam. Let me introduce myself. To introduce someone else: I’d like you to meet Valerie. This is Jack. Let me introduce you to Eric. Responses: Nice to meet you. Pleased to meet you.

2

UNIT 1 Travel

Discussion 1.

Do you speak any of the languages on the list? Which ones?

2.

Which cities or countries do you want to visit? Why?

Introduce your partner to another team. Include information from the discussion and use the How To box as a guide. Use the simple present in your introduction. This is Frederic. He speaks French and Spanish. He wants to visit British Columbia because he loves to ski. He also hopes to practise English. Reproduction prohibited © TC Media Books Inc.

READING

FOR STRATEGY • IDENTIFYING COGNATES

Why do some students take a break from their studies before they start college or university? In this text, learn about the advantages of taking a year off to travel.

Read the rst and second paragraphs and note the cognates in bold. Find and underline as many different cognates as you can in the section “No classroom is required”. Then read the rest of the text. Focus on the cognates to help you understand it better.

How To IDENTIFY COGNATES Some English words look like words in another language and have a similar meaning too. There may be minor differences in spelling. These words are called cognates, for example athlete. About one third of English words come from French, for example ballet.

Reasons to Take a Gap Year

If you can identify cognates, you can understand parts of a text without using a dictionary.

Adapted from mygapyear.ca

Read “Life on a Cruise Ship” online to practise nding cognates.

W

5

10

15

20

25

hat’s the rush? Many students are just not ready to jump right into college, university, or the workplace right after high school. Taking time off gives them a much needed break. They return more focused, motivated, and ready for challenges. “A gap year can prepare students for a more meaningful university experience” says Diane Crocker, Registrar and Director of Enrolment Management, University of Toronto. York University, the third largest in Canada, recentlyannounced its Bridging the Gap program, which allows student to delay admission to take a gap year. American universities also support the idea. Harvard believes so much in the gap year that it encourages every student to consider a year off. Princeton has a program called the “bridge year” where students spend a year performing public service abroad before beginning their freshman year. A concept that works Taking a gap year is very common in the United Kingdom, Australia, and

Reproduction prohibited © TC Media Books Inc.

30

35

40

45

50

New Zealand. Each year in the United Kingdom alone, approximately 230 000 people take a gap year. Generally the gap experience includes mixing academics, volunteer work, and travel. The gap year is regarded as a chance for students to develop skills and to take personal responsibility as an adult. This is supported by British universities and colleges where students with gap year plans are regularly given a later admission date. The chief executive of the Universities and Colleges Admission Services in the United Kingdom, Tony Higgins, says, “We believe that students who take a well-planned structured year off are more likely to be satised with their chosen course and complete it. The benets are now widely recognized by universities and colleges.” No classroom is required A gap year provides an opportunity for growth and improves an application form or resumé. It allows someone to develop work experience at home or abroad and skills that cannot be taught

volunteer work (n.) work to help others, usually with no pay

meaningful (adj.) purposeful

signicant,

abroad (adv.) in another country freshman year (n.) rst year of studies at college or university

Take a New Direction

3

foreign (adj.) from a country other than your own

55

soft skills (n.) qualities such as common sense, people skills, and a positive attitude 60

in a classroom. It also provides the opportunity to work with people from other cultures, the chance to perfect a foreign language, and a break to serve others. It gives time to grow and mature, and a chance to reect on one’s own personality, skills, values, and desires before starting a course or career. Learning outside the classroom gives young adults a greater understanding of the world around them.

65

Time well spent Creating a plan that provides opportunities for personal and professional growth has a signicant correlation to future educational

75

70

and employment success. A gap year strengthens soft skills and develops emotional intelligence. The experience improves decision making, relationship building, problem solving, communication, organization, teamwork, responsibility, independence, and maturity. Interesting things you can do There are many different gap experiences. You can volunteer, travel, work, or study all over the world and here in Canada. Create a plan that suits your needs and budget. You will be amazed at the opportunities there are! 475 words

Comprehension 1. When do students normally take a gap year?

2. How do different universities view a gap year? Draw a line to match each university with the correct statement.

University

Statement

Harvard

a. Believes a gap year prepares students for a better university experience

Princeton

b. Encourages all of its students to think about taking a gap year

York

c. Offers a chance to do public service in another country for a year

Toronto

d. Allows students to delay admission in order to take a gap year

3. In which countries do students usually take a gap year? Name three.

4. Which of the following is usually not part of a gap year experience, according to the text? a. academics b. volunteer work A snap year is a shorter version of a gap year, lasting on average four months. Some students nd it nancially difcult to take a whole year off. A snap year is also more career oriented. Many students volunteer or take an internship in another country.

4

UNIT 1 Travel

c. a chance to make money d. travel to foreign places 5. What does Tony Higgins say about students who take a gap year? Explain in your own words.

Reproduction prohibited © TC Media Books Inc.

6. Which of these benets convince you most to take a gap year? Put the benets in order of preference from most to least convincing and then compare your answers with a partner’s.

The Benets of a Gap Year

Your Order of Preference

Partner’s Order of Preference

a. Improve a job application or a resumé b. Have a chance to meet people from other cultures c. Learn a new language d. Do volunteer work e. Be more mature before starting college 7. Taking a gap year improves certain skills called soft skills. Look at the section “Time well spent” and nd the soft skill that corresponds to each statement. The rst example is done for you.

Statement

Skill

a. I work well by myself.

independence

b. I am able to express myself easily. c. I nd it easy to make the right choice. d. I am able to work well with others on a project. e. I am able to handle a complicated situation.

Focus on Language: Simple Present 1. Simple present verbs in the third-person singular require a nal -s or -es. Write the endings of the following verbs. a. A gap year strengthen b. It develop

Refer to REAL Grammar Book 1, unit 1.

soft skills.

emotional intelligence.

c. The experience improve

decision making.

2. Now, read paragraphs 1 and 2 again and circle two verbs written in the simple present, third-person singular form.

Discussion 1.

What are some possible activities for someone taking a gap year? Which ones interest you the most? You may refer to your answers in question 6 and elaborate on them.

2.

Is it a good idea for Canadian colleges and universities to encourage students to take a gap year? Explain your answer.

3.

Why is a gap year not for everyone? Give two reasons.

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

5

SPEAKING

Weird Hotels

There are many types of hotels to choose from when you travel. Do you know of any bizarre hotels? Which of these hotels look inviting to you?

Complete the following descriptions with is, are, isn’t, or aren’t. Then, with a partner, take turns reading the descriptions of the hotels. Match each picture with its description by writing the number under it.

Grammar Link

1. There There

THERE IS AND THERE ARE Use there is and there are to describe things.

2. Do you have an extra 4.4 million dollars? There

a hotel in outer space! Guests

can stay for three nights. The price includes an eight-week training course on land. 3. There

There are + plural noun There are many hotels to choose from.

bars on the windows. The bathroom is inside the cell. There

a prison guard. Guests are free to leave whenever they want.

There is + singular noun There is an ice hotel in Québec City.

a hotel in Switzerland which is an old prison. Guests sleep in cells.

an underwater hotel in Fiji. It is more than ten metres under water. It

also has an underwater library, lounge, theatre, and chapel. 4. In Sweden, there

a jumbo jet that now functions as a hotel. It accommodates

To form the negative: is or are + not.

one to four people in each room. The rooms have a private bathroom and shower,

There isn’t a shower.

a at screen TV, and WiFi.

There aren’t many rooms available.

5. There

a hotel in New Zealand that looks like a hobbit hole. But there

any hobbits here! It ts up to six people. It is very modern. It is cool in the summer Refer to REAL Grammar Book 1, unit 1.

and warm in the winter. 6. There

many tree house hotels in the world. This tree hotel is in Sweden. It

helps its guests feel close to nature.

Discussion and Writing

6

UNIT 1 Travel

1.

Which is your favourite hotel from the list? Explain your answer.

2.

Where do you usually stay when you travel? What is more important: price or comfort?

3.

What ve features does a good hotel have? Use the simple present in your answer.

Reproduction prohibited © TC Media Books Inc.

In Words

How To

Travel Words

RECOGNIZE FALSE COGNATES

When do you use trip or travel, vacation or vacancy, pass or spend? Some travel words are often confused because they look similar to French words but are actually false cognates.

Cognates are words in different languages that look similar and have a similar meaning, such as université and university.

Complete the sentences with the correct travel words or expressions from the list. Use each word only once. You may need to add -s or -es to a verb in the third-person singular of the simple present. Consult a dictionary if necessary.

However, you need to watch out for false cognates. These are words that look similar to French words but have different meanings:

1. It is cheaper to take a

with this airline.

2. My sister usually

all her time on the beach.

3. It is relaxing to listen to the waves and

the time away.

4. This price includes everything. It’s a on business.

her trips with a travel agent.

7. I want to take a

Use a dictionary if you are not sure of the meaning of a word.

.

5. My mother often 6. She often

This hotel has no vacancies, so we have to spend the rest of our vacation in a youth hostel.

Refer to REAL Grammar Book 1, page 119, for a list of common false cognates.

to New Zealand.

8. They plan to take a long

at sea.

9. The youth hostel is in a convenient

near the train station.

10. I have two weeks off for my summer

this year.

11. Let me check if we have a 12. My family

. Sorry, there are no rooms available.

to book

to spend

a ight

to travel

a location

a trip

a package deal

a vacancy

to pass

a vacation

to rent

a voyage

a cottage by the lake every summer.

Write ve sentences in the simple present, using the new travel words. You may use more than one new word in each sentence. Read your sentences to a partner. Listen to “Raoul’s Responsible Travel

LISTENING

Show Me Your Canada

Agency“ online to practise numbers, prices, and other practical travel vocabulary.

Do you often dream about taking a road trip? Listen to a CBC interview with Summer Eastwood and Rachelle Hamilton, who took time off to travel across Canada and lm their adventures.

Listen to the beginning of the interview and ll in the missing words. Four

1

from Ormstown are in the process of planning a cross-country

road trip for their web series called “Show Me Your Canada”. Their goal is to see the non-postcard version of the 3

2

and this means they want to hear the

of everyday Canadians.

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

7

How To IMPROVE YOUR LISTENING SKILLS Here are some tips to practise your listening skills:

Comprehension Read the questions. Then listen to the interview and answer them. 1. What is their daily budget for this trip?

$

a day.

2. What does this budget include? It includes

.

3. Why do the women want to travel on this budget? Circle the reason not mentioned.

• Accept the fact that you will not understand every word you hear.

a. They do not want to pay for hotels or rent cars.

• Stay calm! Try to understand the main idea and important details.

c. They want to save money for school.

• Don’t try to translate. This will slow down your comprehension. • Practise listening to English outside of the classroom (listen to music or the radio, or watch television or movies).

b. They want to work for their dinners some nights. d. They want to get to know Canada through the perspective of local people. 4. Fill in the missing numbers about the “Show Me Your Canada” road trip and web series. a. The road trip lasts

days for the month of

b. Each episode is a

long.

c. They expect there will be

episodes.

.

5. What is their starting point? 6. Where is their nal destination? 7. What distance does the trip cover?

kilometres

8. Do the four girls share the driving?  Yes

 No

9. How did they rst come up with the idea of this road trip? They got

on a drive to

and ended up in

.

10. How does the barter system work for the travellers? Complete the examples below. a. They are going to

for meals.

b. They are going to

for a lawn to pitch a tent on.

11. How do they choose which destinations to visit? a. Their fans choose the destinations through Facebook. b. They discuss it with each other as a team. c. They drive around and stop whenever they nd an interesting town. 12. How do they describe their hometown, Ormstown, in southwestern Québec? Circle all the items you hear. a. tiny

c. large town

e. great museums

b. gorgeous

d. friendly people

f. a lot of fun

g. great cafés and restaurants

Discussion

8

UNIT 1 Travel

1.

Is it difcult to plan a road trip? How much money do you think is required?

2.

Do you think it is difcult to travel with several people? Explain why or why not.

3.

The “Show Me Your Canada” team wanted to be pushed out of their comfort zone. What things push you out of your comfort zone? How do you feel afterwards?

Reproduction prohibited © TC Media Books Inc.

READING

FOR INTERACTION

Whether you travel for one year or for one week, a vacation is expensive. A popular trend called couchsurng helps budget travellers save money.

Vocabulary Match each word or expression with its correct denition before you read. The line number is in parentheses. 1. The guest is late. (n., 2)

a. residents of a place

2. They are strangers. (n., 3)

b. cleaning of dirty clothes

3. She sleeps on the couch. (n., 9)

c. extra

4. Do you have a spare room? (adj., 9)

d. inexpensive

5. My friend will show me around Finland. (exp., 13)

e. visitor

6. This is very cheap. (adj., 51)

f.

7.

There are many locals in this restaurant. (n., 54)

people we do not know

g. person who receives guests

8. We don’t do laundry. (n., 85)

h. give a tour

9. Where is the host? (n., 88)

i.

sofa

Montrealer Started Couchsurng

By Jasmin Legotas

Learn about the newest class of travellers

Montreal Gazette

T 5

10

here we were, three Canadian girls, about to spend ve days as guests of Sebastien Bernier, a complete stranger. What were we thinking? We were doing what thousands of people around the world have started to do: we were going couchsurng. A website lets people offer their couch, spare bedroom, oor space, or backyard to other people visiting their part of the world. Or, if they have no spare room, they can offer to meet you for a coffee or drink and show you around their town.

Reproduction prohibited © TC Media Books Inc.

15

20

25

Like many social networking websites, couchsurng is free and anyone can join. The couchsurng’s site now has more than ve million members spread across every continent in more than 200 countries. It touches many languages, cultures, and religions. North America and Europe have the most couchsurfers. Alex Goldman, a site administrator says, “It’s based on the real world. The main purpose of couchsurng is leaving the online world.” The average age of couchsurfers is 27, but even people over 80 go couchsurng!

Take a New Direction

9

30

Big Apple (n.)

New York City 35

40

founded (v.)

started

45

hangout (n.) place where friends often meet

50

55

Pistoia (n.)

a city in Italy 60

Many people in their 50s are members. Montréal has many members and is the rst city with a couchsurng ofce. Montréal surfer Mathieu Groulx had visited the Big Apple before, but surng “felt like I was arriving at an old friend’s,” he said. “Going as a couchsurfer was a very different experience than in past trips. You get to see places you might never know about if you stayed in a hotel or hostel,” he added. It’s not every day a person opens the door to someone they’ve never met. Casey Fenton from Maine founded Couchsurng.org as a simple accommodation exchange. As its popularity grew, so did its features: online chat, bulletin boards, interest groups, city meet-ups, verications and newsletters. The idea behind couchsurng, Fenton says, is to help people “create adventures they will remember.” The original couchsurfer, Fenton got the idea by chance. He got some cheap tickets to Iceland but deplored the idea of staying in a hostel. He wanted the real taste of Reykjavik; the one only locals truly experience. Fenton emailed 1 500 students at the University of Reykjavik, asking if anyone would be willing to host him in their city. It worked: between 50 and 100 replied, “Yeah, come surf my couch.” Fenton then started the Couchsurng website. Even his dad does it. “It’s like immediately

65

70

75

80

85

90

becoming a citizen of a place,” Mark Fenton says. Giancarlo Russo, an Italian native living in Wales, has surfed more than 20 couches in the past year. “Couchsurng is a lovely thing,” said Russo. “When you surf with someone, you share a bit of your life; you move a step farther than sharing a house.” “It’s a good chance to explore, to meet other people who really like to travel and to meet people around the world,” he added. On the grand scale of life, couchsurng is about creating a world without discrimination, Groulx said. For many couchsurfers, it’s the late-night conversations with a stranger, the all-night partying with a new friend, or the discovery that they’re the only tourist at a neighbourhood hangout that creates long-lasting memories. With couchsurng, however, you take what you get—there’s no complaining to the concierge. At the apartment in Paris where my friends and I spent ve nights, we had free wireless Internet, an offer to do our laundry, a beautiful view and a central location. At our next surf in Rome, we spent three days sharing our host’s tiny living room with many musical instruments and bookshelves. In Florence, I had my own bed—and bed bugs—and in Pistoia, my host welcomed me into his home on a day’s notice with a pasta dinner and homemade wine. 614 words

Comprehension 1. What is the purpose of the couchsurng website? Circle all the correct answers. a. It is a free social networking site. b. It connects people with travellers who plan to sleep on their couch. c. It allows people to meet locals while travelling. 2. What age are the people who couchsurf? 3. How does Mathieu Groulx describe his experience as a couchsurfer? a. He saw the Big Apple for the rst time.

c. He said you get to see places you don’t normally see otherwise.

b. He stayed at an old friend’s house.

d. He said it was like past trips.

4. What do we know about Casey Fenton? Circle all the correct answers. a. He hoped to stay at a hostel in Iceland. b. He wanted to see Iceland the way the local people did. c. He asked university students to host him. d. Only a few students invited him to stay with them.

10

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

5. How does Jasmin Legotas describe her experience in Italy? a. She describes it as perfect. b. She says Italy is a terrible place to go couchsurng.

c. She mentions both the positive and negative aspects. d. She highly recommends Italy for couchsurfers.

Grammar Link

Focus on Language: Final -s

NEGATIVE FORM OF THE SIMPLE PRESENT

1. What is the function of the -s or -‘s in each of these words? a. opens (39)

To form a negative statement: verb be (am / is / are) + not It is not safe.

b. there’s (82) c. nights (84)

For all other verbs: do / does not (don’t/doesn’t) + base form of the verb We do not know these people. The host does not have to provide food.

d. host’s (88)

Discussion and Writing 1.

Do you want to try couchsurng? Why or why not?

2.

In your opinion, what are three advantages and disadvantages of couchsurng? Use the afrmative and negative forms of the simple present in your answer.

SPEAKING

Refer to REAL Grammar Book 1, unit 1.

Your Couch or Mine?

Imagine that you have the chance to host a couchsurfer. What personality traits are acceptable to you? What personality traits are not acceptable?

Complete the questions in the chart with are or do. Write your answers in the rst column. Then interview two other classmates and write the information about them in the chart to determine which one is a compatible couchsurfer for your home.

Prole 1.

you a smoker or a non-smoker?

2.

you prefer to socialize or be alone?

3.

you drink alcohol?

4.

you wake up early or sleep late?

5.

you prefer to listen to music or watch TV?

6.

you a vegetarian?

7.

you prefer to cook or eat out?

8.

you an indoor person or an outdoor person?

9.

you allergic to cats or dogs?

You

Student 1

Student 2

10. Other:

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

11

Grammar Link QUESTIONS IN THE SIMPLE PRESENT To form questions in the simple present: (Question word) + auxiliary do or does + subject + base form of the verb Do you like to travel? Does he like cats? Exception: Do not use an auxiliary with the verb be Are you neat? Is she messy? Refer to REAL Grammar Book 1, unit 1. Refer to the Writing Files, page 19, for more information on combining sentences.

Writing Write three sentences to describe the classmate whose lifestyle is most similar to yours. Pay attention to the third-person singular -s. Try to connect short sentences with and or but. Dominic is a vegetarian and he prefers to cook. He doesn’t smoke, but he drinks some alcohol.

Pronunciation Third-Person Singular -s Listen to and repeat each word after the speaker. There are three possible ending sounds: /s/, /z/, and /iz/.

/s/

/z/

/iz/

looks

says

wishes

eats

ies

places

parks

sends

causes

Listen to each sentence and then repeat it aloud. Focus on the verb endings you hear. Put a check mark under /s/, /z/, or /iz/ according to the sound.

Sentence

/s /

/z /

/iz /

1. Brook wants to take a trip around the world. 2. He backpacks alone around Australia. 3. Raoul changes his mind about Aruba. 4. This package deal costs $1 090. 5. The plane leaves this Thursday. 6. Brook describes youth-hostel life. 7. Kim couchsurfs to save money. 8. That sounds like a great way to spend time. 9. Travel causes an impact on the environment. 10. Hannah races to the airport.

12

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

LISTENING

Descriptions

Lydia and Bob have to pick up two couchsurfers, Natasha and Peter, from the airport. Lydia talks with them on the phone before the ight to nd out what they look like.

Vocabulary Write the letter of the picture that corresponds to each physical description before you listen.

a

b

c

d

e

f

g

h

1. straight hair

2. curly hair

3. freckles

4. bald

5. a beard

6. sideburns

7. tall

8. short

Listen to Natasha describe Peter and herself so that Bob and Lydia can recognize them. Help them by taking notes on Natasha’s and Peter’s descriptions.

Natasha

Reproduction prohibited © TC Media Books Inc.

Peter

Take a New Direction

13

A Map for Saturday

WATCHING

In this award-winning documentary, Brook Silva-Braga, a young sports journalist, leaves a job he loves to travel around the world for a year.

Comprehension Read the questions. Then watch the video and answer them. 1. Why does Brook want to leave a great job to travel for a year? a. He does not ever want to get married, have kids, and pay for a mortgage. b. He is not ready to commit to a routine life just yet. c. He does not know what he wants to do in life. 2. How does Brook feel on his rst day in Sydney, Australia? a. He feels happy about his decision. b. He realizes that a year is a long time. c. It is too warm and he wants to go home. 3. What did you learn about youth-hostel life from Brook and his friends? Circle the correct answers. a. There are as many as four people to a room.

d. The bathrooms are sometimes for both men and women.

b. You learn to take a bath with shoes on.

e. Some people snore when they sleep.

c. You cook alone in a shared kitchen. 4. How does Brook describe Australia during his visit? Circle the answer that is not mentioned. a. There is a boomerang school. b. It is possible to go surng in January. c. The summer season starts in January. 5. What do we learn about the people Brook meets at the cookout in Australia? Complete the chart.

Traveller

Nationality

Reason for Travelling

a. Hitch b. Sabrina c. Jens

German

quit his banking job

6. How does Brook describe his experience after a week? Circle the adjective that is not mentioned. a. comfortable

b. lonely

c. enjoyable

d. great

7. The number of long-term budget backpackers is:  increasing  decreasing

14

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

8. What are the basics of backpacking, according to Brook? Circle all the correct answers. a. You often feel hungry.

c. You learn how to roll your clothes tight.

b. You eat many different kinds of food.

d. You have to sleep in the dorm rooms all by yourself.

9. In Brook’s opinion, how is travelling around the world for a year more like a weekend than a vacation? a. You do not visit any tourist attractions. b. It feels more like a Saturday because you do not go to work. c. It feels like a big party with close friends. 10. What does Brook say about having a girlfriend while on a trip? a. He feels it doesn’t take much time to know someone. b. It happens very fast. c. It is not a good idea for travellers to date anyone. 11. What do Brook’s new friends say is the hardest part about travelling?

12. What is Brook’s next stop after Australia? a. Asia

b. Tunisia

c. Russia

d. Africa

Discussion and Writing 1.

Does a backpacker’s life interest you? Why or why not?

2.

What are the pros and cons of quitting a good job in order to travel? List three of each.

3.

What do you need to plan a year-long trip and make it successful? List ve things or items.

READING

Many students travel and make money at the same time. Some students nd work as travel writers in Asia, as bartenders in Europe, or as au pairs in Australia. There are Canadian organizations to help students work abroad, such as SWAP. Do you know of any others?

FOR CHALLENGE

Are you ready for a different travel experience? Would you like to work on a farm in exchange for room and board? WWOOFing combines farming and cheap travel.

Vocabulary Circle the correct denition of each of the words in bold before you read. 1. to weed (v., 1)

a. to remove unwanted plants

b. to collect owers

2. shovelling (n., 13)

a. using a tool to clear dirt

b. pushing someone

3. growing (adj., 16)

a. increasing

b. decreasing

4. to advertise (v., 18)

a. to produce a report about a product

b. to produce publicity to sell a product

5. labour (n., 29)

a. work, usually tiring and physical

b. a laboratory

6. annoying (adj., 39)

a. very bored

b. irritating

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

15

Weed Your Way Around the World By Nicholas Köhler Maclean’s

Listen to “Responsible Tourism” online to learn about other ideas for

T

taking a low-impact trip.

yanks (v.)

pulls quickly 5

10

manure (n.) animal waste used to help plants grow 15

20

square dancing (n.) a traditional style of dancing done in pairs 25

30

learned the ropes (exp.) learned how something works 35

he routine is brutal. He gets up at 4:30 a.m. and starts to weed at 5. Two hours later they pass around the bread for breakfast. On his hands and knees, he puts his gloved hands into mud and yanks out potatoes. The woman next to him grabs what she thinks is a potato plant and pulls up a rat instead. After lunch, they package the vegetables, slaving until nine at night. Then James Bejar goes to the men’s quarters and sleeps. He is not a servant; Bejar is on holiday. “It is just back-breaking work,” says the 31-year-old Toronto public servant, whose vacation was two-weeks doing WWOOFing—volunteering on an organic farm in exchange for room and board—in Nagano, Japan. Yet Bejar has returned again and again to what he sees as a cheap method of travel to see “part of a society and of a people you don’t get by travelling from hotel to hotel.” WWOOFing organizations—the acronym stands for World Wide Opportunities on Organic Farms—now exist in over 100 countries, connecting volunteers with farmers. In exchange for weeding, feeding, and shovelling manure—normally for no more than six hours a day—the volunteers receive food and accommodation, usually living as part of the family. Begun in England in 1971, WWOOFing isn’t new. But an interest in local food and organics, and a recession that’s preventing many new graduates from entering the workforce, is turning WWOOFing into a growing industry. Five years ago, WWOOF Canada had 1 000 volunteers and 500 participating farms; there are now over 2 000 WWOOFers signed up and close to 900 hosts, though the organization does not advertise. WWOOFing may soon replace hostelling. “Why would anyone want to do the backpacking and hostelling experience when they could do WWOOFing—there is the work, but in exchange you get so much more,” says 25-year-old Mark Wade, who graduated from McMaster University last spring and set out for British Columbia. WWOOFing introduced the Toronto boy to a world of new vegetables—Swiss chard and garlic scapes—and to square dancing in Cape Breton. “I’d never done that before,” he says. There are now perhaps as many as 20 000 WWOOFers around the world, WWOOF Canada founder John Vanden Heuvel says, most in their 20s. The majority have never even gardened before. “I almost took off my leg the rst time I chopped wood,” says Alan Wong, a 38-year-old Montreal Ph.D. student. “Some people think, ‘Oh, it’s just a way of getting cheap labour,’ ” says Tony McQuail, who receives WWOOFers on his farm north of London, Ontario. “It’s not really, because you have to invest a lot of time on training and instruction.” Many WWOOFers seek adventure, others a gardening experience. (Anne Duchesne, a 44-year-old Québec City IT consultant, planted a garden at home after she and her husband learned the ropes on a farm in the mountains of Tuscany.) The farmers, meanwhile, unable to leave their elds for travel, see the world come to them. Not all WWOOFers are equal. “Two strangers meet at the front door and then all of a sudden they’re living together,” says Vanden Heuvel. The occasional WWOOFer is lazy; some farmers are too demanding or mean with lunches and dinners. “We never had any bad WWOOFers,” says 23-year-old Nora Kidston, who grew up with WWOOFers on her parents’ farm in the Annapolis Valley. “They become part of the family. And as all family members do, they get annoying.” 581 words

16

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

Comprehension 1. How does James Bejar describe his WWOOFing experience in Japan? a. It was very boring and routine.

b. It was very physically demanding.

c. He would not do it again.

2. What exactly is WWOOng? Explain in your own words.

3. What does the text say about WWOOFing? Put a check mark in the T or F column to indicate if each statement is true or false.

T

F

a. WWOOFing is a new way to travel. b. It does not need to advertise. c. More and more volunteers are joining. d. You need previous experience to WWOOF. 4. Why may WWOOFing soon replace hostelling?

5. What new things did Mark Wade try thanks to his experience?

6. What are some difculties WWOOFers encounter at times? a. Some farmers expect too much from the volunteers.

c. Some WWOOFers do not get enough to eat.

b. Some WWOOFers do not like to work hard.

d. All of the above statements are correct.

Focus on Language: Question Formation 1. Write three questions and answers to teach someone about WWOOFing. Focus on question formation in the simple present. Include the negative form of the simple present at least once.

Question

Refer to Grammar Links on pages 11 and 12.

Answer

a. b. c.

Discussion 1.

Does WWOOFing interest you? Give ve reasons why or why not. Use the simple present in your answer.

2.

What do you think is the best thing about WWOOFing? What is the hardest?

3.

How is WWOOFing similiar to hostelling or couchsurng? How is it different?

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

17

Writing Files Writing File Writing File Writing Files Writing Files

Writing Files

SENTENCE STRUCTURE

Sentences A sentence is a group of words that expresses a complete thought or idea. It contains a subject and a verb. A sentence that is incomplete is called a fragment. Read the sentences and note the punctuation. A statement  It is free to join Couchsurng International. A question  Does Brook meet many people in Australia? Refer to REAL Grammar Book 1, page 116.

A command  Think about your impact on the Earth when you travel. An exclamation  We have to share our room at the hostel with eight other people!

Practice 1 Read the following sentences. Circle C or I to indicate if the statement is complete or incomplete. If it is incomplete, correct the sentence to make it complete. 1. Because she wants to take a trip.

C

I

2. And volunteers on an organic farm, too.

C

I

3. WWOOFing requires hard work.

C

I

4. And now, all about life in a youth hostel.

C

I

5. The people Brook meets as he travels around the world.

C

I

Editing Sentences When you edit sentences, you make sure they are grammatically correct. Use the checklist at the back of the book to help you identify errors.

Edit It! Edit these sentences by crossing out the mistake and writing the correction on the line provided. Use the checklist to check your corrections. 1. i love couchsurng but my friend does’nt.

18

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

2. She want to visit british columbia in july.

3. you want to go on a road trip with me?

4. They not organic farmers.

5. Its really interesting to travel across canada.

Revising Sentences When you revise sentences, you make sure your ideas are clear and unied. Sometimes, you can combine sentences to form one sentence to make your ideas more coherent. You join sentences by using connecting words.

Function

Connecting Word

To indicate an alternative

or

To show reason

because

To contrast information

but

To add information or details

and

Revise It! Combine the following sentences by using the connecting word in parentheses. 1. She could stay at an ice hotel. She could stay at an underwater hotel. (or)

2. I read the reviews. I wanted to make sure it’s a good hotel. (because)

3. They like couchsurng. They think it is better to stay in a hostel. (but)

4. Go to the website. Find an organic farmer who can host you. (and)

Reproduction prohibited © TC Media Books Inc.

Take a New Direction

19

Topic Files Topic Files

Topic Files

Topic Files Topic F Topic Files

Topic Files Topic Files Topic Files Topic Files Topic Files

Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection Simple present There is and there are Identifying cognates and false cognates Vocabulary related to travel Improving your listening skills Making introductions Pronouncing the third-person singular -s Sentence structure Editing sentences for errors Refer to the Writing Files, page 18, for information on sentence structure. Refer to appendix 3, page 148, for information on oral presentations.

1

A ROAD TRIP: “Show Me Your Canada” is looking for a place to visit. Describe your hometown or another place in Canada. Include a list of attractions and interesting things to do. Alternatively, describe a place you want to visit on a road trip. Give reasons for your choices.

2

TRAVEL PROGRAM: Make up a list of frequently asked questions (FAQ) and include answers to give details about a travel program for students. Explain what the program is and what the requirements are. What are the advantages of participating in the program?

3

YOUR HOME: Describe your home to a couchsurfer. Give a description of your home and its location. Explain your habits so the couchsurfer has a better idea of who you are. Who do you live with? What types of activities are nearby? What does your home offer visitors?

4

YOUR PROFILE: Describe yourself to a host. Explain your physical and personality traits. Give information about your habits and your likes and dislikes. Include information about your travel goals.

5

COMFORT ZONE: Describe things or experiences that take you out of your comfort zone. Which ones are you likely to try? Which ones are you not very likely to try? What new experiences do you want to have in your life? Give reasons for your choices.

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

EXPRESSIONS

cheap (9)

a ight (7)

to book (7)

to show around (9)

tall (13)

a guest (9)

to rent (7)

there is/are (6)

short (13)

a local (9)

to spend (7)

a location (7)

to travel (7)

a trip (7) a vacation (7) OTHER:

Vocabulary from the unit and other theme-related vocabulary can be practised online.

20

UNIT 1 Travel

Reproduction prohibited © TC Media Books Inc.

Fitness F itnessFitness Fitness Fitness Fitness What Is Your Fitness Style? Fitness

FitnessFITNESS

Fitness

Fitness

UNIT

2

How personality affects the choices we make about keeping fit

Why do you enjoy some physical activities but not others? Why do some people look for new and extreme physical challenges? Does our childhood influence our involvement in physical activities later on? In this unit, you will look at how factors such as personality and the environment play an important role in keeping fit.

ARE YOU GAME?

Getting Active

WARM-UP

There are many ways to get in shape. How are you keeping t?

Describe the activities the people are doing in the following photos. Use the present progressive. to do yoga to lift weights to play soccer to raft to ride a horse to run

1.

2.

3.

4.

5.

6.

7.

8.

to ski to skydive

Work with a partner or in a small group. Match each description in the chart with a physical activity from the photos. Describe two more activities of your choice. Justify your choices.

Description

Activity

1. Most competitive

Grammar Link

2. Risky

PRESENT PROGRESSIVE

3. Very relaxing

Use the present progressive to describe actions in progress and temporary situations.

4. Very social

To form the present progressive: auxiliary be (am / is / are) + base form of verb + -ing I am playing soccer. We are watching the game.

6. Most fun 7. Most expensive 8. Best for health / weight loss 9. Your choice:

Don’t forget to use the auxiliary (I watching) or to add -ing (I am watch).

10. Your choice:

To form questions, place the auxiliary before the subject: Are you doing yoga this semester?

Discussion

Refer to REAL Grammar Book 1, unit 2.

22

5. Aggressive

UNIT 2 Fitness

1.

Are there any physical activities on the list that you are doing this semester?

2.

Which physical activities from the list are you willing to try? Why or why not?

3.

If you are not being physically active at the moment, what is stopping you?

Reproduction prohibited © TC Media Books Inc.

SPEAKING

Test Your Personality

How To USE HELP STRATEGIES

Are you obsessed with competition? Do you usually avoid taking risks? A Montréal researcher, Dr. James Gavin, discovered a connection between tness choices and personality. Take the quiz to nd out more about your personality.

Read the descriptions of the personality traits and complete the chart with the adjectives in the word box. Then put a check mark to indicate where your personality ts. ← More like this

More like this →

To ask how to say something in English: How do you say in English? To ask what a word means: What does mean? To ask how to spell a word: How do you spell ?

2.

1. I love to be with people, to interact, and to do things in groups. I don’t enjoy doing things by myself. Spontaneous I enjoy doing things without planning in advance. Routine bores me. Internally motivated I’m 100% self-motivated. I have exceptionally strong willpower. I don’t rely on others for support.

I prefer doing things alone. I enjoy solitude. I nd social interaction tiring.

competitive

Controlled I like to plan and feel in control. I want to know what will happen next. I enjoy routine. I don’t like surprises.

risk-seeking

Externally motivated I need support to do difcult things. Rewards and social encouragement help me to stay committed. 4.

3. I enjoy competitive games. I perform better when I compete. Competition is fun. Aggressive I’m a forceful assertive person. I take action. I won’t let things get in my way. I make sure my needs are met. Focused It’s easy for me to concentrate and stay focused on tasks. I enjoy being absorbed in what I’m doing.

non-competitive risk-avoiding sociable unsociable interact (v.) people

socialize with other

willpower (n.) yourself committed something

ability to control

(adj.) dedicated to

I avoid competitive situations. They make me feel uncomfortable. If I have to compete, I don’t perform well. Non-aggressive I’m easygoing and relaxed. Perhaps I’m even passive about meeting my needs. I dislike aggression and avoid confrontation. Unfocused I’m easily distracted. I have difculty focusing on one task. I prefer doing lots of different things at the same time.

task

(n.) job you must do

6.

5. I’m a thrill-seeker. I love adventure. I’m willing to take big risks to do the things that appeal to me.

I avoid risks. I say “better safe than sorry,” even if it means not doing something that appeals to me. I’m a careful person.

better safe than sorry (exp.) better to be careful than to take risks

Writing and Discussion Write a short description of yourself based on your quiz results. Then discuss your personality type with a partner.

Reproduction prohibited © TC Media Books Inc.

What Is Your Fitness Style?

23

READING

FOR INTERACTION

Listen to “Hard-Wired to Hate Exercise” for another perspective on what makes people enjoy exercise.

Now that you know more about your personality type, learn about Dr. Gavin’s research. He offers advice on matching physical activities to personality types.

Vocabulary Circle the correct denition of each word in bold before you read. 1. He creates personal tness programs for you. (v.)

a. makes

b. gives

2. Don’t give up! Try to stick to an exercise routine that you like. (exp.)

a. participate in

b. commit to

3. There are fewer distractions in swimming than squash. (adj.)

a. not as many

b. many

4. Risk-taking activities include mountain biking and downhill skiing. (adj.) a. safe

b. dangerous

5. Running suits your competitive personality. (v.)

a. goes well with

b. challenges

6. All physical activities make different demands. (n.)

a. equipment

b. requirements

7. This physical activity is a good match for you. (n.)

a. t

b. competition

8. The university researcher trains lifestyle coaches. (v.)

a. follows

b. teaches

Researcher Finds Sports that Fit Each Personality

20

By Kristian Peltonen 25

National Post

treadmill (n.) walking machine used for exercise mismatch (v.)

A

t badly

self-administered tests (n.) tests you give yourself 5

likely (adv.) taking up (n.)

probable

10

starting to do

15

24

UNIT 2 Fitness

Montréal researcher has created a model to help those who can’t stick to an exercise routine nd physical activities that match their personality. Someone who has trouble focusing on one task, for example, should probably put the squash racquet away and stick to something with fewer distractions, like jogging or swimming . People who enjoy being around others will be more likely to keep exercising if they choose team sports over yoga, for example. James Gavin, 62, of the Centre of Applied Human Sciences at Concordia University, created the model by nding seven “personal styles” from studies on personality in sports: sociability, spontaneity, self-motivation,

30

35

40

45

aggressiveness, competitiveness, mental focus, and risk-taking. Basketball, for example, requires social interaction and competitive energy, but running on a treadmill does not. “All physical activities make different psychological demands of participants,” Gavin says. “These demands may match or mismatch an individual’s personal style.” Gavin’s research found a “signicant trend” between the amount people exercise and the degree to which their activities match their personalities. He now trains lifestyle tness coaches to use the model to help people nd what activities suit their personality best. The model can also be used through self-administered tests, such as one he developed that uses a computer questionnaire, much like vocational guidance tools. But some people will prot from talking with a professional, Gavin believes. More dedicated individuals can take the model further, he maintains. By choosing activities that go against their personality, people can change their personality to match the activity they choose. Taking up running , for example, can help bring out your competitive side. Switching from a sport like racquetball to tai chi can help reduce aggression. 279 words Reproduction prohibited © TC Media Books Inc.

Comprehension

How To

1. What is the main idea of the text?

FIND THE MAIN IDEA

a. You need lots of personality to do physical activities that you enjoy. b. Lifestyle coaches can help people nd the right physical activity. c. James Gavin’s model helps people choose physical activities that match their personalities. 2. Put a check mark in the T or F column to indicate if each statement is true or false.

T

F

a. Gavin noticed that the more people enjoy a physical activity, the more they exercise. b. Gavin created a model for seven physical activities. c. The activities people choose may not always match their personality. 3. Which activities does Gavin suggest for the following types of people? Match each type with an activity. Write the correct letter in the middle column.

Physical Activity

Answer

Personality Type

a. jogging or swimming

1. prefers to exercise alone

b. team sports

2. has trouble staying focused

c. basketball

3. wants to be less aggressive

d. yoga

4. is competitive

e. tai chi

5. is very sociable

4. Which of these personality traits did Gavin use to create his model? Circle all the correct answers. a. sociability

b. kindness

c. risk-taking

d. competitiveness

5. What does Gavin train lifestyle tness coaches to do? Explain in your own words.

6. What is a benet of choosing a physical activity that doesn’t match your personality?

Focus on Language: Gerunds (-ing Nouns) 1. Look at the two gerunds that are circled in line 9. Circle four more gerunds in the text. 2. Complete the following sentences by rewriting the verbs in parentheses as gerunds. a. He is having trouble (focus) b. She enjoys (be) c. I keep on (exercise) Reproduction prohibited © TC Media Books Inc.

The main idea of a text is the message the author wants you to understand. To nd the main idea in a text: 1. Ask yourself what main point the author wants to make. It is the most important and valuable information in a text. 2. The author usually states the main idea near the beginning of the text. However, you may need to read the entire text to determine the main idea, if it is implied. 3. The main idea answers questions such as who, what, when, where, why, and how. 4. Look for facts, examples, and anecdotes in the text. They support the main idea. Be careful: • A main idea is not simply the title or subtitle. • The main idea is not just a name, example, or statistic.

Grammar Link GERUNDS (-ING NOUNS) A gerund is a verb form that functions as a noun. To form it: base form of the verb + -ing Be careful not to confuse it with the present progressive tense. Skating is fun. (gerund) You are skating too fast! (present progressive includes auxiliary be) Like nouns, gerunds can be used as subjects or objects. Jogging is a sport. (subject) I love swimming. (object)

on one task. around other people.

Refer to REAL Grammar Book 1, unit 12.

, even when I’m tired. What Is Your Fitness Style?

25

SPEAKING

A Perfect Match

Does your favourite physical activity match your personality type?

Read the list of physical activities in the rst column of the chart below. Make sure you understand what all of these activities are. Use a dictionary if you need help. Look at the list in the rst column again. Put a check mark beside the physical activity you participate in most often. Then put a check mark beside the same activity in the other two columns. If you do not participate in any of the physical activities in the list, put a check mark beside the one that seems the most enjoyable to you.

Social

Competitive

Risk-Seeking

Team sports

Team sports

Downhill skiing

Golf

Racquet sports

Martial arts

Racquet sports

Golf

Team sports

Martial arts

Martial arts

Mountain biking

Dance

Running

Racquet sports

Downhill skiing

Swimming

Dance

Group tness

Cycling

Cross-country skiing

Walking

Cardio conditioning

Cycling

Weight training

Cross-country skiing

In-line skating

In-line skating

Mountain biking

Group tness

Running

Downhill skiing

Golf

Mountain biking

Weight training

Weight training

Cycling

Group tness

Swimming

Cross-country skiing

Dance

Running

Tai chi

In-line skating

Cardio conditioning

Yoga

Walking

Yoga

Cardio conditioning

Tai chi

Walking

Swimming

Yoga

Tai chi

Unsocial

Non-competitive

Risk-Avoiding

Write your answers to the following questions in the rst column of the chart on the next page and be prepared to discuss them with your classmates. 1. Which physical activity do you participate in most often? 2. What personality traits are associated with this physical activity? To nd out, refer to the chart above and look at the position of the physical activity in each column. For example, downhill skiing is risk-seeking behaviour, and tai chi is risk-avoiding behaviour. 3. Refer to your results from the personality-type quiz on page 23. Is this physical activity a good match for your personality type? Why or why not? 4. If it is not a good match, what physical activities better match your personality?

26

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

Survey two other classmates and complete the following chart. You

Student 1

Student 2

1. Physical activity 2. Personality traits

3. Personality match?

Yes

No

Yes

No

Yes

No

4. Suggestions for a better match (if you answered No to question 3)

In Words Play, Do, or Go? We use the verbs play, do, and go to talk about physical activities. But do you know which verb goes with which physical activity? It all depends on the kind of activity it is. Use the verb play before the name of a competitive team sport. A sport that one plays usually has a winner and a loser. He is playing hockey this season.

Use the verb do before the name of a non-team sport often done in groups, and that does not require a ball.

Use the verb go before the name of a physical activity in the gerund form (-ing noun) that you can usually do alone.

They do karate on Saturday.

She goes hiking every weekend.

Note: Use the verb practise to talk about training for a sports competition or event. I am practising gymnastics routines for the competition.

Complete each sentence with play, do, or go. Use the correct form of the verb in your answers (simple present or present progressive). Pay attention to negative forms. 1. They 2. I 3. She 4. They (not) 5. We

baseball right now. skiing every weekend. aerobics at the moment. soccer this semester. tai chi every morning.

6. Right now, he

7. I (not) raining. 8. They (not) 9. Look at how the teacher 10. The students Wednesdays.

tennis together often. yoga. volleyball on

martial arts.

Write ve more sentences in the present progressive about these activities: kung fu, Zumba, curling, table tennis, and squash. Use do, play, or go.

Reproduction prohibited © TC Media Books Inc.

mountain biking now. It’s

Refer to Grammar Link on page 22 for more information on the present progressive.

What Is Your Fitness Style?

27

Pronunciation Long and Short Vowel Sounds A long vowel sound is made when the vowel is pronounced like its name (a, e, i, o, or u). A vowel can also have a short sound. Listen to the long and short vowel sounds in the following words.

Vowel

Short

Long

a

hat

hate

e

bet

beat

i

win

wine

o

hop

hope

u

run

ruin

Listen to the recording and circle the words you hear. 1. a. sleeping

b. slipping

7. a. us

b. use

2. a. child

b. chilled

8. a. waiting

b. wetting

3. a. since

b. signs

9. a. is

b. ease

4. a. leaving

b. living

10. a. quit

b. quite

5. a. student

b. study

11. a. not his

b. notice

6. a. still

b. style

12. a. patient

b. passion

Circle the short vowel and underline the long vowel in each set of words. Compare your work with a partner’s and take turns reading each pair of words aloud.

How To SUPPORT YOUR STATEMENT Use because or since to support the statements you make. I recommend yoga or swimming because he’s non-competitive. Since he doesn’t like swimming, he can try cycling. Note: ‘cause is only used in informal spoken English.

LISTENING

Giving Fitness Advice

Are you a good listener? Find out the personalities and tness goals of three young people who are looking for some tness advice.

Listen to the messages on the answering machine at Fabio’s Fitness Clinic. Fill in the missing information. Then recommend two physical activities for each person and explain your choices. Compare your answers with a partner’s.

28

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

Name: Xiao Min Lee

Message 1

Age:

City:

Age:

City:

Age:

City:

Studies or occupations: Goals: Personality:

Two recommendations:

Name: Benjamin Belmont

Message 2

Studies or occupations: Goals: Personality:

Two recommendations:

Name: Jay Brunet

Message 3

Studies or occupations: Goals: Personality:

Two recommendations:

READING

FOR STRATEGY • SKIMMING AND SCANNING

Are you a very sociable person? Are you competitive but enjoy playing with strong team spirit? If so, a game called Ultimate may just be the perfect game for you.

Vocabulary Circle the correct denition of each word before you read. The line number is in parentheses. 1. hooked (adj., 18)

a.

addicted

b. curved

2. to boom (v., 20)

a.

to decrease

b. to become popular

3. to handle (v., 31)

a.

to manipulate

b. to hang on to

4. to settle (v. 36)

a.

to resolve a problem

b. to avoid a problem

Reproduction prohibited © TC Media Books Inc.

What Is Your Fitness Style?

29

Skim the text and put a check mark next to

Scan the text to nd this information. Refer to the How To for help.

the important topics that are mentioned. Refer to the How To for help.

1. The year Ultimate was started:

1. The history of Ultimate

2. The number of members in Montréal:

2. How to play Ultimate

3. The number of teams in Montréal:

3. How much it costs to play Ultimate 4. People who enjoy playing Ultimate

4. Where Ultimate was started: 5. How many times a week Mike Kropveld plays:

How To SKIM AND SCAN When you skim a text, you read it quickly to get a general understanding of the text before reading it completely. • Move your eyes quickly through the whole text, reading the title and the rst line of every paragraph.

30

Ultimately, It’s About Having Fun 35

By Jill Barker Montréal Gazette 40

W

• Look briey at the photos or illustrations. • Don’t stop for details or to look up unfamiliar words in a dictionary.

5

• Try to determine the main idea or purpose of the text. When you scan a text, you already know what you are looking for, such as a certain word, name, date, or answer to a question. • Move your eyes quickly over the text until you nd the specic piece of information you are looking for. veteran (n.) person

an experienced

occupy (v.)

to take up space

10

15

20

nerdy (adj.) relies on (v.)

depends on, needs

decorum (n.) politeness

decent behaviour,

goofy (adj.) coed (adj.) females

30

not popular or cool

25

strange, silly mixed males and

UNIT 2 Fitness

hen Joanne Minns moved to Montréal a few years ago, she found a unique way to meet people. “I posted my name on the bulletin board of the Montréal Ultimate Association,” she said. She made new friends, and found herself addicted to the new sport. “I play three or four times a week in the summer and once or twice a week in the winter,” said Joanne. Talk to any Ultimate player and they will tell you how quickly the sport becomes an addiction. “Once you throw a perfect disc, you’re hooked,” said Toby Goodfellow, a threeyear veteran of the game. Ultimate is booming in Montréal. With 3 448 members playing all year long, the league’s 224 teams now occupy 17 elds spread across the city and a select number of indoor sites in the winter. Not bad for a game that was started in 1968 by a bunch of nerdy New Jersey kids! Originally called Frisbee Football, the game is a fast-paced non-contact sport that demands speed, agility, and the ability to throw a disc with precision. “Handling the disc is not like handling a ball,” Goodfellow said. Even though Ultimate is very competitive, there are no referees. Instead,

45

50

55

60

65

the sport relies on decorum and mutual respect to settle any disputes. “It’s about fun, fair play, and trusting the other person,” Minns explained. Goodfellow said novice players sometimes have difculty playing a sport without referees. But the spirit of the game is more important than making the right moves. Spirit points are awarded to teams who keep the game fun and respect their opponents. Cheers before and after the game are encouraged. Players often sing songs or play in goofy clothing, a difference from most sports where winning is more important than how the game is played. Mike Kropveld, 55, has been playing Ultimate for 12 years, a reminder to Minns that the game is for all ages. Kropveld says he plays three times a week, all year round. “Wherever I go, I have a disc in my car.” “The mature players are sometimes the best players—and that’s encouraging,” said Minns. She also likes the fact that Ultimate is a coed sport, normally with four men and three women on a team, which means she can share her love of the sport with her boyfriend, who also plays on the team. Minns believes it’s a great way to meet members of the opposite sex. “It’s not a singles group, but many members have ended up nding their partner through Ultimate,” she said. Kropveld also likes the coed aspect of the game. He’s played on a lot of different teams with players of all ages, and he always manages to have a great time—so much so that he can’t imagine life without Ultimate. “I don’t see myself stopping anytime soon,” he said. “I’m in good shape and my speed is good. The question is: What’s going to happen when I don’t play?” 493 words Reproduction prohibited © TC Media Books Inc.

Comprehension Read the text again and answer the following questions. 1. What is the main idea of the article? a. Ultimate quickly becomes an addiction. b. Ultimate is a fast-paced non-contact sport. c. Many people enjoy playing Ultimate, a game which is different from most sports. d. It is important to have fun. 2. How did Joanne Minns meet new people in Montréal?

3. How do we know that Ultimate is booming in Montréal? Use your own words to explain.

4. What are the qualities a player needs to play Ultimate? a. There are no rules. Anyone who is sociable can play. b. A player needs to have agility, speed, precision, and a good attitude. c. A person needs to have an aggressive and competitive personality. 5. Which statement about Ultimate is true? a. Winning is the most important thing.

c. Ultimate was started in 1969 in New Jersey.

b. There are no referees.

d. The best players are the new players.

6. Put a check mark in the T column to indicate if the statements about Ultimate Frisbee are true.

Ultimate Player

Statement 1

T

Statement 2

a. Joanne Minns

Ultimate is a singles group.

It’s a great place to meet members of the opposite sex.

b. Toby Goodfellow

Playing Ultimate is addictive.

Handling a disc is like handling a ball.

c. Mike Kropveld

I like playing with both men and women on a team.

I do not see myself stopping Ultimate anytime soon.

T

7. How is Ultimate different from other competitive team sports, like volleyball or football? Write three examples below.

Focus on Language: Writing Numbers 1. We usually write out numbers from one to nine and use numerals for the rest, for example, one, eight, 10, 25, 137. Scan the text and ll in the missing numbers. a. There are normally

men and

b. Toby Goodfellow is a c. Mike Kropveld,

women on a team.

-year veteran of the game. , has been playing Ultimate for

Reproduction prohibited © TC Media Books Inc.

years. What Is Your Fitness Style?

31

WATCHING

Tough Mudder

Some people look for new and extreme challenges to push themselves physically and mentally. This CBS Early Show shows us what it takes to compete in this unique obstacle course and how to become a “Tough Mudder.”

Vocabulary Make sure you understand the denitions of the following words before you watch. 1. steep (adj.)

sharply inclined

2. to take on (v.)

to accept a new challenge

3. in the zone (exp.) 4. wounded (adj.)

5. means the world to me (exp.)

at a desired level of tness badly hurt

How To PREPARE TO LISTEN Before you listen: 1. Read the title, questions, and any other information about the audio or video segment. 2. Learn any new vocabulary to help you better understand. 3. Try to predict what the audio or video segment will be about. 4. Be ready to take notes about the key points.

very valuable

6. tangled (adj.)

twisted together

7. bruised (adj.)

hurt so that there is a mark on the skin

8. trudging (v.)

walking slowly, with difculty

Comprehension Read the questions. Then watch the video and answer them. a

1. Fill in the missing words: It’s billed as the and it’s open to every

b

challenge on the planet c

that’s willing and able to

.

2. How long is the course? 3. How many obstacles are there? 4. What are some of the obstacles in Tough Mudder? Circle all the answers you hear. a. steep hills to climb

c. very high trees to climb

b. icy cold water to cross

d. lots of mud to slow you down

5. What does Patty “Boom Boom” Alcivar, a professional boxer, say about Tough Mudder?

6. Do all Tough Mudders need to be athletic? Explain your answer.

7. What does the competition do with the money it raises from the entrance fee? a. It uses the money to support Wounded Warriors. b. It gives the money to the winner of the competition. c. It helps support efforts to stop war and bring peace on earth. 8. What do we learn about the King brothers? Circle all the correct answers. a. They were both hit by grenades while serving in Iraq. b. Aaron was told he would never walk again. c. Aaron is competing in Tough Mudder with his brother. 9. Complete this sentence: Tough Mudder emphasizes camaraderie over

32

UNIT 2 Fitness

.

Reproduction prohibited © TC Media Books Inc.

10. What does someone who completes the Tough Mudder race get? a. a cash prize b. a headband and a free permanent tattoo c. a trophy and a complimentary shower 11. What else do we learn about Tough Mudder? Circle all the correct answers. a. It is a very popular event. b. It was a Harvard Business school plan. c. It is an example of the power of social networking.

Discussion and Writing 1.

What qualities do you think you need to compete in the race? Compare your answers with another group’s.

2.

Create another obstacle that could be included in the Tough Mudder race and describe it to another group.

READING

FOR CHALLENGE

An urban physical activity called parkour is becoming more and more popular and you don’t even need a gym for it! Read to nd out more about this risky outdoor activity.

Skim the text and put a check mark next to the important topics that are mentioned.

Scan the text to nd this information. 1. The pronunciation of parkour:

1. Parkour’s origins 2. A description of parkour

2. When parkour started:

3. Injuries caused by parkour

3. Another name for parkour:

4. Places to practise parkour 5. The benets of parkour

Vocabulary Match each word or expression with its correct denition before you read. The line number is in parentheses. 1. to overcome (v., 5)

a. blocking the path

2. in the way (exp., 7)

b. origins, beginnings

3. to leap (v., 14)

c. to be injured

4. to swing (v., 14)

d. to get through a difculty

5. roots (n., 16)

e. to jump

6. to get hurt (exp., 27)

f.

Reproduction prohibited © TC Media Books Inc.

to move back and forth while suspended

Do genes inuence people’s personalities, including their preference for certain physical activities? Some scientists think so. Brain chemistry could make someone more likely to do a dangerous physical activity. People who seek thrills and excitement by doing extreme physical activities like ice-wall climbing or riding a BMX could have a gene for adventure!

What Is Your Fitness Style?

33

Vancouver’s Parkour Stars Leap Buildings

By Gail Johnson Georgia Straight

I 5

10

15

jungle gym (n.) a structure for children to climb on, monkey bars scramble (v.) quickly ledges (n.) walk on

20

to move very narrow surfaces to 25

dangle (v.) to hang from without much support former (adj.)

previous 30

empower (v.) to give power to, to make strong 35

40

45

deally suited for urban environments, the sport of freerunning combines the moves of Spider-Man with the skill of a gymnast. Parkour (pronounced “par-KOOR”) isn’t just the stuff of Hollywood movies. It originated in France and is growing internationally. Now it’s becoming huge in Vancouver. “It’s the art of overcoming obstacles,” says traceur René Scavington, founder of the Parkour B.C. online community. “It’s about learning to move from one place to another no matter what’s in the way. There’s a small but international community that’s helping to legitimize the sport—how to teach it and how to develop it.” Scavington is determined to develop the sport in Vancouver. Parkour B.C. holds meet-ups every Sunday afternoon in different public spaces. Along with Lucius Fairburn, Scavington founded the Origins Parkour and Athletic Facility, the city’s rst tness centre geared for parkour training, The 7 250-square-foot space looks like a jungle gym for adults, complete with minibuildings and oversized staircases to scramble up and jump off, ledges to dangle from, benches to leap over, and metal bars to swing from. High-level traceurs go through rigorous training. In fact, parkour, which is also known as freerunning, has military roots. It started in the early 1900s as an obstacle course for physical training methods and became the basis for all French military training. Later, French soldiers took their new discipline to Vietnam and called it “le parcours du combattant,” the path of the warrior. A former French special-forces soldier taught the discipline to his son, David Belle. Belle took his dad’s ghting moves and combined them with gymnastics and martial arts in his hometown of Lisses, just outside Paris, to form parkour as it’s known today. Once videos of Belle and his friends crossing housing projects in Lisses started to hit the Internet in the early 2000s, parkour took off around the world. Since then, Scavington has travelled to the French capital as well as London, New York, Montréal, and other cities to learn more. Traceurs, he explains, train their bodies and minds to move about their environment in unique ways. For instance, instead of using a set of stairs to get from point A to point B, traceurs might leap or climb to the next level. To make such moves without getting hurt, practitioners require conditioning that focuses on everything from improving balance to building muscular strength. Origins will be offering parkour classes of all types, including those for beginners and kids. “It is like yoga, but it is also is a strength sport,” Scavington says. “Our classes are open to anyone. We’ve had interest from a lot of women who want to do something to empower themselves, something a little bit more than yoga.” Actor Jordan Davis took up parkour about six years ago, when he found himself bored with lifting weights. He’s now working toward being a stuntman, and says he’s learned more about himself through parkour than through any other sport he’s practised. “As a beginner, I began to understand my body’s limitations and my mental barriers that could keep me from progressing,” Davis says. “I nd parkour can put your life into a peaceful perspective. A lot of the knowledge learned in parkour is applicable to many areas of life where people are stressed or lack motivation. You don’t really know what you’re capable of until you try.” In addition to the tness component, Scavington says self-expression is a big part of parkour. As well as running, jumping, and climbing, all of a sudden you start to think ‘How else can I express myself?’ ” he says. “There’s a creative approach . . . people nd ways to go over structures and use their own style . . . “Some people nd it intimidating, especially the stuff they see in movies,” he adds. “But to me, it’s just a very human thing to do.” 621 words

34

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

Comprehension 1. Why does Scavington describe the Parkour Facility as a jungle gym for adults?

2. What do we learn about the origins of parkour? Circle all the correct answers. a. It was originally an obstacle course to train soldiers. b. It was used in the French military. c. David Belle combined military ghting moves with gymnastics and martial arts. 3. How did the Internet help spread parkour?

4. How do traceurs move from one place to another?

5. What physical activity does Scavington compare parkour to? a. the long jump

b. marathon running

c. yoga

6. What does actor Jordan Davis say about parkour?

Focus on Language: Present Progressive 1. The present progressive needs an auxiliary and a main verb with -ing added. Be careful—not all words ending with -ing are present progressive verbs. Check off the following sentences that are written in the present progressive.

Sentence

Refer to the Grammar Link on page 22 for more information on the present progressive.

Present Progressive

a. He’s working now toward being a stuntman. (line 35) b. It’s growing internationally. (line 4) c. Now it’s becoming huge in Vancouver. (line 4) d. It’s the art of overcoming obstacles. (line 5) e. There’s . . . an international community that’s helping to legitimize the sport. (line 7) f. Belle took his dad’s ghting moves. (line 19)

Discussion 1.

Why do you think parkour is becoming so popular?

2.

Jordan Davis says parkour is not for everyone. Do you agree or disagree?

3.

What qualities does parkour require? Where would you rank it on Dr. Gavin’s scale on page 26? (risky, competitive, social)

Reproduction prohibited © TC Media Books Inc.

What Is Your Fitness Style?

35

The Kid from La Puente

WATCHING

Physical activity can provide an escape from the hardships of everyday life. This TSN documentary shows how former Montréal Alouette Anthony Calvillo persevered despite a difcult childhood and became a record-holding quarterback.

Vocabulary Make sure you understand the denitions of the following words and expressions before you watch. 1. ashbacks (n.) 2. has gone on (v.) 3. jinxed (adj.)

memories of the past has happened

unlucky, cursed

4. the odds stacked against (exp.) 5. slums (n.)

having only a small chance of succeeding

poor, disadvantaged neighbourhoods

6. gang-ridden “hood” (n.)

a neighbourhood with many gangs

7. wanted to have his cake and eat it too (exp.) 8. refuge (n.)

wanted to enjoy both alternatives

a safe place

Comprehension Read the questions. Then watch the video and answer them. 1. How does the narrator, Anthony Calvillo’s brother Mario, answer the Los Angeles Times reporter’s question “Did you know that your brother is an all-time passing leader?”

2. Anthony is proud of his number 13, which some consider an unlucky number. Did luck get him into pro-football?

3. How many Grey Cup victories did he lead his team the Montréal Alouettes to?

4. Put a check mark in the T or F column to indicate if the statement about Anthony’s childhood is true or false.

T

F

a. He grew up in La Puente, a poor part of Mexico. b. He grew up in a Los Angeles slum. c. He wanted to make a name for himself and be proud of himself. 5.

What did the Canadian Football League (CFL) give him? a. It gave him huge obstacles to ght against. b. It gave him a chance of a better life. c. It made him realize that he was a second-class citizen.

36

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

6. What is Anthony’s journey into his childhood really about? a. It is a celebration of his early years. b. He wants to confront what happened where he grew up. c. He wants to see how much La Puente changed over the years. 7. What do we learn about Anthony Calvillo’s family? a. His parents were Mexican immigrants. b. They got married as teenagers. c. His dad was not often home. d. All of the above are correct. 8. What was the Calvillo brothers’ refuge from the ghting at home?

9. Why was Big Bob more than just the Calvillo brothers’ rst coach? a. He felt bad when he couldn’t afford their registration. b. He drove the brothers ve miles to a game when he saw them walking. c. He paid for the brothers’ registration and showed concern for them. 10. How did Anthony’s coach Big Bob describe him? Fill in the missing words. -year-old Anthony, he could throw a football

yards.

11. Did moving to a new house in La Puente away from east Los Angeles give Anthony a new start? Why or why not?

12. In high school, how did Anthony block out his family troubles?

13. What was the hardest thing for Anthony after his friend’s parents took him in? a. He felt lonely and wished his family could see more of his games. b. He was angry at his family for missing his games. c. He really didn’t want his family to leave him behind. 14. How does Anthony answer the question “How do you keep getting up?” a. It’s what he is supposed to do, it’s all he knows.

Read “Canada’s Ian Chan Goes for

b. He has very big muscles and is quite athletic.

Gold” online for another example of

c. He said he has no choice. He doesn’t want to disappoint the team.

the challenges that drive top athletes.

Discussion and Writing 1.

Do you think Anthony’s family background helped him become such a successful quarterback? Explain your answer.

2.

With your group, prepare questions you would like to ask Anthony about his life now.

3.

What is your refuge when life is difcult? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

What Is Your Fitness Style?

37

Writing Files Writing FileWriting Files Writing File

riting Files

Writing Files

GENERATING IDEAS

Writing Files

When you write about a topic, you may need to brainstorm or generate ideas rst. To do this, you can use the cluster-mapping technique. This technique helps you to write ideas that relate to your topic and to choose which specic topic to focus on. Look at the following example. The central topic is in the middle circle and the connecting ideas surround it.

accidental death

What can happen to people who play extreme sports?

injury

What causes risky behaviour?

downhill skiing

Extreme sports

What are some types of extreme sports?

for fun

genetics

motocross

Why do people play risky sports? for adventure

Practice Brainstorm more ideas in small groups. How many more circles can you add?

38

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

Write It! Generate your own ideas about one of the following topics. Make sure to follow these steps:

competiton exercise and socializing

Select a topic and write it in the middle of the map.

Paralympic sports

Add ideas that connect to the central topic. You may need to add more circles.

physical activities and addiction

Do not worry about spelling or grammar errors when you generate ideas.

unusual physical activities

physical activities and health

Select which circle you want to focus on. It will usually be the one that you can develop the most. Make sure that the idea is connected to the central topic. Use this strategy whenever you have to brainstorm for writing and speaking activities.

Reproduction prohibited © TC Media Books Inc.

What Is Your Fitness Style?

39

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files

Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection Present progressive

1 2

TIMES ARE CHANGING: Describe a physical activity or a tness trend that is becoming popular these days. Explain why it is becoming so popular.

3

YOUR FAVOURITE PLACE: Imagine that you are in your favourite place, for example, a coffee shop or the gym. Describe what is happening around you. Also, explain what is not happening.

4

BROADCASTING LIVE!: Imagine that you are broadcasting live from a game or match, or another event. Describe the action that is taking place moment by moment. Also, mention actions that are not happening. (Use the negative form.)

5

COMPARE IT!: Compare one of the two physical activities you learned about in this unit with another physical activity such as football or gymnastics. Explain which physical activity you like better and why.

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

Gerunds (-ing nouns) Vocabulary and In Words from the unit Pronouncing long and short vowel sounds Finding the main idea Skimming and scanning Preparing to listen Using help strategies Supporting statements using since and because Generating ideas Refer to the Writing Files, page 38, for information on generating ideas. Refer to appendix 3, page 148, for information on oral presentations.

WHAT I’M DOING THESE DAYS: Describe what you are doing this semester at work and at school. Are you working on a special project or training for an event? Mention if you are participating in a physical activity. If not, explain why you are not active.

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

EXPRESSIONS

bruised (32)

a demand (24)

to create (24)

in the zone (32)

competitive (23)

a match (24)

to overcome (33)

to get hurt (33)

fewer (24)

a refuge (36)

to suit (24)

to stick to (24)

hooked (29)

to train (24)

risk-taking (24) OTHER:

Vocabulary from the unit and other theme-related vocabulary can be practised online.

40

UNIT 2 Fitness

Reproduction prohibited © TC Media Books Inc.

3

Lifestyle Lifestyle Lifestyle Lifestyle Lifestyle UNIT LIFESTYLE Lifestyle Lifestyle Lifestyle Lifestyle Lifestyle On Campus Lifestyle Lifestyle Lifestyle Lifestyle LifestyleLifestyleLifestyle

Lifestyle Lifestyle

How can today’s students live a balanced lifestyle?

Are energy drinks a safe solution for sleepy students? What are some tips to help students stay out of debt? Do academic pressures cause more students to cheat? In this unit, you will look at various challenges that students face.

MAKING THE GRADE

WARM-UP

Student Lifestyle Survey

Watch “Dog Therapy” online to see how McGill University is helping students to deal with exam stress.

Sometimes students are too busy with their studies and neglect their health. Are you living a balanced life?

Complete each of the following questions with the missing auxiliary (do, does) or verb (is, are). Write two more questions about students’ habits. Answer all the questions. Then interview your partner and write down his or her answers.

Lifestyle Question

How To AGREE WITH AFFIRMATIVE AND NEGATIVE STATEMENTS To agree with an afrmative statement, use: me too, so do I, I also . . . I stay up late. Me too. So do I. I also stay up late. To agree with a negative statement, use: me neither, . . . either I don’t work. Me neither. Neither do I. I don’t work either.

1. How many hours of sleep

Your Answer

Partner’s Answer

you get every night?

that enough for you? 2. How many hours a week conict with your studies? 3. How many hours each night you think it is enough?

you work?

work

you study?

4.

you stay up late to study for exams or nish projects? How many times a week?

5.

you consume energy drinks? If so, how many each week?

6. What

7.

your favourite junk food?

you live at home or in your own apartment?

8. What some of your favourite activities? they cost a lot? 9.

10.

you have a credit card?

you follow a budget?

it easy?

11. Your question:

12. Your question:

42

UNIT 3

Lifestyle

Reproduction prohibited © TC Media Books Inc.

Discussion

Grammar Link

1.

Based on your answers and your partner’s, do you have balanced lifestyles?

2.

What changes do you both want to make to have more balanced lifestyles? List three changes and compare your answers with another group’s. Be sure to use pronouns correctly.

3.

What are students’ three main concerns today? Make a list with your group.

READING

FOR STRATEGY • GUESSING MEANING FROM CONTEXT

How much sleep do you really need? How can you get a better night’s rest? Find out what the experts advise.

Guessing Meaning from Context Use context clues to guess the meanings of the following words. (The words appear in bold in the text.) Read each word in context in the text and then complete the chart to help you guess its meaning. Compare your answers with a partner’s.

Word

Root Word

Part of Speech

PRONOUNS Pronouns replace nouns. They can be subject or object pronouns. She works a lot. (subject) It is difcult for her. (object) Pronouns can also be reexive or possessive. He lives by himself. (reexive) Is it his? (possessive) Note the difference between possessive determiners and possessive pronouns. Her budget is limited. (determiner) Is yours? (pronoun) Refer to REAL Grammar Book 1, unit 5.

Meaning

1. irregularity 2. required 3. recall 4. irritability 5. lowers 6. unrestful 7. awakenings 8. alertness

How To GUESS MEANING FROM CONTEXT Guessing meaning from context helps you to understand unfamiliar words in a text. Try these strategies before you check in a dictionary. 1. Look at the new word to see if it looks like another word you know. Is there a familiar root word you can understand? Knowledge has the word know in it. 2. Read the sentence to identify the function of the word—the part of speech. Is it a verb, a noun, an adjective? Are there any prexes or sufxes that can help you understand the word? Not getting enough sleep also seriously impairs your ability to drive. Here, impairs is a verb with a negative prex im-. Therefore, not getting enough sleep is doing something negative to your ability to drive. 3. Read the sentence and look for familiar words before and after the new word to help you understand it. Take a nap (noun) if you are tired in the middle of the day. A nap is a short sleep.

Reproduction prohibited © TC Media Books Inc.

On Campus

43

mood (n.)

how you feel 40

Sleep

REM (n.) dream sleep (Rapid Eye Movement)

45

Brown University 50

sleep-deprived (adj.) get enough sleep

C

unable to

5

pace (n.)

speed or rhythm

drowsy (adj.)

10

sleepy

15

20

pulling all-nighters (exp.) staying up all night interfere (v.)

get in the way of 25

enhances (v.)

slump (n.) energy

improves

sudden decline in 30

sleep debts (n.) sleep lost decrease (n.)

hours of reduction 35

44

UNIT 3

Lifestyle

ollege students are among the most sleep-deprived people in the country. This may be due to the irregularity of their sleeping habits. According to a study, only 11% of college students have good sleep quality, and 73% have occasional sleep problems. This same study found that 18% of college men and 30% of college women reported suffering from insomnia within the past three months, and over half reported feeling sleepy during the morning. Most people need to sleep about eight hours each night. This is especially true for college students, since the deep sleep that occurs early in the night and the dream sleep that occurs later are both required to learn. But the necessary amount of sleep varies from individual to individual. This is one case where quality is more important than quantity—if you feel alert and rested during the day, you’ve probably had enough sleep. On the other hand, pulling allnighters can interfere with your ability to learn new material. You can memorize facts during an all-night study session and recall the information through short-term memory for a test the next day, but you will probably have to relearn the material for a later cumulative exam.

55

How can I get a better night’s sleep? 60

65

70

75

80

What happens if I don’t get enough sleep? Sleep debts result from not getting enough sleep for several nights. Building up your sleep debt results in a decrease in daytime function. It can affect your physical health by weakening your immune system. It can affect your mental health by resulting in tension,

irritability, depression, and confusion, and it generally lowers life satisfaction. These mood changes may also result from irregular sleep patterns, including sleeping in on the weekends. It is well documented that sleepdeprived students perform signicantly worse than students who regularly get a good night’s sleep. REM sleep is particularly important for consolidating newly learned information, and a large proportion of REM sleep occurs towards the end of the night. So studying most of the night for a test and then sleeping only a few hours decreases your ability to remember new information. Not getting enough sleep also seriously impairs your ability to drive. Driving while tired is as dangerous as driving while intoxicated. More than 40 000 injuries and 1 500 deaths each year result from trafc accidents involving sleepy drivers.

85

Here are a few things you can do to make falling asleep easier and to make sleep more restful: • Relax! An alert mind may make it difcult to sleep. Try to slow the pace of your activities in the evening. Do some light reading or watch TV until you become drowsy, and then try to fall asleep naturally. If there’s a lot on your mind, try writing down a detailed list and then forgetting about it. • Avoid or limit caffeine and nicotine, which are stimulants, and alcohol, which can cause unrestful sleep and frequent awakenings during the night. • Exercise and stay active. Twenty to thirty minutes of vigorous physical activity enhances deep sleep, but avoid exercising in the six hours before bedtime since it increases alertness. • Avoid long naps. Naps of less than thirty minutes can actually be quite refreshing during the naturally occurring midafternoon slump, but napping for much longer than this can make you drowsy and interfere with a good night’s sleep. • Try to go to sleep and wake up at the same time every day. A regular sleep pattern reduces insomnia, and increases your alertness during the day. 584 words

Reproduction prohibited © TC Media Books Inc.

Comprehension

Grammar Link

1. What are the two kinds of sleep necessary for learning?

COMPOUND NOUNS a. b. 2. What are the consequences of not sleeping enough, according to the text? Circle the consequence not mentioned. a. It interferes with learning new material. b. It can affect your physical health. c. It causes weight loss.

Nouns in English can be compound. This means that two words are put together to form a single unit of meaning. The words may be attached (bedtime) or separate (energy drinks). Note that there is only a nal -s on the last noun in most plural compound nouns.

d. It impairs your ability to drive. 3. What does the article recommend for better sleep health? Complete the chart by writing recommendations for each of the following items.

Subject

Refer to REAL Grammar Book 1, unit 3.

Recommendations

a. Difculty sleeping at night b. Use of stimulants c. Exercise d. Naps e. Sleep pattern 4. What is the main idea of the article? a. Students need to sleep eight hours every night. b. Staying up all night can interfere with your ability to learn new material. c. College students have irregular sleep habits which affect their health and their studies.

Focus on Language: Compound Nouns 1. Complete the following compound nouns by scanning the text to nd the second noun. Some may be attached (one word), so be careful! Then add two of your own examples. a. college

student

e. week

b. dream

f. study

c. day

g. Your example:

d. sleep

h. Your example:

Discussion and Writing 1. 2.

Why do you think it is so difcult for some students to get a good night’s sleep? List three reasons. Do you need to change your sleep habits? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

How To AVOID OVERGENERALIZATIONS When you speak or write, accuracy and precision are important. Avoid generalizations like everyone, always, and never unless they are absolutely true. (Everyone works while he or she is in college.) Many students work while they are in college. (Students never get enough sleep.) Students don’t usually get enough sleep.

On Campus

45

Energy Drinks: Liquid Health Issue

WATCHING

Sleepy students often turn to energy drinks for a boost. Can these drinks really give you energy or even wings? Are they responsible for much more? In this video, the news program 16:9 tests energy drinks.

Discussion 1.

What do you know about energy drinks? List ve things.

2.

Do you or your friends consume energy drinks? Why or why not?

3.

What ingredients are in energy drinks? How many can you name? Do you think these ingredients are safe?

Vocabulary Make sure you understand the denitions of the following words before you watch. 1. a culprit (n.)

a person or thing responsible for a problem

2. to deem (v.)

to consider

3. a heart attack (n.) working normally 4. a heart rate (n.) 5. a label (n.)

a medical condition in which the heart suddenly stops the speed at which the heart beats

a paper tag attached to a product that gives information about it

6. restored (adj.)

returned to the original (better) condition

7. a vending machine (n.)

a machine that accepts cash in exchange for food or drink

Comprehension Read the questions. Then watch the video and answer them.

Grammar Link NOUNS AND DETERMINERS

1. Complete the sentences with the missing words you hear. Are the nouns countable or uncountable? Write C or U next to each noun to indicate if it is countable or uncountable.

Some nouns are countable. Add -s or -es for the plural form. What ingredients are in energy drinks?

They are lling store cooler

Uncountable nouns do not take -s. Use some or much to talk about quantity. There is too much caffeine in it. Is there some coffee left?

2. Where are energy drinks sold?

a

and drink-vending

b

.

They’re called energy drinks and they’re quickly becoming one of Canada’s most popular

c

. .

3. Who can purchase an energy drink? . 4. What do energy drinks promise? Circle all the answers you hear.

Refer to REAL Grammar Book 1, units 3 and 4.

46

UNIT 3

Lifestyle

a. an energy buzz

c. wakefulness

b. super powers

d. they give you wings Reproduction prohibited © TC Media Books Inc.

5. What did three young men who consumed energy drinks say about the “hit” (the feeling after consuming an energy drink)? Circle T or F to indicate if each statement is true or false. If it is false, write the correct statement on the line provided. a. A man’s heart rate increased and he almost had a heart attack.

T

F

b. The energy drink helped contribute to a young man’s two-day coma.

T

F

c. One young man went to bed and never woke up.

T

F

6. Does Health Canada approve energy drinks as safe? Explain your answer.

7. What do the ingredients guarana, taurine, and ginseng in energy drinks have in common with caffeine?

8. What did the food scientist discover after testing all six brands?

9. What is the problem with the ingredient guarana? a. It also contains caffeine, which increases the total caffeine content. b. It is an extremely dangerous ingredient. c. It lowers the actual caffeine content in the drink. d. It has a bitter taste. 10. What does the amount of caffeine in energy drinks mean for children? a. Health Canada says that children can drink one energy drink a day safely. b. The caffeine can be up to double the safe amount for children under the age of 13. c. We just do not know if energy drinks are safe or not. d. Health Canada has to investigate the situation more.

Discussion 1.

After watching the video, do you believe energy drinks are safe for you? Explain your answer.

2.

Decide on three alternative ways to increase your energy without energy drinks. Compare your answer with another group’s and vote on the best answer.

Read “Common Health Myths” online to learn about the truth behind some health advice.

Reproduction prohibited © TC Media Books Inc.

On Campus

47

Writing Energy drink sales are already in the billions. In ve years, this gure could reach over $21.5 billion, according to the trade publication Packaged Foods.

Refer to the Writing Files, page 58, for more information on topic sentences.

Write a paragraph about habits that you believe are damaging students’ health. Write your observations and express your concerns. Select topics from the list below or choose your own topic. alcohol consumption

fast food

tanning salons

cigarettes

a sedentary lifestyle

an unbalanced diet

energy drinks

soft drinks

the use of narcotics

other: Make sure to include a topic sentence that expresses the main idea of your paragraph and support your topic sentence with appropriate examples and facts.

Pronunciation The /th/ and /t/ Sounds The /th/ sound in words like health, think, and with can be difcult to pronounce. Be sure to differentiate this sound from the /t/ sound. Try to stick out your tongue when you say /th/. Listen to the recording and ll in the blanks with the words you hear. Then read the complete sentences with a partner to compare your answers and to practise saying the /th/ sound. 1. Students should

about changes to their lifestyle.

2. They should not eat 3.

or sugary foods which can ruin their

sleep and exercise are also shown to improve class performance.

4. Our grandparents also 5. Our parents

about

is good for you.

people tried the diet. Now they’re

8. You should try green 9.

eating.

us to make wise choices.

6. Food grown on 7.

.

.

you for helping me

10. I will talk to you at

.

my work.

o’clock.

Repeat these tongue twisters as fast as you can. Take turns saying them with a partner. Tom thought he brought with him the thin broth he bought from Buddy, but he forgot. Did Tim think of thanking both Beth and Todd for the thoughtful tin of tea? I thought a thought. But the thought I thought wasn’t the thought I thought I thought.

48

UNIT 3

Lifestyle

Reproduction prohibited © TC Media Books Inc.

In Words Make and Do Many of the expressions using make or do are related to health, tness, and lifestyle choices. Sometimes it is difcult to know when to use which word. Use make when there is a product or something is created. For birthdays, we make a cake. (A cake is a product.) Use do to talk about a process. After dinner, we do the dishes. (This refers to the process of washing dishes.) Complete the chart by writing an X in the appropriate column. Use a dictionary if you need help.

Make

Do

Product or Process

1.

your best

2.

a budget

3.

a choice

4.

an effort

5.

exercise

6.

a favour (for someone)

7.

homework

8.

housework

9.

laundry

10.

lunch

11.

a mess

12.

a mistake

13.

money

14.

a test

Write ve sentences using make and do. 1. 2. 3. 4. 5.

Reproduction prohibited © TC Media Books Inc.

On Campus

49

READING

FOR INTERACTION

Many of today’s students are concerned about money issues, whether they live at home, share an apartment, or live in a student residence. Tuition costs, as well as keeping up with the latest technology, add to a student’s expenses.

Vocabulary Read each word in context in the text. The words appear in bold. Then circle the correct denition of the word. 1. tuition (n.)

a. tutoring services

b. the cost of education

2. an outt (n.)

a. set of clothes

b. a temper tantrum

3. to gure out (v.)

a. to calculate

b. to eliminate

4. a closet (n.)

a. a small container

b. a place to hang clothes

5. to stay in touch (exp.)

a. to remain in contact

b. to be affectionate

6. to ensure (v.)

a. to make safe

b. to make sure

7. a discount (n.)

a. no longer available

b. a reduction in price

8. to stay in (v.)

a. to remain at home

b. to be at a party

Eight Proven Ways for Students to Save Money By Megan Siegel

L 5

undergrad (n.) abbreviation of undergraduate: student studying for a rst degree (bachelor’s) at university 10

aoat (adv.) swap (v.) clutter (n.) items

out of debt trade, exchange mess, disorganized 15

50

UNIT 3

Lifestyle

et’s face it. College and university students spend a lot of money. From tuition to textbooks to having a life, you need a lot of cash for your post-secondary education. The average Canadian graduates from an undergrad degree with $20 000 of debt. The Smart Cookies are a group of ve Canadian women who got themselves out of nearly $50 000 of debt in one year. Here are their tips for students to help them save during the school year. 1. Start a plan for spending One of the biggest mistakes young people make is spending money without any pre-planning. You map out your classes for the year, you map out your spring break road trip, you map out your outt for that

20

25

30

35

party on Friday night. To successfully arrive at the end, you need to have a plan to get there from the beginning. Figure out how much money you have, what’s necessary, what’s a luxury, and then budget how much you need to stay aoat over the year. 2. Swap your old stuff for new If you don’t want something, probably somebody else at your school will. From purses and shoes to hockey equipment, you can easily turn that old clutter in your closet into cash or trade it for something you need. Auction sites and classied ads are great, but don’t restrict yourself to online outlets. Posting signs around campus or hosting a swap soiree can achieve the same goal and you’ll have a lot more fun. An added bonus

Reproduction prohibited © TC Media Books Inc.

is that by reducing waste, you’re also helping the environment. 40

45

50

55

60

65

70

75

3. Use your cell Classes, student clubs, travelling to and from campus . . .. The academic life is very active. Cellphones aren’t just a great way to stay in touch, they’re an important tool to ensure your safety and security. On late nights at the library studying for the chemistry nal, or winter road trips home for the holidays, a cellphone can be your lifeline. When it comes to phone services, one way to avoid sinking your budget is to choose a provider that offers unlimited add-ons for features you may use a lot, like texting and long-distance (important when your friends and family are across the country). 4. Get carded If you’re in school, there are two magic words you need to add to your vocabulary: student discount. Whether you’re having dinner, going out to a movie, buying a computer, or travelling, showing your student card can often save you some money. Don’t be afraid to ask! Even places with unadvertised discounts or no formal policy will typically give a student a break. 5. Advanced credit isn’t just for courses Post-secondary school is typically the rst exposure many students have to credit. Educate yourself about consumer credit, including credit scores, interest rates, and payment periods. Paying your bills on time is a good way to ensure that you don’t ruin your credit for life. Signing up for email notications and setting up automatic bill payments are great ways to ensure your payments aren’t late. The most important rule, however, is to pay cash if you can.

6. Being green Ways you can save cash while saving the planet include: 80

• Wear warm clothes instead of turning up the thermostat. • Use compact uorescent light bulbs whenever possible.

85

• Take timed showers: Hot-water heating uses one-third of the energy in a home. • Ride-share: If you’re driving home over the holidays, offer others a ride in exchange for a portion of the gas money.

90

95

100

105

110

• Borrow or buy used items: Share things like DVDs and Xbox games. If you’re on Facebook, sometimes a note in your status is all it takes to borrow what you need. 7. Picture your purchases Got your eye on a new computer? Thinking about a reading week holiday in the Bahamas? It’s easier to save money for a purchase when you’re constantly reminded of it. Download photos of what you’re saving for and put them on your cellphone, day planner, or computer. This technique will also help you avoid impulse buys that typically get charged to a credit card. You’ll save the money and have lots of time to decide if you really want that purchase. 8. Spend the evening in A glamorous night on the town seems like a perfect way to spend time with a special someone or to relax after an exam. But the next morning, all you’ll be left with is a pocket full of bills. Stay in for an economical yet equally fun alternative to going out. (Think high school house party!)

impulse (adj.) unplanned, without thought

night on the town (exp.) spending an evening at various places for entertainment

762 words

Comprehension 1. What is the main idea of the text? a. Let’s face it. College and university students spend a lot of money. b. Students should follow some money-saving tips even when they are in college. c. It is almost impossible for students to save money during the school year. 2. What is one of the worst mistakes students make with money? a. They don’t plan ahead. b. They spend too much on spring break. c. They waste money on new outts. Reproduction prohibited © TC Media Books Inc.

On Campus

51

3. What are three benets of swapping old clothes? a. b. c. 4. What do we learn from the text about getting out of debt? Circle T or F to indicate if each statement is true or false. If it is false, write the correct statement on the line provided. a. The best cellphone plan has unlimited features like long-distance.

T

F

b. Show your student card to get a lower price.

T

F

c. Don’t worry about consumer credit or credit scores.

T

F

d. Try to pay cash.

T

F

5. Which of these ways of being green do you already follow? Check off all the answers that apply. Compare your answers with a partner’s.

Being Green

Your Answer

Partner’s Answer

a. Dress warmly and turn the heat down. b. Buy compact uorescent light bulbs. c. Time your showers. d. Share your ride. e. Borrow or buy used items. 6. Explain the benet of having a picture of a purchase you are thinking of making.

Discussion and Writing

52

UNIT 3

Lifestyle

1.

Think of another way for students to save money that can be added to the list. Write a title and a paragraph explaining the tip.

2.

Get into small groups and plan an evening in. Compare it with another group’s evening in. Whose idea is more inviting? Who saves more money?

3.

Get into small groups and organize a swap party. Make a list of ve items you want to trade. Describe the items. Include a list of ve items you hope to nd at the swap party.

Reproduction prohibited © TC Media Books Inc.

Moving Out

LISTENING

Do you live with your parents or do you share an apartment? Listen to a dialogue between Yasmin and Vincent as they discuss the expenses they must consider while they are looking for an apartment.

Vocabulary Make sure you understand the denitions of the following words before you listen. 1. a landlord (n.) 2. rent (n.)

the owner of a rental property

the monthly payment for a rental property

3. to afford (v.)

to have enough money for a purchase

4. to make up (your) mind (exp.) 5. a lease (n.)

to decide

a legal contract that species the terms and payment of a rental

Focus on Language 1. Read the list of expenses in the chart below before you listen. If the noun is countable, put the plural form in the second column. If it is uncountable, place an X in the column.

Expense

Plural Form (Countable Nouns)

Vincent

Refer to the Grammar Link on page 46 for more information on countable and uncountable nouns.

Yasmin

Cost

a. food b. restaurant c. gym membership d. car payment e. gas f. bus pass g. cellphone h. clothes i. entertainment j. savings

Comprehension 1. Listen to the dialogue and take notes in the chart below on the two apartments that Yasmin and Vincent are considering. Then complete the chart above. Put a check mark under the name of the person who mentions each expense. Write down the amount of money that he or she spends on the item each month.

a. Price

b. What is included?

c. Location

d. Advantages

Apt. 2B Apt. 7A

Reproduction prohibited © TC Media Books Inc.

On Campus

53

Grammar Link

Discussion and Writing

POSSESSIVE DETERMINERS

1.

Place possessive determiners before a noun to show possession.

Which apartment do you think Yasmin and Vincent chose? Support your answer. Be careful to use the correct possessive determiner when you talk about Vincent and Yasmin’s expenses.

2.

Do you think Vincent and Yasmin’s expenses are typical student expenses? What three items would you add to the list? Which expense could they cut if they needed more money? Explain your answer.

3.

Write down your own monthly expenses (or someone else’s if you have no expenses) and create a budget. What would it take for you to save $100 every month? What changes are you willing to make?

They correspond to the gender of the person being mentioned, not the noun they modify. Corinne calls her father. (Not: his father) Justin pays for his car. (Not: her car) Refer to REAL Grammar Book 1, unit 4.

SPEAKING

Difcult Dilemmas

Sometimes students face delicate situations. What is acceptable or not acceptable? Is honesty always appropriate?

Discuss the following situations with a partner and decide if they are acceptable, not acceptable, or sometimes acceptable. Create another situation. Put a check mark in the appropriate box.

Is it acceptable to:

Yes

No

Sometimes

1. Help someone with an assignment? 2. Use a friend’s idea for a school project? 3. Borrow something from a friend and take your time giving it back? 4. Post funny but embarrassing photos of a friend online? 5. Go over the speed limit? 6. Damage a car and not leave any contact information? 7. Sneak into a movie or concert without paying? 8. Keep something you nd? 9. Tell a lie to avoid hurting someone’s feelings? 10. Other:

Discussion

54

UNIT 3

Lifestyle

1.

Which situations are sometimes acceptable? When are they acceptable? Explain your answer.

2.

Which situation is the worst offence, in your opinion? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

READING

FOR CHALLENGE

Academic integrity is an issue that students need to consider. Is it too easy to cheat at school? Is cheating worth the risk? In this text, students give their opinions on cheating.

Vocabulary Circle the correct denition of each word or expression in bold before you read. 1. You need at least 60% to pass. (exp.)

a. minimum

b. maximum

2. Faking a doctor’s note is a serious offence. (n.)

a. providing

b. falsifying

3. Some students cheat on a daily basis. (adj.)

a. often

b. everyday

4. The consequences are a real threat. (n.)

a. danger

b. reason to continue

5. Her exam results barely surprised her. (adv.)

a. not very much

b. very much

6. He got a good mark on his presentation: 85%! (n.)

a. note

b. result

Research Suggests Many Students Cheat, Young People Concur

O 5

10

15

20

n most campuses in Canada, nal exams are the most stressful time of the year. Students preparing for exams at the University of Toronto said their opinions on cheating depend on how we dene it. “I wouldn’t even consider cheating during an exam,” said Justine King, a rst-year social sciences student at the University of Toronto. “I’ve thought of ways, but I haven’t done it yet . . . Maybe next year when I’m in second year?” she added laughingly. But for written assignments, the rules on cheating are a little more relaxed. “I don’t think helping each other on a lab, or doing an assignment in a group, is cheating,” said lonna Orphanides, a rstyear science student. “I don’t even think rewording someone’s assignment is a bad thing,” she said. Anecdotes like these are a major point of discussion in a study published in the Canadian Journal of Higher Education entitled “Academic Misconduct within Higher Education in Canada.” The study, co-authored by Professor Julia Christensen Hughes, chair of the Department of Business at the University of Guelph, and Donald McCabe of Rutgers University, found that 53 percent of nearly 15 000 Canadian undergraduate studnts admitted to cheating on written work at least once in the 12 months before the survey.

Reproduction prohibited © TC Media Books Inc.

25

30

35

40

45

By Noor Javed Canadian Press

“I think our results are fairly consistent with research done in other countries,”said Hughes, who is also the president of the Society for Teaching and Learning in Higher Education. Part of the problem, Hughes said, is a lack of consistency in how the issue is dealt with. “Many students feel there is little risk of getting caught,”she said.“And even if they are caught, the penalties aren’t necessarily that serious.” “I’ve heard of stolen exams, tests, quizzes, people texting each other answers or writing things on their legs and hands,” said Katie Davis, a third-year student.“It’s not anything new.” “In my exam today, a girl was looking over someone’s shoulder, but she wasn’t penalized,” said Asma Hussein, who was preparing for a biology lab.“They just moved her to the front of the exam hall.” Stories like these are familiar to academic ofcers on campuses who deal with cheating on a daily basis. The University of Windsor is one of the many universities that list academic discipline cases on a website. Some of the instances listed include “serious” exam cheating, like faking a doctor’s note, taking a cheat sheet into the exam room, or even pretending to be someone else, said Danielle Istl, the academic integrity ofcer at the University of Windsor. “The study isn’t trying to say all students are cheaters,” she said. “It’s more like this is a complex issue that we need to understand. We have to look at what students, faculty, and administrators need to do to create cultures of integrity on campus.”

On Campus

55

50

“In our opinion, we think it barely affects the university if we cheat and get a better mark,” said Orphanides. “I think if universities and professors really cared about our cheating, they would give us assignments that were more individualized, and quizzes administered with teaching assistants watching, not online quizzes,” said Kristin Mcilroy, a third-year

55

60

science student. “So I think they know that students are cheating in some cases.” And for some, the fear of the consequences that may come as a result are not enough of a threat. “Even if there is fear of getting caught, the fear of failing a course is so much greater that sometimes you are willing to take the risk,”said Orphanides.“It’s not that difcult a decision to make.” 592 words

Comprehension A new study found that people who consider themselves to be very moral are, in fact, more likely to cheat than other people. These people often think their cheating is justied and, as a result, is acceptable.

1. Which of these situations are acceptable, according to the students questioned? Circle all the correct answers. a. cheating on an exam

c. doing an assignment with friends

b. helping each other on a lab

d. rewriting someone’s assignment in your own words

2. When it comes to cheating, how do Canadian students compare with students from other countries?

3. What is the main idea of the text? a. Many students cheat at universities in Canada and in other countries. b. Nothing happens when students are caught cheating. c. Students cheat to get better marks. 4. What is Danielle Istl’s job?

5. What does Kristin Mcilroy say professors would do if they really cared about cheating?

Grammar Link

6. What do you think Danielle Istl means when she says we need to create cultures of integrity on campus?

THEY’RE, THEIR, AND THERE They’re is the contracted form of They are. They’re the best students. Their shows possession. Place it before a noun. Their health is very important. There refers to things far from you or states a fact. The teacher is over there. There is enough time to study. Refer to REAL Grammar Book 1, unit 1.

56

UNIT 3

Lifestyle

Focus on Language: They’re, Their, and There 1. Complete these sentences with their, they’re, or there. a. Students said

opinions on cheating depend on how we dene cheating.

b. Many students feel c. Even if

is little risk in getting caught.

caught, the penalties aren’t necessarily that serious.

Discussion 1.

What are some other reasons students cheat?

2.

How should colleges and universities deal with students who cheat?

Reproduction prohibited © TC Media Books Inc.

LISTENING

Keeping Your Integrity

In this CBC Radio interview from the show “Spark” nd out why students cheat and what happens when they get caught.

Vocabulary Draw a line to match each word in bold with its correct denition before you listen. 1. Students must have integrity. (n.)

a. very common

2. Cheaters feel remorse. (n.)

b. take away

3. Cheating is prevalent in school. (adj.)

c. regret

4. Put away your gadgets. (n.)

d. honesty

5. Conscate the cellphone. (v.)

e. small electronic devices

Comprehension Read the questions. Then listen to the interview and answer them. 1. What is the main idea of the interview?

2. What percentage of students admits to cheating? Fill in the blank. a. In an undergraduate degree program

b. In a nal exam

3. How does Ryerson University respond to cheating?

4. What two things can you say about the statistics on students who cheat? a. b.

Plagiarism means to use someone else’s words as your own. Avoid plagiarism by always providing a source and by using direct or indirect quotes. When you quote directly, use quotation marks and cite your source. “The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart.” Helen Keller (1880-1968)

5. How do most students feel when they are caught cheating?

6. What are the most common reasons students cheat? Complete the chart.

Reason for Cheating

Answer

a. Most common reason b. Second most common reason c. Third most common reason 7. What do you think schools should do to prevent cheating?

Reproduction prohibited © TC Media Books Inc.

On Campus

57

Writing Files Writing FileWriting Files Writing File

riting Files

Writing Files

PARAGRAPHS AND TOPIC SENTENCES

Writing Files

Model Paragraph

A paragraph is a collection of related sentences about a particular topic. It contains the following elements.

Many college students are struggling with credit card debt. While waiting for their student loans to come in, many students are forced to work full time just to be able to make minimum credit card payments. There is barely enough money left over for food and rent. In addition, nancial problems cause stress levels to rise. It does not help that many credit cards are easy to get, and that their spending limits are much too high. Although credit cards are a convenient payment method and can also be used to build a good credit rating, they should be handled with extreme caution.

A clear topic sentence that states the main idea of the paragraph

A concluding sentence that restates and reinforces the main point of the paragraph

Supporting sentences that prove, illustrate, or explain the topic sentence

Topic Sentences The topic sentence tells the reader what the paragraph is about. • It introduces the topic of the paragraph. • It is often the rst or last sentence of the paragraph. • It includes a controlling idea that makes a point about the topic. • It focuses the paragraph and makes a statement that is not too general or too specic. Follow these steps to write an effective topic sentence: 1. Choose a topic and a general point of view or an idea about it.

Topic

Point of View

Credit cards

are negative.

Topic OR

Point of View

Credit cards

are positive.

2. Narrow your topic and nd a focus called the controlling idea for the paragraph. It should answer these questions: • What do I want to say about my topic? • What specic point do I want to make about my topic?

Topic Sentence Topic Credit cards + difcult to manage

Topic Sentence

Controlling Idea Many students nd credit cards difcult to manage.

Topic

OR

Controlling Idea

Credit cards + nancial Credit cards teach students responsibility nancial responsibility.

Examples of Topic Sentences Topic

58

Controlling Idea

Credit card debt

can easily get out of control if a student is not careful.

Energy drinks

are under much scrutiny these days.

UNIT 3

Lifestyle

Reproduction prohibited © TC Media Books Inc.

Practice 1 Match each topic with the correct controlling idea to create a complete and clear topic sentence.

Topic

Answers

Controlling Idea

1. Sleep disturbances

a. affect how well students perform on their exams.

2. Students in their rst apartment

b. is very difcult to balance.

3. Working while studying full-time

c. have to plan their budgets carefully.

Practice 2 Read the following paragraph and circle the best topic sentence to replace the incorrect one. I’m going to talk about money. Now is the right time to get serious about your nances. Many students live at home and pay no bills. This is a great time to start investing money. There will be no other time in your life when you have almost no bills to worry about! Investing means making your money work for you. Anyone can learn how to invest. Don’t be too scared to get started. The nancial rewards are worth it. a. Everyone wants nancial freedom one day. b. Some people never invest any money.

c. Students need to start thinking about investing as early as possible.

Revising Your Topic Sentence Make sure your topic sentence is clear and that it is not too general or too specic. Here are some examples of topic sentences that need to be revised: • Too general: It is hard being in debt. For whom? What kind of debt? There is not enough focus in this topic sentence. • Too specic: My friend’s parents pay for his credit card. How can you develop this paragraph? There is no point of view or focus.

Do not write “This paragraph is about” or “I’m going to write about.” There is no controlling idea.

Practice 3 Put a check mark to indicate if the topic sentence is too general, too specic, or effective. If it is ineffective, revise the sentence in the space provided. 1. Many students have trouble balancing their lives.

Too General

Too Specic

Effective

2. My best friend loves energy drinks.

Too General

Too Specic

Effective

3. Cheating is a serious problem in many universities.

Too General

Too Specic

Effective

4. I’m going to talk about nancial matters.

Too General

Too Specic

Effective

Write It! Write a topic sentence about each of the following topics. Include a controlling idea that makes a point about your topic. Make sure that the topic is not too general or too specic.

Reproduction prohibited © TC Media Books Inc.

1. 2. 3. 4.

Student health Students and money Integrity at school Students living at home

On Campus

59

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files

Topic Files Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection

Nouns, pronouns, and possessive determiners

1

HEALTHY HABITS: Describe how you balance your studies and your personal life. How difcult or easy is it to maintain a balanced lifestyle while studying? Consider eating habits, exercise habits, and stress management.

2

ADVERTISING CLAIMS: Think about a current ad or commercial for a product aimed at students. How does advertising in general affect you? What language do sellers use to make you want to buy the product? Do you buy more when you remember an ad or a commercial?

3

CHEATING AT SCHOOL: What are your concerns about students cheating at school? Are teachers doing everything they can to prevent cheating? What are some other options for dealing with cheating in schools?

4

MONEY MATTERS: How easy or difcult is it to save money as a student? Consider what you spend most of your money on. What are some different ways students can save money?

5

MY GENERATION: Describe the people of your generation. What habits or lifestyles are typical of you and your friends? Include spending habits, eating and exercising, health, and other concerns.

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

Vocabulary and In Words from the unit Pronouncing the /th/ and /t/ sounds Guessing meaning from context Agreeing with afrmative and negative statements Avoiding overgeneralizations Paragraphs and topic sentences Refer to the Writing Files, page 58, for information on topic sentences. Refer to appendix 3, page 148, for information on oral presentations.

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words from the unit you want to remember. ADJECTIVES daily (55) EXPRESSIONS at least (55) to do homework (49) to make a budget (49)

NOUNS

a mark (55)

VERBS

a closet (50)

an outt (50)

to afford (53)

a discount (50)

a threat (55)

to ensure (50)

gadgets (57)

tuition (50)

to fake (55)

integrity (57)

ADVERBS barely (55)

to gure out (50) to stay in (50)

to stay in touch (50) OTHER

Vocabulary from the unit and other theme-related vocabulary can be practised online.

60

UNIT 3

Lifestyle

Reproduction prohibited © TC Media Books Inc.

Technology Technology

Technology TECHNOLOGY

UNIT

4

Technology Technology

Information Evolution

Technology

Technology How does technology shape a generation?

What were some important inventions of your parents’ or grandparents’ generations? How does your generation use technology? Does technology help solve problems or create new ones? In this unit, you will learn how technology changes the way you live.

ON THE CUTTING EDGE

WARM-UP

Technology Then and Now

What technology did your parents or grandparents use? What technology replaces it today?

Complete the chart with the technology you use now to do each activity. Activity

Grammar Link

Technology Then

1. She called me this morning.

rotary phone, landline telephone

2. They watched a movie.

old-fashioned movie projector, black-andwhite TV, VCR

3. He sent me a message.

handwritten letter, typewriter, telegram

4. We took lots of pictures.

Polaroid camera, lm camera

5. I listened to a few songs.

record player (vinyl record), cassette player, Walkman

6. I copied the song.

cassette recorder

7. We chatted for hours.

telephone

8. He reported the news.

newspaper, radio, television

Technology Now

SIMPLE PAST Use the simple past for actions in the past that are completely nished. To form it: Base form of regular verb + -ed People watched TV in black and white. Use the correct form of irregular verbs. My grandmother had a shared telephone line. Exception: The verb be is the only verb with two past tense forms: was/were. Use these expressions to talk about past actions and habits: a long time ago, back then, before, in those days, used to People used to listen to music on cassette tapes back then. Refer to REAL Grammar Book 1, unit 6. See pages 134–135 for a list of irregular verbs.

62

UNIT 4 Technology

Talk about the technology above with a partner. Say what people used in the past and what they use now. Use verbs in the simple past and simple present. Use some expressions from the Grammar Link to indicate the past. Reproduction prohibited © TC Media Books Inc.

WATCHING

Generation Text

This special report from CTV News looks at teenagers who cannot put down their cellphones.

”Dear Andy—How are you? Your mother and I are ne. We both miss you and hope you are doing well. We look forward to seeing you again the next time your computer crashes and you come downstairs for something to eat. Love, Mom and Dad.”

Discussion 1.

What does the cartoon say about today’s generation? What does it say about your parents’ generation?

2.

What does it say about how modern technology affects family relationships? Do you think it is an exaggeration?

Vocabulary Match each word or expression with its correct denition before you watch. 1. to drive somebody nuts (exp.) Students constantly texting in class can drive a teacher nuts!

a. to nish a telephone conversation

2. to hurt (v.) His lack of concentration is hurting his school grades.

b. physically and mentally strong

3. wisely (adv.) We must use technology wisely.

c. an annoyance or irritation

4. healthy (adj.) We need to feel connectedness to grow up healthy.

d. to prohibit or not allow

5. pet peeve (exp.) My biggest pet peeve is when a friend reads his text messages during our conversation.

e. to harm or damage

6. to ban (v.) The banning of cellphones in the classroom is a standard practice.

f.

7.

to hang up (v.) Hang up the phone please.

8. to be back to something (exp.) She is back to her old ways.

Reproduction prohibited © TC Media Books Inc.

in an intelligent way

g. to make somebody feel crazy or angry h. to return to doing something

Information Evolution

63

Grammar Link LARGE NUMBERS 1 000 000 000 = one billion 1 000 000 = one million 1 000 = one thousand 100 = one hundred To say a large number, pronounce each component separately. For example: 1 350 900 401 = one billion, three hundred and fty million, nine hundred thousand, four hundred and one

Comprehension Read the questions. Then watch the video and answer them. 1. What is Sara’s problem?

2. How many texts does Shenice sometimes send in one month? 3. What does Shenice’s mother want to know? a. Do all teenagers text as much as Shenice? b. What can she do to stop Shenice from texting? c. Is so much texting bad for her daughter? 4. Which problems related to texting are mentioned in the report? Put a check mark in the appropriate box.

Refer to appendix 1, page 145, for more information on numbers.

Mentioned

Not mentioned

a. Leads to poorer concentration b. Hurts social skills c. Leads to poorer conversational skills d. Affects school results e. Leads to bad manners f. Can cause couples to break up g. Makes people miss out on the present moment 5. What advice do experts give to parents about texting?

6. According to one psychologist, how can parents tell if their teenager is texting too much? a. Their child constantly stops activities to check the cellphone. b. Their child gets aggressive when they take away the cellphone. c. Their cellphone bill gets too high. 7. Sara’s parents took away her cellphone for a while after they received a large telephone bill. Did that solve Sara’s cellphone problem? Explain your answer.

8. What is the main idea of the report? a. Sara McGuinn is addicted to her cellphone. b. Some teenagers send up to 5 000 texts a month. c. Texting all the time can hurt your social skills. d. Too much texting can have negative effects.

64

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

SPEAKING

Technology Survey

Can you live without your cellphone?

Work in groups of three to guess the following ndings from a study done by SecurEnvoy about Canadians and nomophobia. As a group, decide on the correct answers. º

% of people aged 18 to 24 have nomophobia. a. 40% b. 63% c. 77% d. 91%

º

% of people aged 25 to 34 have nomophobia. a. 26% b. 50% c. 68% d. 89%

º Most people over the age of 55 do not have nomophobia. º More women than men have nomophobia.

True

True

False

“The fear of losing mobile contact has become so common that experts have created a new term to describe the state of anxiety it creates for millions of people around the world: NOMOPHOBIA.” nomophobia.com ⇒ Nomophobia is an abbreviation. Can you guess what it stands for?

False

Discuss

your texting habits in the past week with your partners. Write or circle each person’s answer in the box.

Question: Last week . . .

You

Student 1

Student 2

1. On average, how many texts did you send each day?

Grammar Link FREQUENCY ADVERBS

2. How often did you stop a face-to-face never conversation with a friend to read or rarely send a text message? sometimes often

never rarely sometimes often

never rarely sometimes often

3. How often did you text somebody who was in the same room or house as you?

never rarely sometimes often

never rarely sometimes often

never rarely sometimes often

4. How often did you text while working? never (If you or a partner doesn’t work, rarely circle never and write “no job.”) sometimes often

never rarely sometimes often

never rarely sometimes often

5. How often did you text during a class at school?

never rarely sometimes often

never rarely sometimes often

never rarely sometimes often

6. How often did you text while driving?

never rarely sometimes often

never rarely sometimes often

never rarely sometimes often

Frequency adverbs add the information how often. Examples of frequency adverbs: never, rarely, seldom, occasionally, sometimes, often, usually, always Placement of frequency adverbs: • After the simple tenses of the verb be: Last week, I was always on my cellphone. • Before the simple tenses of all other verbs: Last week, I often texted during class.

Discussion and Writing 1.

Based on the survey above, do you think you suffer from nomophobia? Explain.

2.

Was there a time in the past when cellphones or texting caused a problem for you or somebody you know? Explain.

Reproduction prohibited © TC Media Books Inc.

Information Evolution

65

READING

FOR STRATEGY • FINDING SUPPORTING IDEAS

Technology affects every aspect of our lives in the twenty-rst century, including our love lives. The following article from the Telegraph explores how technology has changed dating and the search for the ideal mate.

Vocabulary Match each word or expression in bold with its correct denition before you read. 1. actually (adv.) When the guy said he was 6’4”, he was actually telling the truth.

a. neglected to meet as planned

2. to allow (v.) Facebook allowed many people to reconnect.

b. computer program used to nd information on the Internet

3. a building (n.) In which building do you work?

c. permitted, gave the ability to

4. to reach (v.) I tried to reach him last night, but there was no answer.

d. structure such as a house or store

5. a bother (n.) It’s a real bother when you don’t have a cellphone.

e. inconvenience, problem

6. to wonder (v.) I wondered about that.

f.

7. to stand someone up (exp.) She was sad because he stood her up.

g. really, in fact

8. a search engine (n.) You should try more than one search engine when you do research.

h. was curious

contact, communicate with

How Technology Has Changed Dating By Tom Chivers The Telegraph

T

Introduction

5

66

UNIT 4 Technology

echnology has changed every aspect of our lives in the last couple of decades, and relationships and dating are no different. Here are a few of the most profound ways our love lives have changed with the invention of things that go “beep.” The changes have come from two main developments: the Internet and mobile phones. Obviously there are other devices that have had an impact, but they aren’t comparable.

Reproduction prohibited © TC Media Books Inc.

10

15

20

25

30

35

40

45

First, there is texting. Younger readers may be surprised to hear that, not so long ago, if you met someone you liked in a bar, you would actually have to call them the next day and actually speak to them. Mercifully, the beginning of the Short Message Service allowed inarticulate youths everywhere to express their interest in an indecipherable mix of abbreviated verbs and smiley faces made out of brackets and semicolons. Then there are mobile phones. Even further back, the telephone was not even mobile. Yes, you had to phone a building, of all things, and hope that the person you were trying to reach was there. This led to all sorts of horrible situations, like having to speak to your potential date’s mother, father, or current partner. That marvelous little walkie-talkie device in your pocket really does save you all sorts of bother. In the old days, when you said “I’ll meet you at the Szechuan Dragon at 7:30 p.m.,” it actually meant something. No quickly texting “running 30 mins late sorry!! :-( xx” as you jumped on the bus. If you were late, it meant an agonizing wait for your date wondering whether they had been stood up, or had a cruel joke played on them. Now, of course, the initial meeting time is just a tentative plan. It will be renegotiated many times in the nal minutes, like an eBay auction. Blogging has made a big difference, too. In an earlier time, if you failed in your romantic duties, you might expect your inadequacies to be recorded in a personal diary, which at worst might be read decades later by the executor of the diarist’s will. But now, the risk of that information becoming public is everywhere. Suddenly everybody writes a confessional blog, where the performances of dating partners are described in detail under vaguely disguised names. And what about Googling? Do you have the person’s name? Then, through the magic of the world’s favourite search engine, you may have access to lots of information about them, especially if they are in a reasonably high-prole job. Before Google became the international colossus that it is today, the only information you could nd about a new date was through asking mutual friends. Now, even total strangers may be open books. Be careful, though: some people have common names. A quick search for the author would falsely show that he is an Oxford-educated poet with his own Wikipedia entry. Facebook stalking is like the above, but for friends-of-friends. Did you meet someone you like through a mutual acquaintance? Do you want to know more about them? Simple— click on to Facebook and go through their photos. Some protect their images, but even they can be partially discovered by looking through photos of your friend. It’s a gateway to a world of uncomfortable questions. Who’s that girl who’s got her arm around him in all the pictures? Did he Photoshop himself into that picture to make it look like he has friends? Dating sites are another obvious change. Clearly a double-edged sword—we have heard stories of men using Internet dating for one-night stands, leaving women feeling used, and conversely of women who get repeatedly taken out for expensive rst-date meals and then never taking it further, leaving out-of-pocket men behind them. But used with care, the Internet has opened up a new way of meeting people to those who might not have the time or the opportunity elsewhere. 655 words

1

abbreviated (adj.) 2 brackets (n.) brackets.

shortened

( ) These are

semicolon (n.) semicolon.

; This is a

tentative (adj.) undeveloped

uncertain,

3

4 will (n.) testament that states what a person wants done with his or her property after he or she dies 5

falsely (adv.)

wrongly

stalking (n.) following a person without their knowledge 6 or permission

double-edged sword (exp.) something with both positive and 7 negative aspects one-night stand (exp.) sexual encounter out-of-pocket (adj.) elsewhere (adv.) place

single

poorer

in another

Comprehension 1. According to the author, what two technologies have changed dating the most?

2. What is the main idea of the text? Hint: The main idea is stated in the introduction of the article.

Reproduction prohibited © TC Media Books Inc.

Information Evolution

67

How To

3. After the introduction, each paragraph contains a supporting idea. Beside each supporting idea, write the number of the paragraph in which it is found.

FIND SUPPORTING IDEAS Supporting Idea

Remember: The main idea is the main message that the author wants to convey.

Paragraph #

a. Now you can meet a potential mate through Internet dating sites. b. Nowadays, people can post negative information about their dates and ex-partners online for everybody to see.

Supporting ideas are the primary points that support the main idea. They help to explain, prove, or demonstrate the main idea.

c. Today, you can easily get information about a person with the help of search engines.

Main idea: A cellphone can save a life.

d. You no longer have to call to ask somebody to go on a date. You can send a text.

Supporting ideas: 1. Your cellphone can store your medical records and serve as a medical alert.

e. Currently, it is possible for a person to see photos and private personal information about you daily on Facebook.

2. Cellphones with GPS can guide you if you are lost in an isolated area.

f. With a mobile phone, you can call someone directly and avoid talking to his or her family members or roommates.

3. Some companies and schools use cellphones to alert people to emergencies.

g. These days, you can reach your date at any time if you want or need to change plans.

Focus on Language: Simple Past 1. Write the following verbs in the afrmative and negative of the simple past. The paragraph number of the verb is in parentheses.

Afrmative a. like (1)

Grammar Link

b. lead (2)

QUESTION FORMATION IN THE SIMPLE PAST

c. say (3)

e. fail (4)

(Question word) + auxiliary did + subject + base form of the verb (QWASV)

f. become (5)

Did you have a good time? Where did you go?

g. be (5)

Discussion and Writing

(Question word) + was or were + subject

1.

As a result of new technology, is dating easier or more difcult than it was in the past? Explain your answer.

Was she interesting? Why were you late?

2.

Do you know of somebody that had an experience of online dating? Was it a good or bad experience? Explain your answer.

3.

Imagine that your best friend just returned from his or her rst Internet date. What questions would you ask your friend about the date? Use the simple past.

Refer to REAL Grammar Book 1, unit 6.

68

liked

d. have (3)

To form questions in the simple past:

Exception: Do not use an auxiliary with the verb be.

Negative

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

WATCHING

Facebook Follies

Technology also affects how we interact with strangers. This CBC documentary shows how technology can bring strangers together in life-changing ways.

Vocabulary Read each of the following sentences and write a denition of the word in bold. 1. A photo came up on the computer screen. (n.) 2. Everything on their rst date was clicking. (v.) 3. That event shifted the direction of my life. (v.) 4. They became husband and wife. (n.) 5. The man was angry because what happened was unexpected. (adj.) 6. Many couples split up. (exp.) 7. He is my stepfather, not my birth father. (n.) 8. The man has one daughter and one son. The man also has one granddaughter. (n.) 9. He is my half-brother. (n.) 10. He is my half-nephew. (n.)

Comprehension Read the questions. Then watch the video and answer them. Finding Love on Facebook 1. Complete the sentence: According to the video, we keep hearing that Facebook is all about: . 2. What do the two young people in the video have in common?

3. Why did the young woman type her own name into the Facebook search bar late one night? a. She made a mistake. b. She was bored. c. She was searching for photos of herself.

Reproduction prohibited © TC Media Books Inc.

Information Evolution

69

4. Circle the sentence that best describes the young woman’s rst message to the young man. a. She just said hi and told him they had the same name. b. She told him many things about herself. c. She asked a lot of questions about him. 5. How did the couple rst meet in person? a. He drove many miles to meet her. b. He took a plane to meet her. c. She took a train to meet him. 6. They discovered that they were related.

True

False

Not mentioned

7. According to the expert, what is part of the fundamental human condition?

8. Complete this cliché: A

a

is a friend I haven’t

b

yet.

Jim’s Story 1. What was Jim missing in his life?

2. How do they describe Jim? Check off all the descriptions you hear. educator

electrician

artist

magician

world traveller 3. How did Jim try to nd out about his birth name in order to nd his birth father? Check off all the ways you hear. did genealogy searches

went to adoption agencies

checked the provincial archives in Saskatchewan

talked to the Mormons

4. Who helped Jim to use Facebook as a tool for nding his birth father?

Grammar Link NUMBERS THAT END WITH TEEN VERSUS TY Numbers between 13 and 19 end with -teen: thirteen, fourteen, fteen, sixteen, seventeen, eighteen, nineteen Multiples of 10 end with -ty: twenty, thirty, forty, fty, sixty, seventy, eighty, ninety

5. Whose picture did he see rst when he did his search on Facebook?

6. What other person did Jim get in touch with through Facebook?

7. For how many years did Jim search before he went on Facebook?

8. Why do people keep returning to Facebook?

Refer to appendix 1, page 145

70

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

Pronunciation The -ed Ending of Regular Verbs in the Simple Past There are three ways to pronounce regular verb endings in the simple past: /t/, /id/, or /d/. The pronunciation depends on the nal sound of the verb before the -ed ending is added. Listen to the words and repeat them. Pay special attention to the verb endings.

Pronunciation of the Verb Ending in the Simple Past

Verbs Ending with This Sound

Examples

/t/

/f/, /k/, /p/, /s/, /ch/, /sh/, /x/

laughed, worked, hopped, passed, searched, crashed, boxed

/id/

/t/, /d/

respected, folded, landed

/d/

all other sounds

robbed, hugged, paged, lled, lined, lived, lied, played

Crowdfunding is a way of collecting money for a cause from many individuals. It is typically done on the Internet through social-networking sites. The word crowdfunding comes from crowd (which means a large number of people) and fund (which means to give money).

Listen to the true story of Caine’s Arcade. As you listen, ll in the blanks with the missing verbs in the simple past. Then write /t/, /id/, or /d/ to indicate the pronunciation of each -ed ending. created /id/

A nine-year-old boy named Caine Monroy

2

homemade cardboard arcade. He 3

made his own prizes. He

1

an amazing

many different games and

his arcade in the front of his dad’s used 4

car-parts store in East Los Angeles. He

of having lots of visitors

to his arcade but there weren’t many customers. One day, a lmmaker named Nirvan Mullick

5

6

into the store. Caine

that it

cost $1 for two turns or $2 for a Fun Pass with 500 turns. Caine’s amazing spirit 7

and creative games

9

to make a short lm about Caine’s arcade. Nirvan 10

Caine’s dream come true, so he up at the arcade. Nirvan

11

8

Nirvan so much that he

people on the Internet to show 12

the event and

13

on the Internet. It became a huge success. He then 14

crowdfunding campaign for Caine and he Caine’s future education. He also

to make

15

his lm an online

over $228 000 for

the Imagination Foundation to Read “Crowdfunding Campaigns

encourage creativity in kids around the world.

Gaining Popularity with Canadians” to learn more about crowdfunding.

Reproduction prohibited © TC Media Books Inc.

Information Evolution

71

In Words Technology Vocabulary How does technology affect language? Write the part of speech and denition of log as it is used in each sentence. Refer to the dictionary entry below.

How To CHOOSE THE CORRECT DEFINITION IN A DICTIONARY Many words have more than one meaning. To choose the correct denition, you must look at the word in context. 1. Read the words before and after the word you do not understand to help you choose the right denition. 2. Determine the part of speech (noun, verb, adjective, adverb) of the word. Compare: A mouse ran across the room. I need a new mouse for my computer.

Sentence

Part of Speech and Denition

1. The agent had to log the information in the reservation system. 2. I forgot my password and couldn’t log in.

3. He placed a log on the re.

4. What is the past tense of log? log • noun 1 a a part of the trunk of a tree or a large branch that has fallen or been cut down. b something long and cylindrical like a log (shape the dough into a log). 2 a record of events occurring during and affecting the voyage of a ship or aircraft. 3 = LOGBOOK. 4 any systematic record of things done, experienced, etc. • verb 1 (logged, log•ging) 1 transitive to clear (a region) of trees. 2 transitive to enter (the distance made or other details) in a ship’s logbook. 3 transitive to enter details about (a person, event or information) in a logbook or record system. log off (or out) go through the procedures to conclude use of a computer system. log on (or in) go through the procedures to begin use of a computer system. Canadian Oxford Dictionary. 2nd ed., s.v. “Log.”

72

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

Work in a small group to write two different denitions of each of the following words. Think of one everyday or common denition and one technological denition.

Word

Common Denition

Technological Denition

1. a le

2. a notebook

3. to save

4. to surf

5. a virus

6. a window

Discussion 1.

Do the rst denitions that came to your mind have anything in common? Are they mostly for computer use?

2.

As technology evolves, new words are created and accepted into the English language. Can you think of any examples?

READING

FOR INTERACTION

Technology affects more than our relationships. It affects our daily lives in many ways. The following articles explore how technology affects two other core aspects of our lives: driving and shopping.

ASK FOR CLARIFICATION

Find a partner and decide who will read article 1 (“Spy Mannequins No Dummies”)

You may need to ask someone to repeat or clarify information.

and who will read article 2 (“California Governor Signs Driverless Cars Bill”). 1. Read your chosen article and complete the chart on page 76 with the appropriate information. Write in point form. 2. Tell your partner about the technology described in your article. Your partner will listen and complete his or her chart with the information you give. Then switch roles. Refer to the How To if you don’t understand something your partner says or need clarication.

Reproduction prohibited © TC Media Books Inc.

How To

Could you repeat that, please? What was that again? I didn’t understand what you said. What did you say? Did you mean that most car accidents are because of people’s mistakes?

Information Evolution

73

Article 1 spy (n.) a person who gathers information secretly

Spy Mannequins No Dummies High-tech models snoop on shoppers By Andrew Roberts Bloomberg

catch your eye (exp.) attention

S

get your

brands (n.) trademarks or distinctive names identifying products or manufacturers

5

displays (n.) merchandise put out for customers to view layouts (n.) the way objects are set up or organized in a particular space dummy (n.) a) mannequin used to display clothes, b) unintelligent person improve (v.)

10

15

make better

20

25

30

warn (v.)

to inform

35

40

tore mannequins are meant to catch your eye. Soon you may catch theirs. Fashion brands are using mannequins equipped with the same technology used to identify criminals at airports to collect information about shoppers in their stores. Many stores are introducing the EyeSee, sold by Italian mannequin maker Almax SpA, to collect data on customers like online companies are able to do. The information collected from these mannequins has caused stores to adjust window displays, store layouts, and promotions to keep consumers walking in the door and spending money. “It’s spooky,” said Luca Solca, head of luxury goods research at Exane BNP Paribas in London. “You wouldn’t expect a mannequin to be observing you.” The EyeSee looks ordinary enough on the outside, with its slender body, blank face, and improbable pose. Inside, it’s no dummy. A camera hidden in one eye feeds data into facial-recognition software like that used by police. It logs the age, gender, and race of clients that walk by it. “Any computer program that can help prole people while keeping their identities anonymous is fantastic,” said Uche Okonkwo, executive director of consultant Luxe Corp. The information that these mannequins gather about customers “could really improve the shopping experience and the selection of products in a store, and help brands better understand their customers.” While some stores use similar technology to watch shoppers from overhead security cameras, the main objective of the EyeSee is to gather data about customers. As such, the EyeSee is more effective because it stands at eye level and invites customer attention, Almax says. The mannequin led one outlet to adjust its window displays after revealing that men who shopped on the rst two days of a sale spent more than women, according to Almax. One clothing store introduced products for children after the mannequin showed that kids made up more than half its mid-afternoon trafc, the company says. Another store found that a third of visitors using one of its doors after 4:00 p.m. were Asian, so they placed a Chinese-speaking employee by that entrance. Others say getting information about customers this way raises legal and ethical issues. United States and European Union regulations permit the use of cameras for security purposes, though retailers need to put up signs in their stores to warn customers they may be lmed. Watching people only for commercial advantage may break the rules and could be viewed as gathering personal data without permission says Christopher Mesnooh, a partner at law rm Field Fisher Waterhouse in Paris. “If you go on Facebook, before you start the registration process, you can see exactly what information they are going to collect and what they’re going to do with it,” said Mesnooh. “If you’re walking into a store, where’s the choice?” So far Almax hasn’t faced obstacles to selling the mannequin, CEO Catanese claimed. Since the EyeSee doesn’t keep any images, retailers can use it as long as they have a closed-circuit television camera licence, he said. 495 words

74

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

Article 2

California Governor Signs Driverless Cars Bill By Terence Chea Associated Press

G 5

10

15

20

25

30

35

40

overnor Jerry Brown rode to Google headquarters in a self-driving Toyota Prius before signing legislation that will pave the way for driverless cars in California. The bill will establish safety and performance regulations to test and operate autonomous vehicles on state roads and highways. “Today we’re looking at science ction becoming tomorrow’s reality—the self-driving car,” Brown said. “Anyone who gets inside a car and nds out the car is driving will be a little nervous, but they’ll get over it.” Google Inc. has been developing autonomous car technology and lobbying for the regulations. The company’s 12 computer-controlled vehicles have logged more than 300 000 miles of self-driving without an accident, according to Google. “I think the self-driving car can really dramatically improve the quality of life for everyone,” Google co-founder Sergey Brin said. Autonomous cars can make roads safer, free commuters from the boredom of driving, reduce congestion, and provide transport to people who can’t drive themselves, such as the blind, disabled, elderly, and intoxicated, said Brin. “I expect that self-driving cars will be much safer than human-driven cars,” he added Brin predicted that autonomous vehicles will be commercially available within a decade. He said Google has no plans to produce its own cars, but instead plans to partner with the automobile industry to develop autonomous vehicles. The Alliance of Automobile Manufacturers expressed concern that California is moving too quickly to accept self-driving cars and needs to rst sort out liability issues. Autonomous cars use computers, sensors, and other technology to operate independently, but a human driver can override the autopilot function and take control of the vehicle at any time. With drivers more distracted than ever by smartphones, supporters say robotic vehicles have the potential to signicantly reduce collisions and trafc fatalities, noting that nearly all car accidents are the result of human error. The regulations would allow vehicles to operate autonomously, but a licensed driver would still need to sit behind the wheel to serve as a backup operator in case of emergency. In recent years, automakers have also been introducing autonomous functions such as self-parking, lane departure warnings, and adaptive cruise-control, which allows vehicles to automatically accelerate and decelerate with the ow of trafc. Outside a café in Mountain View, customers said they looked forward to a day when their cars could drive themselves, as long as they could do it safely. “It would make our streets safer,” said Barrett Howard, 33, an auto technician. “We wouldn’t have to worry about people texting or getting distracted. The computer will take over, and it will make life easier.” Abraham Eshel, a retired mechanical engineer who has vision problems, said selfdriving cars would make his life easier, too. “If I could tell my car, ‘Okay, you take over when it’s dark,’ and I don’t have to worry about it, that would be fantastic,” said Eshel. “It’s a good idea. Why not make progress if it’s possible?”

pave the way (exp.)

prepare

bill (n.) proposed law that will pass in front of a government body for approval

lobbying (v.) inuence

attempting to

boredom (n.) state of being bored, not interested elderly (n.)

old people

intoxicated (n.) people that drank too much alcohol

liability issues (exp.) questions about who is responsible in case of an accident

488 words

Reproduction prohibited © TC Media Books Inc.

Information Evolution

75

Spy Mannequins

How To RECOGNIZE THE STRUCTURE OF A NEWSPAPER ARTICLE

Driverless Cars

1. Explanation of technology

A newspaper or magazine article:

• What does it do?

• often starts with an example, anecdote, or reference to a real person’s life to catch the readers’ attention and get them interested in the story

In point form, write three essential facts.

• How does it work?

• always answers the ve essential wh questions (who, what, where, when, why) • mentions the most important information at the beginning • is supposed to present the facts objectively from a balanced point of view (for example, positive and negative aspects of an issue, arguments for and against).

2. Positive aspects of technology

3. Negative aspects (or potential problems) of technology

How To EXPRESS AN OPINION Use the following statements to express your opinions: In my opinion/I think that/ I don’t think that/I (strongly) believe that Do you agree? (Are you agree?) I agree. (I am agree.) I don’t agree. (I am not agree.) Don’t use double pronouns. I like it. (Me, I like it.)

76

UNIT 4 Technology

Discussion 1.

What do you think of spy mannequins? Are they a good idea? Why or why not?

2.

Do you think driverless cars will make the roads safer? Why or why not?

3.

In what other ways does technology affect our shopping or driving experiences?

Reproduction prohibited © TC Media Books Inc.

SPEAKING

Is It Worth It?

Technology helps a lot of people, but it also causes new problems. Can you think of any? Watch “Technology to Stop Drunk

Find a partner. Brainstorm two problems that technological devices solve and two

Driving” to see an example of how

problems they create. Write your ideas in point form.

technology can help solve problems.

Technology 1. Cellphones

2. Internet

Problems It Solves

Problems It Creates

a.

c.

b.

d.

a.

c.

b.

d.

How To EXPRESS PROS AND CONS

3. Other a. technological device:

c.

Use the expressions in bold to express the positive and negative sides of an issue.

b.

d.

On the one hand, cellphones help us to communicate easily. On the other hand, they cause us to interrupt face-to-face conversations. Cars are very useful. They help us get somewhere fast. However, gas is very expensive.

Discussion and Writing What are the pros and cons of technology? Refer to the How To for help.

Reproduction prohibited © TC Media Books Inc.

Although credit cards are very convenient to use, sometimes people get into debt because they buy too much on credit.

Information Evolution

77

Writing Files Writing FileWriting Files Writing File

riting Files

Writing Files

Writing Files

SUPPORTING IDEAS

A paragraph should include a topic sentence. A topic sentence states the main idea of a paragraph.

Refer to the Writing Files, page 58, to review topic sentences.

The other sentences in a paragraph support the main idea. That is, they help to explain, illustrate, or prove it. They are called supporting ideas. Supporting ideas can be examples, facts, statistics, or anecdotes (stories about a real incident or person). Sometimes the supporting ideas are a list of items, such as reasons, causes, or advantages. Supporting ideas should all relate to the main idea. They should not be off topic or repetitive.

Practice 1 Read the following paragraph and do the following: 1. Circle the topic sentence. Remember: It tells you the main idea of the paragraph. 2. Underline the three main supporting ideas in the paragraph. They help demonstrate or prove that the main idea is true. Note that each main supporting idea is followed by further explanation and details.

When you have nished practice 2, you will have a plan, or outline, for two paragraphs. It is a good idea to write an outline before each paragraph that you write.

3. Circle the concluding sentence. It ends the paragraph by restating the main idea. Many parents complain that their children spend too much time playing video games. However, video games can be good for young people. First of all, video games can help improve social skills. Young people generally play games with others. Through this shared experience, they practise communicating and cooperating, and build relationships with others. Furthermore, video games can improve logical thinking and problem-solving skills. This is because most video games involve situations in which players must think logically and make quick decisions. Finally, video games can teach real-life skills. There are now games that teach transferable skills, such as how to dance, play an instrument, drive a car, or even how to type. To conclude, video games can have numerous positive effects.

Practice 2 Read the topic sentences below and write three supporting ideas for each. 1. Topic Sentence: Facebook is good (or bad) for society. Supporting ideas: a. b. c.

78

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

2. Topic Sentence: Technology has a positive (or negative) effect on education. Supporting ideas: a. b. c.

Revise It! Read the following paragraph and use the paragraph revision checklist at the back of the book to revise it. Make changes to the paragraph where necessary. You may need to add or delete information. I am going to tell you about the dangers of texting. Texting while driving is dangerous. Just ask Dustin Vernie, an eighteen-year-old boy from Manitoba who warns students from his wheelchair about the dangers of texting while driving. Dustin was just a kilometre from his home when he decided to text his friend. It was a friend that Justin had known since elementary school. He ended up crashing his car and almost died in the accident. Texting can also hurt and kill pedestrians. Last year, one of my friends was killed by a distracted driver who was trying to write a text message. The driver was texting his mother. According to a provincial report, distracted driving is mentioned as a causal factor in 30 to 50 per cent of trafc accidents in Ontario, and this only includes cases where driver distraction is reported.

Write It! Write a paragraph for one of the topic sentences from practice 2 or on one of the following topics related to technology. Use the paragraph revision checklist at the back of the book to revise and edit your paragraph.

Reproduction prohibited © TC Media Books Inc.

technology and college students technology and health technology and privacy technology and relationships other:

Information Evolution

79

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

1

TECHNOLOGY THEN AND NOW: Explain the impact of technology on a certain area of our lives such as relationships, shopping, and education. Talk about what the area was like in the past and what it is like now as the result of new technology.

2

TECHNOLOGY EVOLUTION: Present the evolution of a certain type of technology related to, for example, music, movies, or computers. Read about the technology of your choice. Find out who invented it, when, and for what purpose. Study how this technology is different today. Create a timeline with important dates.

Vocabulary and In Words from the unit

3

Pronouncing the -ed ending of regular verbs in the simple past

NOMOPHOBIA: Are you a good example of Generation Text? Do you suffer from nomophobia? Support your opinion by discussing your cellphone habits. Include some specic examples of your cellphone use and behaviour.

4

CROWDFUNDING SUCCESS STORY: Describe a successful crowdfunding effort. You can use one of the examples mentioned in “Crowdfunding Campaigns Gaining Popularity with Canadians“ on Chenelière Interactive or choose your own example.

5

TECHNOLOGY MONTH: Describe how technology affected your life this past month. In what ways did you use technology? How did technology help? What problems did technology cause you or someone in your family?

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

Make the Connection Simple past and expressions referring to the past Frequency adverbs

Choosing the correct denition in a dictionary Recognizing structure of a newspaper article Expressing large numbers Asking for clarication Expressing pros and cons and an opinion Finding and writing main and supporting ideas Refer to the Writing Files, page 78, for information on supporting ideas. Refer to appendix 3, page 148, for information on oral presentations.

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

healthy (63)

a bother (66)

to allow (66)

unexpected (69)

a screen (69)

to ban (63)

wisely (63)

ADVERBS actually (66) EXPRESSIONS

to click (69)

to be back to (63)

to hurt (63)

pet peeve (63)

to reach (66)

used to (62)

to wonder (66)

OTHER

Vocabulary from the unit and other theme-related vocabulary can be practised online.

80

UNIT 4 Technology

Reproduction prohibited © TC Media Books Inc.

Communication Communication Communicatio Communication Communication Commun Say What You Mean Communication Comm Communication Communication CommunicationCommunic UNIT

COMMUNICATION

5

What can we learn from non-verbal communication?

How can you detect a lie through non-verbal clues? What does your choice of clothing communicate about you? How do you handle a communication breakdown? In this unit, you will learn how actions speak louder than words.

SPEAK YOUR MIND

WARM-UP We communicate 60% of a message through non-verbal behaviour. Most people pay more attention to the non-verbal message (the message the speaker sends through body language and tone of voice) than to the actual words. This is especially true when the verbal and the non-verbal messages contradict each other.

Body Language

People’s body language communicates many types of emotions. How good are you at guring out what others are feeling just by observing their body language?

Write the body language that corresponds to each picture. Use the words in the following box. Biting your nails

Keeping your distance

Shrugging your shoulders

Covering your mouth

Opening your eyes wide

Smiling

Crossing your arms

Rolling your eyes

a.

b.

c.

d.

e.

f.

g.

h.

Refer to Grammar Link, page 88, for more information on the structure of adjectives.

Circle the feeling (adjective) that each example of body language communicates. a. happy / disinterested

d. bored / scared

g. annoyed / surprised

b. shy / confused

e. angry / shocked

h. disappointed / nervous

c. depressed / anxious

f. satised / embarrassed

Discussion 1.

Do you nd it easy or difcult to read people’s emotions? Why or why not?

Read an article about culture and

2.

What non-verbal clues do you look for?

interpreting facial emotions online for

3.

Which emotions are difcult to interpret? Why do you think this is?

more on this subject.

82

UNIT 5

Communication

Reproduction prohibited © TC Media Books Inc.

READING

FOR INTERACTION

Many experts agree that you can tell if someone is lying to you. You just have to know what non-verbal signs to look for.

Watch “Deception Detectives” for more ways to tell if someone is lying.

Vocabulary Complete the following chart before you read the text. Fill in the missing words from the text or the missing denitions. Use the line numbers in parentheses and a dictionary to help you.

Word

Denition

Word

Denition

1. to lie (v., 2)

6.

2. to make up (v., 12)

7.

(adj., 29)

truthful

8.

(n., 32)

a lie or an untruth

9.

(n., 35)

evidence

(v., 14)

3.

to not have

4. a clue (n., 15) (v., 23)

5.

to increase

behaviour (n., 27)

10. to gure out (v., 36)

Comprehension Match the following subtitles with the sections of the text. Underline the essential information in each section to help you. Bad Memory

Eye Contact

Gut Feelings

Repeated

Stressed Out

A Change in Voice

Eye Movement

A Pause Before Speaking

A Short Story

Trying to Convince

Top Ten Signs Someone Is Lying 1. Eye Contact People who lie do not feel comfortable with eye contact. Someone who cannot look you in the eye may be lying.

5

10

2. Do the speaker’s eyes go up to the left or to the right? The left side of the brain controls memory. The right side controls imagination. An honest person’s eyes should go up to the right because the right side of the body is controlled by the left side of the brain.

15

5. If the person lied in the past, he or she may be lying again.

20

3. If the person pauses or hesitates after you ask a question, he or she may be looking for time to make up a story. 25

Reproduction prohibited © TC Media Books Inc.

4. A liar’s story usually lacks detail. A liar may also avoid using the pronoun “I.” If you notice this clue, be careful!

6. If someone tells a story more than once and the versions don’t match, it could be a lie. It is much harder to remember a lie than the truth. 7. The voice rises when someone is telling a lie. Listen for a voice that sounds higher than usual if you think someone is lying to you.

Say What You Mean

83

In Words Communication Idioms Your body communicates with a language of its own. Review the names of body parts and learn a few communication idioms associated with them. Label the photo with the names of body parts in list 1.

List 1

List 2

arm

back

foot

chest

hand

ears

knee

eye

leg

nger

neck

lips

nose

mouth

thumb

shoulder

Complete each idiom with a body part from list 2.

Communication Idiom 1. To see

to eye

Meaning To agree

2. By word of

Getting information from people verbally

3. To talk behind someone’s

To gossip or spread rumours

4. To fall on deaf

To be ignored

5. I can’t put my 6. My

on it. are sealed.

I can’t gure it out. I won’t tell the secret.

7. To get it off your

To tell something you’ve been keeping secret for a while

8. To give someone the cold

To ignore someone

Write a dialogue between two people who are having a misunderstanding. Include at least three of the communication idioms above. Exchange dialogues with a partner and role-play each other’s dialogues.

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

85

READING

FOR STRATEGY • ENGAGING IN ACTIVE READING

How To ENGAGE IN ACTIVE READING

What non-verbal message does the colour of your clothes send about you? Find out if colour has a secret language.

Active reading can be done before, during, and after you read a text. It means that you are doing more than just reading the words and sentences.

Vocabulary

Before you read Determine the purpose of the text. Is it to inform? Is it to persuade or convince you of something? Is it to entertain? Ask yourself what you already know about the subject of the text. Can you predict what the text will be about? While you read Reect on what you read. Highlight parts of the text that challenge what you believe, are new, or that you want to remember. Make note of content you are unsure of. When you nish reading, look at what you highlighted. Can you make any connections between the ideas in the text?

Read each word in context in the text. The line number is in parentheses. Then circle the correct denition of the word. 1. to notice (v., 4)

a. to write down

b. to realize

2. thinner (adj., 12)

a. not as heavy

b. more domestic

3. soothing (adj., 15)

a. relaxing

b. at, straight

4. cleanliness (n., 17)

a. state of being neat and clean

b. needing a shower

5. faithfulness (n., 21)

a. loyalty

b. kindness

6. trustworthy (adj., 21)

a. independent

b. dependable

7. to convey (v., 30)

a. to transmit

b. to carry

8. wealth (n., 31)

a. good health

b. riches

Read the following text actively. Follow the prompts in the margin and write your answers on a separate piece of paper.

Show Your True Colours

After you read Respond to the text. Do you agree or disagree? Do you have any questions? Can you think of examples from your own life that support or don’t support what you read in the text?

What is the purpose of this text? Is it to inform, persuade, or entertain? thieves (n.)

W

hat language does the colour of your clothing communicate? How does colour communicate meaning? The colours we wear send non-verbal messages to others, whether we realize it or not. 5

robbers 10

widows (n.) women whose husbands have died

What do you already know about the subject of this text? Try to answer the two questions asked in the introduction. Write two questions of your own about the subject.

86

UNIT 5

Communication

15

Seeing Red If you wear red then people will notice you immediately. Wear red to make a statement, or to stand out in a crowd. Red clothing grabs people’s attention and demonstrates power and authority. Red makes people happy. In fact, in India, it is associated with purity and is worn at weddings. In China, red is considered a very lucky colour. In the west it is a romantic colour. However, because red is so attractive, red cars attract more thieves than cars of other colours. Back in Black Black is a very popular colour choice. Black is not just for widows. It sends the message that the wearer is elegant and fashionable. Black is simple and very versatile. It looks good with many other colours. It also tends to make people look thinner. In Japan, it is the colour of honour. Pretty in Pink Pink clothing has a calming effect. It is often used in mental health institutions to create a soothing and calm atmosphere. This is a tranquil colour. People who wear it seem to be affectionate and pleasant. White on White White is a colour that is associated with purity and cleanliness. It is the traditional colour for a bride’s dress but it also looks professional and is a classic summer

Reproduction prohibited © TC Media Books Inc.

20

25

choice. In many cultures, white represents peace. A white ag is sometimes used to indicate surrender in war. Traditionally, people are not supposed to wear white after Labour Day. True Blue Blue is the colour of faithfulness. It sends the message that you are trustworthy. It is a serious and intellectual colour choice. In addition, it blends well with many other colours on the spectrum. Blue even brings down blood pressure and slows the heart rate, according to some studies. Blue is often the colour of conservative parties in politics. Blue is a great choice of colour to wear at a job interview because it sends the message that you will be loyal and faithful. Mellow Yellow Yellow is a ashy, bright, happy colour. It signies optimism and hopefulness. Yellow represents courage in Japan, but in Egypt, it is the colour of mourning and sadness. It is the least popular colour choice among adults but children seem to love it.

30

35

40

Be Green Green is not an easy colour to wear, so match it carefully. Wear green to convey compassion. It also implies wealth and prosperity. Green is also the colour we most associate with environmental issues—think of the Green Party. Green is an earthy colour and signals that someone is friendly and approachable. Feeling Brown This down-to-earth colour communicates comfort, stability, and reliability. It is a colour that appears often in nature and can be seen as simple, direct, and less formal. People who wear brown show others that they can get to the root of the matter. This casual colour goes well with most other colours and is the preferred colour choice for men. Shades of Grey Grey clothes look classy and make you look smart and self-sufcient. This neutral colour, along with beige, is easy to wear. It makes most people look smart and professional, but a little reticent and quiet. Dark grey seems to be a more serious or sombre. People who wear grey often have good judgment. Orange You Glad? Wearing orange indicates that you are adventurous and enthusiastic. This colour is not as bold as red but it suggests that you are assertive and happy, and have a sense of humour. When you wear orange, other people feel comfortable talking with you.

45

So the next time you reach for that dress or shirt, think about how you are feeling and what non-verbal message you want to send to the world today. 648 words

Comprehension

Labour Day (n.) a North American holiday on the rst Monday in September mourning (n.) grieving, feeling sad about a loss or a death get to the root of (exp.) understand the meaning of

What type of information did you highlight? Did you learn something new?

When do you wear bright colours? Write down two places you or someone you know would wear them.

Do you agree or disagree with any of the information you have read so far? Highlight and identify parts of the text that you agree or disagree with.

Are there any colours mentioned so far that you avoid? If so, why do you avoid them?

What other colours do you want to know more about? Write two questions you have about this topic.

1. What is the main idea of the text? a. People wear many different colours. b. Certain colours make a good impression. c. Blue is the best colour to wear for an interview. d. The colours of our clothing send an unspoken message. 2. Circle T or F to indicate if the statement is true or false. If it is false, write the correct statement on the line provided. a. In the West, the colour red grabs people’s attention.

T

F

b. Black should be avoided as it represents death.

T

F

c. White has many positive qualities associated with it.

T

F

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

87

3. Which colour is best to relieve stress, according to the text? 4. What does each of these colours represent? Match each colour with the correct quality in the last column. Blue

a. Shows neutrality

Yellow

b. Difcult colour to match

Green

c. Best colour for a job interview

Brown

d. Has contrasting qualities

Grey

e. Shows that you are dependable

5. Why would someone want to wear orange? Use your own words to answer.

Grammar Link

6. What colour are you wearing right now? Write down a few adjectives from the text that are associated with this colour. Do they apply to you?

ADJECTIVES An adjective modies a noun. Adjectives come before the nouns they modify, or they can stand alone. She is a happy person. He is happy.

7. Look back at the two questions you wrote at the beginning of the text. Did you nd the answers in the text? If so, write the answers below.

Never add -s to an adjective even when the noun after it is plural. two black dresses (two blacks dresses)

Focus on Language: Adjectives, Comparatives, and Superlatives

COMPARATIVES AND SUPERLATIVES

2. Scan the text for comparatives and superlatives to complete the following sentences.

1. Scan the text to nd ten adjectives. Underline them and circle the nouns they modify.

a. Orange is

To form the comparative, add -er to short adjectives. To form the superlative, add -est. light, lighter, lightest Place more /the most or less / the least before adjectives with more than two syllables. more exciting, the most exciting less exciting, the least exciting If two things are similar, use as + adjective + as, or not as + adjective + as as lucky as, not as bright as Refer to REAL Grammar Book 1, unit 9.

88

UNIT 5

Communication

b. People look

red. in black.

c. Brown is

than blue.

d. Yellow is

colour choice for adults.

Discussion 1.

Share and discuss answers to the two questions you wrote at the end of the text.

2.

What are your favourite colours to wear? Ask a partner about their favourite colour. Are there colours either of you avoid wearing? Why or why not?

3.

Do you think your colour choices are sending the messages you meant to send? Give examples. Will you make any changes after reading this text? Why or why not?

Reproduction prohibited © TC Media Books Inc.

Pronunciation Silent Letters Certain letters are not pronounced in some words. Here are a few of the main silent letters found in English words, with common exceptions.

Silent Letters and Rules

Examples

1. b after m

comb, lamb, plumber, thumb (Exception: number, pronounce the b)

2. g before n

design, sign (Exception: signature, pronounce the g)

3. gh before t

bought, caught, night, right

4. h in some words

ghost, honest, hour

5. l before k or d

could, folk, talk, walk, would (Exceptions: shoulder, mould)

6. k before n

knee, knife, knight, knit, know

7. p before n or s

pneumonia, psychology

8. s before l

aisle, island, isle (Exceptions: parsley, words that start with sl: slip, slow)

9. t in some borrowed French words and in words ending with stle

ballet, bouquet, chalet, castle, whistle

10. w in some words before h or r

who, whole, write, wrong (Exceptions: what, wheat, when, where, why)

Cross out all the silent letters before you listen to the following sentences. Then listen to the sentences and repeat each one after the speaker. Verify your answers. 1. Those orange embers from the re badly burned my thumb. 2. I was sitting in an aisle seat when we ew to the islands to see colourful birds. 3. The psychologist had the worst case of pneumonia. 4. You bought it for his daughter’s birthday, right? 5. I honestly hope Harold will keep his lips sealed for a few hours. 6. Kevin knew how to knit a scarf as colourful as Kathy’s. 7. Rebecca did not have one wrong answer on the whole Italian test. 8. Todd was running from the chalet to the castle when he heard whistling. 9. Can you read the signature of the artist who painted that purple sign? 10. How could Rob talk behind our backs and then give us the cold shoulder? Find a partner and read the sentences to each other to practise pronouncing words with silent letters. Write the beginning of a story containing ve words with silent letters. Exchange stories with a partner. Underline the silent letters in your partner’s story and then complete the story. Include ve more words with silent letters. Finally, take turns reading the nished stories aloud to another team.

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

89

Line of Sight

WATCHING

How is art a means of non-verbal communication? In this video, blind artist John Bramblitt shows viewers how he “sees” colours and makes incredible artwork. How does he do it?

Make sure you understand the denitions of the following words before you watch. 1. brush stroke (n.) 2. seizures (n.) 3. worth (n.)

the movement or line a paintbrush makes

uncontrollable shaking, often caused by epilepsy value

4. crumpled (adj.)

crushed, full of folds

5. didn’t occur (to me) (exp.) 6. raised (adj.)

(I) didn’t think of it/consider it.

having an edge, being elevated

7. breaks down (v.) 8. sighted (adj.)

divides into smaller parts

having vision

Comprehension Read the questions. Then watch the video and answer them. 1. Complete the text with the missing words you hear. a

forces you to live brush stroke to brush stroke. You’re not thinking

about what happened in the might have

c

b

. You’re not thinking about what you d

. You’re only thinking about that

.

2. How did John Bramblitt become blind?

3. What does John say about becoming blind? Circle T or F to indicate if the statement is true or false. If it is false, write the correct statement on the line provided. a. He started to draw right away.

T

F

b. He had drawn all his life.

T

F

c. There is a high rate of depression and suicide among people who lose their eyesight later in life.

T

F

4. How does he “see” the colours in his drawings? a. He guesses which colour he is using and usually gets it right. b. His wife and son tell him which colours to use. c. He feels the textures of the colours since they are not the same.

90

UNIT 5

Communication

Reproduction prohibited © TC Media Books Inc.

5. How does he know where to draw on the canvas?

6. What did John Bramblitt learn, that he would never have known if he hadn’t lost his eyesight? a. He learned how much information he could get from touch. b. He learned how to paint in steps and build on each step. c. He learned how to rely on the people he loves the most. 7. What does John Bramblitt say about colour? Complete the sentence. a

Colour is d

b

and emotion is

, and

c

is colour and

, and just everything that you can experience.

8. What does John say about seeing less and having to feel to see?

9. He says he did not paint before he went blind. What is the reason he paints now? a. No one appreciated his artwork then. b. He wants to support his family now. c. He is no longer afraid to fail. 10. What does he conclude about being blind and having epilepsy? a. He is happier than he’s ever been in his life.

c. He has more love in his life.

b. Life has more colour.

d. All of the above are correct.

Focus on Language: Adjectives 1. John uses many adjectives to describe his experience. Which people and things does he describe with these adjectives?

Adjective a. blind

Refer to Grammar Link on page 88 for more information on adjectives.

Who / What It Describes himself

b. depressed c. runny d. brilliant e. courageous

Discussion 1.

What is the role of art in your own life?

2.

How does seeing different colours around you make you feel?

3.

How else can art “open up the world”? Should schools place a greater emphasis on artistic talent? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

91

First Impressions

LISTENING

How important are looks? There is a saying that you never have a second chance to make a rst impression. Listen to an interview with consultant Deanne Parker about how young people can make a great rst impression in person and online.

Vocabulary Make sure you understand the denitions of the following words before you listen. 1. posture (n.)

how you stand

2. casual (adj.)

not formal or fancy

3. sloppy (adj.)

messy, disorganized

4. to apply (v.)

to put on

5. neatly (adv.)

in a tidy, organized manner

6. trimmed (adj.)

cut short

Comprehension “I speak two languages, Body and English.” This quote is from Mae West, an American actress.

Read the questions. Then listen to the interview and answer them. 1. What is the main idea of the interview? a. Selecting the right look can make a great rst impression. b. Some students lost job opportunities by making a bad rst impression. c. People should not judge others by their appearance only. 2. How long does it take to make an impression on someone? a. It takes 20 seconds.

c. It does not happen very quickly.

b. It takes less than 20 seconds. 3. What is the rst thing people pay attention to when meeting someone for the rst time? a. a condent posture

c. a great shape

b. a great hairdo 4. What does Deanne Parker say about our online image? Circle T or F to indicate if the statement is true or false. If it is false, write the correct statement on the line provided.

92

UNIT 5

Communication

a. The majority of employers check out a future employee on social media.

T

F

b. Men should look directly into the camera and hold a pet to make the best impression.

T

F

c. You can control your personal brand with the pictures and comments you post online.

T

F

Reproduction prohibited © TC Media Books Inc.

5. Take notes on Deanne’s advice on making a good rst impression. Listen to her keywords and write them down.

Aspect

Advice

How To IMPROVE YOUR NOTE-TAKING Write only the most important words. These words are usually nouns, verbs, adjectives, and adverbs.

a. Clothes

b. Makeup

Don’t write down every word you hear.

c. Facial Hair

Look over your notes. Make sure the ideas are clear to you. Remember you must be able to understand them when you read them at a later date.

d. Perfumes or colognes

e. Tattoos and piercings

Grammar Link ADVERBS

Focus on Language: Adverbs 1. Read these sentences from the interview and write the adverb form of the word in bold in the space provided. Then circle the word that the adverb qualies. a. A rst impression happens (quick) b. It sends a (real) c. Apply makeup (light) d. Some people are (extreme) e. Should men look (direct)

. strong message. . sensitive to scents. into the camera?

Discussion 1.

Do you agree with the advice from the interview about rst impressions? Name three things you agree with.

2.

Do you think it is better to reveal your true self right away? Why or why not?

3.

Why do you think looks are important? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

Adverbs give extra information about a verb, an adjective, or another adverb. Adverbs answer the question: “How?” Sheila spoke rapidly. (How did she speak?) I am very excited about the interview. (How excited?) You are working quite slowly. (How slowly?) Adverbs are often formed by adding the ending -ly to an adjective. You are dressed nicely. He is neatly dressed. Be careful: Not all adverbs end in -ly. Vince works well and fast. Refer to REAL Grammar Book 1, unit 9.

Say What You Mean

93

READING

FOR CHALLENGE

Did you ever struggle to communicate in another language? How did you manage to make yourself understood? Read about a young woman who learns the power of non-verbal communication in Italy.

Vocabulary Read each of the following sentences and circle the correction denition of the word in bold. 1. She heard a faint whisper. (adj.)

a. quiet, soft

b. strong

2. I love the scent! (n.)

a. smell, aroma

b. price

3. He befriended me on Facebook. (v.)

a. became friends

b. stopped being friends

4. That was a warm greeting. (n.)

a. a hug

b. a salutation

5. I felt lost without my map. (prep.)

a. being outside

b. lacking, not having

6. There is a gap in my grandmother’s teeth. (n.)

a. a space

b. a spot or stain

7. The teacher was gesturing for me to come in. (v.)

a. to use hand movements to speak

b. to control

Catching the Gist

15

By Jessica Colley 20

butcher (n.) person who prepares and sells meat

25

A cobbled (adj.) with stones

covered or paved 5

10

94

UNIT 5

Communication

ngelina winked as she placed a heavy, warm blanket in my arms. It was a particularly cold evening in March and this little Italian mountain village was getting ready for a storm. Her visit to my temporary home in coastal Campania was the rst I had received. There she was at my door, a woman in her 80s, smiling and wearing a housedress and orthopedic shoes and carrying the blanket.

30

35

On my rst Sunday in the village I once again heard a faint knock, right as the air began to ll with the scent of garlic. In her hands, Angelina held a jug of olive oil. “Va bene?” There was only one problem with her generosity: Angelina didn’t speak any English and my Italian was very limited. My comfort level in the village grew over a month as I got into the local routine. After befriending the bartender—the one person in the village who spoke English—I learned when the vegetable truck came, where to get fresh bread, the irregular hours of the butcher. Angelina’s knocks on my door meant it was time for the evening walk, time to attend church on Sunday, time to admire a new village baby. Over the days I learned to shorten the evening greeting, “Buona sera” to the way locals said it, simply, “sera,” as they passed one another on the cobbled streets for the nightly la passeggiata. One morning, I passed Angelina’s home. She swung the heavy wood door open, called out and motioned to invite me in. She made believe she was holding a teacup, sipping a hot drink. “Espresso?” My rst introduction to the hearty way she throws her head back when she laughs

Reproduction prohibited © TC Media Books Inc.

40

45

50

55

60

65

70

75

80

was when she realized that the word espresso was one I, too, could understand. In the kitchen, her husband, in brown wool pants, was expertly preparing the espresso. He took a tiny silver spoon and mixed in a precise amount of sugar. To this day, it is the best espresso I have ever tasted. With each sip, I marveled at the ability of Italians to steal a moment of simple pleasure. Early each morning in this village in the hills, I sat on a terracotta balcony and worked on my Italian. I took notes and downloaded conversations in Italian on everyday topics. I listened to the voices on the street, greeting each other, commenting on the weather, the family. These long hours of studying produced less than 60 seconds of results in Angelina’s living room. In broken sentences we covered the weather, how I liked the village. I had an electronic translator in my pocket, which I consulted for an answer. At one point I was searching for a word. I got up and showed Angelina the machine. “This word here, questo, this is what I’m trying to say.” As she looked down at the machine without any recognition on her face, I realized she couldn’t read. She showed me photos of her husband in the navy and of her children riding bicycles in the laneway. She spoke too rapidly for me. All I could understand were words of affection as she described her family: bellissima, eccezionale, and principessa. Her walls were covered in these framed photographs, her numerous grandchildren riding the same bicycles in the same cobbled laneway. I added my own limited list of adjectives, buono, bello, and she smiled with pride, revealing a gap in her teeth that only became visible with a smile.

85

90

95

100

105

110

115

120

Although Angelina and I had no common language, we found ways to communicate. One afternoon when she saw me hanging laundry she shook her nger at me, pointed at the sun. I was confused until the sun went down and I carried my damp clothes back into the house. The next week we were both hanging laundry at 9 a.m. as the sun peeked over the mountain. She smiled; I had learned a lesson. One nger shake and I was never again faced with damp laundry at the end of the day. On the morning the vegetable truck came, I studied my produce words and went to see what was fresh. The man who drove the truck made customers wait as he helped me with my pronunciation of mushroom, fungo, or tomato, pomodoro. Angelina sat back on a bench with her usual smile. Looking back now, I wish Angelina had taught me her tricks for choosing the best produce. I wish I had spent an afternoon watching her cook with no recipe, but I never learned how to ask. That single espresso was the only time I entered her home, although we spent plenty of time gesturing back and forth from our balconies. When it was time to leave the village, I woke early for the bus back to the closest main town, Agropoli, to catch a train. The village was silent. I thought everyone was still sleeping as I quietly closed the door behind me one nal time. But Angelina broke the silence, calling out from her ower-covered balcony. I couldn’t understand every word, but I got the gist: Italiano, Italiano! When I next returned, she expected me to have improved my Italian. I didn’t yet have the words to reply, so when she blew me a kiss, I blew two back.

sip (n.)

small mouthful of a drink

damp (adj.)

slightly wet

produce (n.)

fruits and vegetables

laneway (n.) street

narrow urban

framed (adj.) structure

having a surrounding

885 words

Comprehension 1. The narrator found Angelina, her elderly neighbour, very generous. But what problem did the narrator encounter?

2. What was the rst word they understood in both of their languages?

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

95

3. How did the narrator try to learn Italian? Circle all the correct answers. a. She took notes on Italian conversations. b. She paid attention to people speaking on the streets. c. She commented on the weather and the family. 4. What did the narrator discover when she was in Angelina’s living room? a. Her Italian was slowly improving. b. Angelina was not able to speak English at all. c. Angelina was not able to read. 5. Although the narrator and Angelina spoke no common language, they found ways to communicate. Match Angelina’s gesture in the rst column with its probable meaning in the second column. Angelina winked and handed the narrator a blanket.

a. It is not the right time now.

She made believe she was holding a teacup, sipping a hot drink.

b. I agree; my family is very lovely.

She shook her nger at the narrator and pointed at the sun.

c.

She smiled with pride.

d. Goodbye.

She blew her a kiss.

e. You’ll need this; it is going to be cold.

Would you like some coffee?

6. After reading the text, what do you think the title of the text “Catching the Gist” refers to?

Focus on Language 1. Determine if the words in bold in the following sentences are adjectives or adverbs.

Sentence 1

Answer

2

a. It was a particularly cold evening. 3

4

b. They passed each other on the cobbled streets for the nightly la passeggiata. 5

6

c. In the kitchen, her husband was expertly preparing the delicious espresso.

1.

2.

3.

4.

5.

6.

Discussion

96

UNIT 5

Communication

1.

Do you think being immersed in a culture is an effective way to learn a language? Explain your answer with examples.

2.

Share a story about a language-learning experience.

3.

Do you know any gestures from another language or culture? Would someone from elsewhere understand them?

Reproduction prohibited © TC Media Books Inc.

Writing Files Writing Files Writing Files

Writing Files

Writing Files

TRANSITION WORDS

Writing Files

Use transition or linking words to improve your writing. Transition words connect ideas, sentences, and paragraphs. Transition words have many different functions. They introduce, add information, or show relationships between ideas. They help connect your ideas smoothly so that your text is easier to follow. Refer to this page whenever you write a paragraph and check off the transition words you used. Make sure you use a variety of transition words in your writing.

Categories Introduction

Transition Words  rst

 to begin

 to start off Emphasis

 in fact

 clearly

Addition

 also

 and

 furthermore

 in addition

 moreover Result

Contrast

 as a result

 because

 consequently

 therefore

 although

 but

 however

 yet

 on the other hand Example

 for example

 for instance

 to illustrate Chronology

 afterwards

 all of a sudden

 earlier

 nally

 later

 the next day

 then Conclusion

 in the end

 in conclusion

 in short

 lastly

 to conclude

 to sum up

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

97

Practice 1 Circle the correct transition word in each of the following sentences. You may have to read a few sentences in context (before and after the transition word) to know which one to choose. What are the differences between how men and women communicate? To start off / 1

Next , it seems that women are much better at reading body language than men. 2

For example / Afterwards women are especially good at noticing non-verbal 3

signs that someone is lying. Yet / Also women make more eye contact when they 4

communicate than men. To illustrate / Furthermore , men are less skilled at using 5

non-verbal language, according to research. Finally / In addition , when they do send 6

non-verbal signals, it is usually very obvious. Because / Although men prefer to communicate face-to-face, women feel more comfortable sitting or walking beside 7

someone when they are communicating. In fact / As a result , men might interpret somebody standing too close as confrontational or aggressive therefore / but

8

9

women move closer to people when they talk to them. Then / Lastly , men are more likely to use their hands to express themselves.

Practice 2 Write the transition word that matches the function in parentheses. but

Dolphins communicate with each other,

2

communicate with humans?

1

(contrast) can they

(introduction), researchers

are trying to understand the meaning of dolphin sounds. Dolphins communicate with other dolphins to stay connected even while they are travelling underwater. 3

(example), they produce many sounds and communicate 4

in a way similar to how humans talk.

(contrast) dolphins

do not whistle as researchers once believed. They “talk” in much the same way 5

as humans use their vocal cords to talk. 6

chirp and make clicking sounds.

(emphasis), they

(addition), dolphins may be

able to “see” with sound, just as humans use an ultrasound to see an unborn child. 7

(conclusion), researchers hope to do more research into

dolphin communication.

8

(result), humans may be able to

understand and communicate with dolphins in the future.

98

UNIT 5

Communication

Reproduction prohibited © TC Media Books Inc.

Revise It! Read the following paragraph and revise the transition words so the ideas are better connected. Cross out the incorrect transition word and write the correct transition word and its function above it. How does technology help non-verbal autistic children? To begin / Introduction Because, many children suffering from autism do not ever learn to speak. Finally, they become very frustrated. Yet, it can be frustrating for parents to know what their child wants. SPEAK all! is an application, or app, that permits autistic children to communicate by using pictures. Afterwards, the app allows the child to choose from several pictures to form a sentence such as “I want a big cookie.” It is a complex app and parents can customize it easily. Therefore, the designer is developing another program called SPEAK more! for children who are able to use more complex sentences. In fact, autistic children are less frustrated when they are able to communicate their daily needs.

Write it! Complete the sentences or thoughts below. 1. Cats are better than dogs (or vice versa). First,

2. Women communicate better than men (or vice versa). On the other hand,

3. I never lie, but

4.

is my favorite colour. As a matter of fact,

5. I am great student. For example,

6. I read body language very well. Furthermore,

7. I was doing my homework yesterday. All of a sudden,

8. My high school years were very exciting (or other adjective). In the end,

Reproduction prohibited © TC Media Books Inc.

Say What You Mean

99

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection Simple past and past progressive Adjectives and adverbs Comparatives and superlatives Recognizing silent letters Vocabulary and In Words from the unit Engaging in active reading Improving your note-taking Talking about perceptions Transition words Refer to the Writing Files, page 97, for information on transition words. Refer to appendix 3, page 148, for information on oral presentations.

1 2

FIRST IMPRESSIONS AREN’T ALWAYS RIGHT: Was there a time when your rst impression was wrong? Explain what happened.

3

COMMUNICATION BREAKDOWN: Write about a funny, embarrassing, or difcult situation where you experienced difculty trying to communicate in English or another foreign language.

4 5

THE GENDER GAP: How do men and women communicate differently in your opinion and experience? Give examples and anecdotes.

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

BREAKING THE COMMUNICATION BARRIER: Do you feel someone of another gender, culture, or age group doesn’t understand you? How hard is it for you to make them understand? Give examples and anecdotes.

ANIMAL COMMUNICATION: Do you have a pet? Do you talk to your pet or do you think it talks to you? How much do you think your pet understands? How do you know? Describe the non-verbal behaviour you noticed.

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

EXPRESSIONS

casual (92)

behaviour (83)

to convey (86)

to gure out (83)

honest (83)

gap (94)

to gesture (94)

sloppy (92)

greeting (94)

to lie (83)

to get (something) off your chest (85)

posture (92)

to notice (86)

to see eye to eye (85)

proof (83) ADVERBS

to talk behind someone’s back (85)

neatly (92) OTHER:

Vocabulary from the unit and other theme-related vocabulary can be practised online.

100 UNIT 5 Communication

Reproduction prohibited © TC Media Books Inc.

Inspiration Inspiration

Inspiration INSPIRATION

UNIT

6

Inspiration Inspiration

Making a Difference

Inspiration

Inspiration What drives people to make an impact on the world?

Who are your role models? How far are you willing to go for a cause? What dreams will you accomplish in your lifetime? In this unit, you will explore how people make a difference, no matter what challenges they face.

WHERE THERE’S A WILL, THERE’S A WAY!

WARM-UP

Role Models

A role model is somebody we admire and try to be like. Role models inspire us to be and to do. They make us believe in ourselves and in life’s possibilities. Who inspires you?

Work with a partner to write down the most important qualities and behaviours of a role model.

Qualities (A role model is . . . ) • hard-working

Behaviours (A role model is somebody who . . . ) • does good things for others

Read “What Is a Role Model?” online for results of a study done on qualities that young people look for in a role model.

Possible Categories for Role Models actor

Write the names of role models from different categories. Refer to the box for a list of categories. Give reasons why each person is a good role model.

Name of Role Model / Category

artist athlete author

1. Clara Hughes / athlete

educator

Reason • competed in summer and winter Olympics; helps raise awareness of mental health issues

environmentalist humanitarian

2.

musician politician scientist

3.

spiritual leader 4.

How To

5.

EMPHASIZE YOUR POINT Add information to support your statement by using these words or phrases: actually, in fact, as a matter of fact, also. Clara Hughes was a great athlete. In fact, she competed in both the summer and winter Olympics. She also supports programs to reduce the stigma surrounding mental illness.

102 UNIT 6 Inspiration

Discussion 1.

Are there some famous people or celebrities that are negative role models? Why are they negative role models?

2.

Who are some ordinary people you know who are good role models? Why are they good role models?

3.

How can young people be good role models? Give two examples.

Reproduction prohibited © TC Media Books Inc.

WATCHING

Rightfooted

The trailer for the documentary Rightfooted introduces us to the story of Jessica Cox, a young woman who continues to defy the odds and inspire everyone around her.

Vocabulary Use the context of each sentence to guess the meaning of the words in bold before you watch the video.

Context

Meaning

1. I do not want any visitors. I want to

be by myself. 2. Someone missing an arm or leg can

get a prosthetic one. 3. The mother had to change her

baby’s diaper because it was wet. 4. Her tremendous passion and drive

will help her to accomplish her goal.

Comprehension Read the questions. Then watch the video and answer them. 1. What is the main idea of the video? a. Jessica Cox was born without arms. b. Childhood is the most difcult time for people without arms or legs. c. Being armless does not stop Jessica Cox from achieving her goals. d. Jessica Cox learned to y an airplane in three years. 2. What did Jessica always want to do as a child?

3. As a child, how did she feel about how limited she was? a. angry

b. sad

c. worried

4. How did her mother feel when Jessica was born without arms? a. She was devastated. b. She was depressed. c. She wanted to be by herself. d. All of the answers are correct.

Reproduction prohibited © TC Media Books Inc.

Making a Difference

103

5. When she was young, other kids called her mean names. True

False

Not mentioned in the video

6. Who inspired Jessica and made her a different person?

7. What two words has Jessica eliminated from her vocabulary? 8. What activities does Jessica say she can do with her feet? Circle the ones she mentions. a. write

d. drive a car

b. cook

e. do the dishes

c. use a nunchuk (a martial arts weapon) 9. In the following month, what special event is going to take place in Jessica’s life?

Grammar Link FUTURE

10. What was her rst challenge during ight training?

Use the future for possible future events or predictions.

a. opening the gas tank

To form it: use will + base form of the verb I will probably go to university.

c. doing up her harness (seat belt)

b. climbing into the plane

11. According to Jessica, ying is the

.

You can also use: be going to + base form of the verb

12. Jessica is in the Guinness World Records book for being the rst woman to do what?

Make sure to conjugate be in the simple present tense (am / is / are). University is going to be a challenge.

13. Jessica travels all over the world saying, “It’s okay to

For planned or denite future events use: be going to + base form of the verb This summer, I am going to do some volunteer work.

.”

14. Why does Jessica want the orphan from Siberia who has no arms to come to her wedding? Circle all the correct answers. a. The girl has never been to a wedding before. b. The girl thinks that no boys will want to date her. c. The girl thinks of Jessica as a sister. d. She thinks it will change the girl. 15. Jessica said that if somebody gave her the choice, she would not want arms. Why not?

To form questions with will: Question word + will + subject + base form of the verb What will you do next? To form questions with be going to: Question word + be + subject + going to + base form of the verb How are you going to prepare for the competition? Refer to REAL Grammar Book 1, unit 10.

104 UNIT 6 Inspiration

Discussion 1.

How is the title of the documentary, Rightfooted, appropriate?

2.

Can you think of a challenge somebody faced that ultimately made him or her a stronger or better person? Explain your answer.

3.

What are some challenges that you or somebody you know will face? What are you or this person going to do to prepare for and overcome these challenges?

Reproduction prohibited © TC Media Books Inc.

Wish You Well

LISTENING

Listen to the inspirational song “Wish You Well,” written by Canadian singer-songwriter Justin Hines. He sang this song for Walk for Miracles, a campaign for a children’s hospital. He is conned to a wheelchair, yet his message is always one of hope.

Vocabulary Draw a line to match each word or expression in bold with its correct denition before you listen. 1. I wish you well, darling.

a. not familiar

2. an unknown path

b. a term of affection

3. to take away your thirst

c. full of

4. sleep-lled nights

d. sleep, relaxation

5. to get some rest

e. the need to drink

Focus on Language: Future Listen to the song and ll in the blanks with the missing words and verbs with will. 1

No, darling, I can’t take your

away but I can show you to the sea.

While you’re walking on your path unknown, 2

Say, “

of me?” 3

Well, time 4

and I wish you well.

many times I’ve seen those ghosts before. 5

I’ve watched them

around your bed. 6

I would give you all of my sleep-lled nights just to see you get some

.

It’s not my place to try to ll that space, but I can wish you well. Oh, I wish you well. In times like this I tend to ponder all the things

7

.

ponder (v.)

We can always reminisce. 8

When you come back from the grey beyond, with moonlight in your I until we’re Once, once again,

9

you where that dark road ends, and it

10

,

think about

reminisce (v.)

reect on the past

beyond (adv.)

far away

long

11

. 12

about way back when.

Oh, but until then, I wish you well. Oh, I wish you well . . .

Reproduction prohibited © TC Media Books Inc.

Making a Difference

105

Comprehension and Discussion

How To INTERPRET A MESSAGE Sometimes song lyrics or texts have hidden or unclear messages. How can you gure out these meanings?

1. Who do you think the singer is talking to in the song? What is their relationship? Support your answer.

2. “I can’t take away your thirst, but I can lead you to the sea.” What do you think this means? What does the word thirst symbolize?

1. Read the title. 2. Read the text more than once. 3. Check for new vocabulary. 4. Look for repeated words and themes, such as good versus evil. 5. Think of what certain objects or things may represent or symbolize. For example, in this song, the sea symbolizes hope and courage. It is the means by which the loved one will nd his or her way.

Refer to the Writing Files, page 119, for more information on paragraphs and topic sentences.

3. Draw a line to match each word or expression in bold with its correct denition. a. Time will tell.

c. a time long ago in the past

b. We’ll talk about way back when.

d. We’ll nd out one day.

4. What is the song about? What is the theme of the song?

Writing Use the following information to write a paragraph about Justin Hines. Include a topic sentence and a concluding sentence.

Nationality: Canadian Place of birth: Newmarket, Ontario Profession: singer and songwriter Song style: pop rock; lyrics always happy, positive, and hopeful Challenge: rare genetic joint condition called Larsen syndrome; in a wheelchair First song: at 7 years old Past accomplishments: winner of a national radio contest at age 14 (prize: opportunity to sing at a Raptors’ basketball game in front of thousands of people); ve CDs; founder of the Justin Hines Foundation, a charitable foundation for people with disabilities Future activities: a North American fundraising tour to raise money for various charities; continue to spread his message of love and hope

106 UNIT 6 Inspiration

Reproduction prohibited © TC Media Books Inc.

Pronunciation The Letter H The h at the beginning of most words is pronounced (as in happy) but in a few words it is silent (as in honour). Words that begin with wh followed by o also have an /h/ sound (as in who). Listen to the conversation and circle any words that begin with the /h/ sound. Example: The Howard Hughes foundation is holding its annual fundraiser. Organizer: Hello. How do you do? Thank you so much for coming and participating in our head-shaving fundraiser. Participant: Hi. Nice to meet you. It’s a pleasure to support such a great cause. I just hope it won’t take too long for my hair to grow back! Ha ha ha! Organizer: No, no. In the meantime, you can wear a nice hat! The head-shaving will start in about an hour. You can hang your coats over here, and if you are hungry just help yourselves to some of the ham sandwiches made by our volunteers. Participant: Thanks. Wow, honestly, the event looks like a hit! There must be more than a hundred people here! Organizer: Yes, it touches my heart. Well, if you’ll excuse me, I must go. Have a great day! And thanks again for helping our cause!

Practise the conversation with a partner. Which words beginning with the letter h did you not circle?

READING

Refer to unit 5, page 89, for information on other silent letters.

FOR INTERACTION Watch “Girls of GAAP” online to see

Some people go to extreme measures when inspired. Find out how these activists are making an impact in innovative ways. How far would you go for a cause?

how a group of students organize an interesting fundraiser for a good cause.

Find a partner and decide who will read text A (“Dumpster Divers”) and who will read text B (“The Cage Man”). Then follow these steps: 1. With your partner, read the vocabulary section for both articles on the next page. Make sure you understand the meaning of all the words. 2. Then, on your own, read your text and ll in the missing information in the outline that is after your chosen text.

Reproduction prohibited © TC Media Books Inc.

Making a Difference

107

3. After you have both nished step 2, decide who will go rst. Then do the following: • Ask your partner the questions about his or her text. The questions can be found on page 109 (text A) or page 111 (text B). • Your partner must listen to each question and answer in a complete sentence with the verb in the correct verb tense. • Listen to your partner’s answer. Make sure that the information and verb tense are correct. If your partner makes a mistake, make him or her try again until he or she answers correctly. Note: Your partner does not have to answer in exactly the same words as the answer given, but the information and verb tense in his or her answer must be correct. • Switch roles.

Vocabulary Text A (“Dumpster Divers”) 1. a dumpster (n., 0) 2. a bin (n., 3)

a large garbage container

Text B (“The Cage Man”) 7. a shelter (n., 1)

a container for garbage

3. waste (n., 4)

something that you don’t eat or use

4. a grocer (n., 7)

a person that owns a store that sells food

5. to trade (v., 11)

to give something in exchange for another item

6. to raise awareness (exp., 22)

to bring something to people’s attention

a place that provides a temporary place to live

8. to raise awareness (exp., 4) 9. a pet owner (n., 10) 10. to spay (v., 18) 11. to neuter (v., 19)

to bring something to people’s attention

somebody who has a pet

to remove the ovaries of a female animal to castrate a male animal

12. to be put to sleep (v., 21)

to be euthanized, killed

Text A

Dumpster Divers

W 5

thrown away (v.) garbage

put in the

bruised (adj.) impact

damaged by

livestock (n.) on a farm

animals that live

10

15

108 UNIT 6 Inspiration

hen invited dinner guests compliment them on the meal, Grant Baldwin and his partner, Jenny Rustemeyer, can tell them that the food came from a nearby garbage bin. This couple from British Columbia is creating a new lm that demonstrates the incredible amount of food that people in North America waste. It is called . The lm will document the couple’s experience over the next six months in which they are going to eat only food that is in the garbage or going to be thrown away. This will include food that grocers are throwing away because the expiry date has passed. They will also buy and eat imperfect fruits and vegetables that have been rejected by supermarkets because of their inferior quality or appearance, such as bruised apples. As part of their project, they may also eat food from their garden or food items they get by trading their dumpster food with friends. They are doing this to bring attention to the unreasonable amount of food that people waste. In fact, one recent study by the National Resources Defence Council concluded that 40 percent of food in the United States is wasted. That adds up to 165 billion dollars’ worth of food per year. Canada is no different. In this country, too, about 40 percent of food is wasted—27 billion dollars’ worth. Examples of food that is wasted most often is food in damaged packages, fruit that is okay to eat but does not look perfect, sick livestock that

Reproduction prohibited © TC Media Books Inc.

20

can’t be slaughtered, and improperly frozen sh that ends up going bad. Grant says that most of the food they nd in the garbage has not even reached the expiry date or is just blemished or has a dented package. Otherwise, it is just as good as what you would buy at the grocery store. Ultimately, this dumpster-diving duo hopes their lm will raise awareness of the issue of food waste and encourage people to waste less.

slaughtered (v.)

killed for food

blemished (adj.) imperfect

marked,

dented (adj.)

damaged

348 words

Outline of Text A: Dumpster Divers 1. Names of dumpster divers: Grant Baldwin and his partner, 2. Name of their lm: 3. Objective of their lm: to show how much

people

4. Plan for the next six months: to eat food from the 5. Other things allowed: a. imperfect

and

b. food from their c. food items they get by

dumpster food

6. Amount of food wasted in the United States and Canada:

percent

7. Quality of food from garbage: as good as you buy at the 8. Hope for the future: people waste

food

Questions (and Answers) to Ask Your Partner about Text B: The Cage Man

Ask your partner the questions. Make sure your partner answers correctly in complete sentences. 1. Who is the story about? The story is about Michael Rosenberg. 2. What type of organization did he create? He created an organization that helps animals. 3. What is he going to do? He is going to live in an animal cage for a weekend (two days and two nights). 4. Why is he going to do that? He is going to do that to raise awareness of abandoned animals. 5. What does he hope will happen? He hopes families will adopt all of the animals at the shelter. 6. Can animals stay a long time at the shelter? No, animals cannot stay a long time at the shelter. They can stay a maximum of ve days. 7. How many animals at the shelter are put to sleep each year? About 56 percent of the animals are put to sleep each year. 8. What tax does Mr. Rosenberg want people to pay? He wants people to pay a small tax for an animal spaying and neutering program. 9. What does he hope will happen in the future? He hopes the number of euthanized animals will decrease.

Reproduction prohibited © TC Media Books Inc.

Making a Difference

109

Text B

The Cage Man

S

roommate (n.) person who shares a room, apartment or house advocacy group (n.) group that supports or defends a cause plight (n.) situation

bad or unfortunate

stray (adj.) home

lost or without a

5

10

15

20

oon the animals at Miami-Dade Animal Services shelter will have a temporary roommate: Michael Rosenberg. Mr. Rosenberg is the president and founder of the animal advocacy group Miami Pets’ Trust. He is going to spend a weekend (two days and nights) in an animal cage at the shelter in order to raise awareness of the plight of abandoned animals. His hope is that he will be the only animal left at the shelter by the end of the weekend and that all of the other animals there will be adopted by the following Monday morning. Animals are not allowed to stay at the centre for long. According to the county’s regulations, shelters can only hold stray dogs for a maximum of ve days and puppies for only 24 hours. They cannot accept animals brought in by their owners. Finally, shelters have to euthanize animals that are not adopted, reunited with their owners, or sent to a partner facility within the time period. A report by Animal Services indicated that in one given year 56 percent of animals at the centre were killed: 22 percent of puppies, 43 percent of dogs, 69 percent of kittens, and 90 percent of cats. Rosenberg’s Pets’ Trust advocacy group started the Pets’ Trust Initiative which will be voted on soon by Miami-Dade citizens. This initiative proposes that citizens pay a small tax added to their property taxes which will go towards creating a free or low-cost spaying and neutering program. Rosenberg points out that it costs the county less to spay and neuter an animal ($60) than it does to hold an animal in a shelter for the required ve days ($300). Members of Pets’ Trust believe that if citizens vote in favour of the Pets’ Trust Initiative, it will help to decrease the number of animals that are put to sleep each year in their community. Thus, Michael Rosenberg is off to the shelter cage for a weekend in the hopes of gaining some yes votes and some loving permanent homes for his new roommates. 331 words

Outline of Text B: The Cage Man 1. Name of cage man: 2. Type of organization he created: an organization that helps 3. Special thing he will do: live in an and

110

UNIT 6 Inspiration

c

a

for

b

days

nights

4. Objective: to raise awareness of

animals

5. Goal by end of weekend: people

all of the animals in the shelter Reproduction prohibited © TC Media Books Inc.

6. Maximum length of time an animal can stay in the shelter: not long (maximum

days)

7. Percentage of animals put to sleep each year: about

percent

8. His tax proposal: a small tax to pay for a

program

9. His hope for the future: the number of euthanized animals Questions (and Answers) to Ask Your Partner about Text A: Dumpster Divers

Ask your partner the questions. Make sure your partner answers correctly in complete sentences. 1. Who is the story about?

2. What are they creating?

3. Why are they doing that?

4. What are they going to do for the next six months?

5. What other things may they eat? a. They may eat imperfect fruits and vegetables. b. They may eat food from their garden. c. They may eat food they traded for dumpster food. 6. Each year, how much food is wasted in the United States?

7. Is the food they nd in the garbage okay to eat?

8. After seeing their lm, what do they hope people will do?

Discussion and Writing 1.

Do you support any causes? If so, how (volunteer work, fundraising, awareness campaigns, online activism)?

2.

Would you eat food out of the garbage or sleep in an animal cage for a weekend to support a cause? Why or why not?

3.

What are other innovative or extreme ways of supporting a cause?

Reproduction prohibited © TC Media Books Inc.

Some people walk, bike, or run across Canada for charity. However, Mark McIntyre hitchhiked across Canada in his underwear. His goal was to raise money for the Canadian Cancer Society after he was diagnosed with testicular cancer. They called him the “gitchhiker,” a combination of the words hitchhiker and gitch, a Canadian slang term for male underwear.

Making a Difference

111

In Words Word Families A word family is a group of words that have a common root to which different prexes and sufxes are added. For example, these words all belong to the same word family: inspire, inspiring, inspired, inspiration, inspirational, and uninspiring. Prexes go at the beginning of a word and change its meaning. For example, un-, in-, and im- add the meaning not. Sufxes go at the end of a word and change the part of speech. For example, -ing and -ed form adjectives and -ation and -ment form nouns. The sufxes -er and -or also form nouns and can add the meaning someone who. For example, a teacher is someone who teaches. Add the correct prex (un-, im-, or in-) to the following words to create the negative form.

Word

Negative Form

1. happy

unhappy

2. possible 3. correct 4. able 5. sensitive 6. polite 7. afraid

Grammar Link ADJECTIVES WITH -ING OR -ED The sufx -ing indicates a characteristic of the object being described. For example, an inspiring person is a person who inspires. The sufx -ed indicates a feeling that is caused by an outside source. For example, an inspired person is a person who feels inspired by something or somebody.

Give an example of each of the following things. Then complete each sentence with a word from the same word family as the word in bold. Something that can inspire a person: a role model, music, a quote The author Jean-Pierre Guillet is an inspiring

UNIT 6 Inspiration

to me. He is a very

person.

1. Something that is a challenge: Raising ten thousand dollars is going to be a very

task.

The organization committee is feeling very

by the task.

2. Something you can donate: Every year I give a Somebody who donates is called a

112

inspiration

to a different charity. .

Reproduction prohibited © TC Media Books Inc.

3. Something that motivates you: My older brother is a

person. He really wants to succeed.

My brother is a very

person for me. In fact, he is a source

of

for many.

4. A cause or organization that interests you: Our school is going to hold an Many sponsors are

fundraiser. in our event.

5. An annual event that excites you: I am very

about participating in the Marathon of Hope next month.

It is going to be a very

event.

6. Something that you hope to achieve someday: The Canadian astronaut Chris Hadeld is a great Perhaps his greatest

READING

.

was his ve-month stay in space in 2013.

FOR STRATEGY • IDENTIFYING SOURCES

How inspired to help the world is your generation? See what you think of the results of a study by Jean Twenge, a psychology professor and expert on Generation Y.

Discussion In what ways is your generation different from or similar to your parents’ and grandparents’ generations?

Vocabulary Draw a line from each word or expression to its opposite. 1. quite a bit (exp., 29)

a. introverted

2. meaningful (adj., 35)

b. underweight

3. a decline (n., 41)

c. small

4. powerful (adj., 46)

d. higher

5. huge (adj., 58)

e. meaningless

6. extroverted (adj., 64)

f.

7.

overweight (adj., 69)

8. lower (adj., 84)

Reproduction prohibited © TC Media Books Inc.

an increase

g. powerless h. not a lot

Making a Difference

113

Baby Boomers people born between 1946 and the early 1960s

Generation Y: It’s All About Me

Generation X people born between the early 1960s and early 1980s Generation Y people born between the years 1982 and 2000

By Cathie Coward

Millennials another name for Generation Y

The Hamilton Spectator

M 5

self-indulgent (adj.) you want

doing what

10

The word narcissism, or selflove, comes from the ancient story of a handsome Greek called Narcissus who fell in love with his own reection in a pool. Eventually, he was changed by the goddess Nemesis into a ower, the narcissus.

15

20

25

30

35

go out of your way (exp.) a special effort

114

UNIT 6 Inspiration

make

illennials aren’t as special as they think they are, according to a new study. Members of Generation Y are less concerned about helping the world, less politically engaged, and more focused on their own needs, says the study. Those born between the years 1982 and 2000 are characterized as being more focused on material goals like fame, fortune, and image rather than goals that help the broader community, like saving the environment. Concern for others decreased, as did political and civic engagement, compared to the generation before them—Generation X— and the Baby Boomers before them. (Though Millennials prefer to talk more about politics than Gen X, they just don’t act.) This is very much “Generation Me,” rather than “Generation We” concludes the study from the Journal of Personality and Social Psychology, co-authored by San Diego State University psychology professor Jean Twenge. The study found that three times as many Millennials (15 percent) than Boomers (5 percent) said they made no personal effort at all to help the environment. Only 9 percent of Millennials, compared to 15 percent of the Boomers, said they made quite a bit of effort. They also make far less effort to cut down on heat usage in the winter than Gen X or Boomers, notes the study. Members of Gen Y are also less given to introspection. They place low importance on life goals like “developing a meaningful philosophy of life” and “nding meaning and purpose in my life.”

40

45

50

55

60

65

70

As for the Gen Y stereotype of wanting to change the world and the opportunity for meaningful work, the data suggests the opposite. There is a small decline from previous generations rather than an increase, says Twenge. Self-indulgent or not, this new generation (aged 12 to 30) is potentially one of the most powerful ever, marketing experts recognize. It’s exing its muscles, lling closets with brands, and often advising parents on what cars to buy, vacations to take, and even what clothes they should wear. There has never been a shopping generation like Gen Y, according to Yarrow, a consumer psychologist and professor of psychology and marketing at Golden Gate University, and co-author of the book Gen Buy: How Tweens, Teens, and TwentySomethings Are Revolutionizing Retail. “They’re huge—a bigger demographic than Baby Boomers. They spend more money and they’re more enthusiastic shoppers,” Yarrow says. On the plus side, the Twenge study found that members of Gen Y are a more extroverted, less racist, less sexist, and overall less prejudiced generation—something the study attributes to increased individualism rather than an increased capability for empathy. The study also notes that prejudice against those who are overweight is rising. “Empathy and tolerance are not the same thing,” says Twenge. “With this generation, it tends toward ‘I won’t be prejudiced but I won’t go out of my way to help you either,’ ” she says.

Reproduction prohibited © TC Media Books Inc.

75

80

The study relies on self-reported data from two nationally representative surveys in the United States which have been conducted since 1975 and 1966 respectively. The subjects were high-school students in their last year and rst-year university students.

85

It’s hard to tell how these conclusions transfer to Canada, says Twenge. There are cultural similarities, but also lower narcissism levels. 522 words

Identifying Sources Scan the article to nd the answers to the following questions about sources and references used in the article. 1. What words from line 1 of the article tell the reader that the information is based on research?

2. Where was the study published? It was published in 3. Who conducted the study and what information are we given about this person’s profession?

4. Who is Yarrow?

5. Why did the author of the article include Yarrow’s opinions?

6. Who were the subjects in the study?

How To IDENTIFY SOURCES AND REFERENCES IN A TEXT When you read a text, it is important to recognize where the information comes from and to validate its credibility. • To identify where or whom information comes from, look out for the phrase according to and verbs such as say, conclude, and note. • To identify a person’s credentials, look for job titles or names of institutions or companies that come right before or after a person’s name. Ask yourself why this person is mentioned. • If the information is based on a study, check for information about who did the study and where it was published, where and when the study took place, and who the subjects of the study were. • The title of an article is usually put between quotation marks (“ ”) and the names of books, magazines, or journals are in italics.

Comprehension Read the article and answer the following questions. 1. What is the main idea of the text? a. Jean Twenge did some research on Gen Y. b. Young people today are big shoppers. c. Members of Gen Y are more self-centred than past generations. d. The different generations don’t understand one another. Reproduction prohibited © TC Media Books Inc.

Making a Difference

115

2. How does Gen Y compare to previous generations, according to the study? Put a check mark in the T or F column to indicate if each statement is true or false.

Members of Gen Y . . .

T

F

a. . . . are more focused on material things. b. . . . have a lot of concern for others. c. . . . talk more about politics. d. . . . make the most effort to help the environment. e. . . . make the least effort to decrease heat usage in the winter. f. . . . think it’s very important to nd meaning and purpose in life. g. . . . have more desire to change the world. h. . . . do not like to shop. i. . . . are referred to as Generation Me. 3. Marketing experts see members of Gen Y as powerful. Why? a. b. 4. What are some positive aspects of Gen Y, according to the study? Put a check mark next to the correct statements.

Members of Gen Y . . .

How To

a. . . . are more extroverted.

WRITE A BLOG POST

b. . . . are less prejudiced.

1. Use a friendly casual tone (in most cases).

c. . . . are less individualistic.

2. Include a catchy headline to grab readers’ attention.

d. . . . have more empathy for others.

3. Write short paragraphs.

e. . . . will go out of their way to help others.

4. Use sub-headings and lists where appropriate. 5. End with a call to action or invite readers to respond. 6. Include a picture or photo when possible. 7. Give links and references to sources.

116

UNIT 6 Inspiration

Discussion and Writing Do you think today’s young people are more narcissistic and self-centred than in the past? Write a blog post in which you express your opinions about the results of the study. Support your opinions with examples.

Reproduction prohibited © TC Media Books Inc.

The Buried Life

LISTENING

Listen to an interview from NBC’s “Today Show” with four young men who have inspired many people with their best-selling book What Do You Want to Do Before You Die? They also appeared in an MTV series called “The Buried Life”.

Vocabulary Make sure you understand the denitions of these words before you listen. 1. best-selling (adj.) 2. a bucket list (n.) 3. buried (adj.)

successful a list of things you want to do before you die

hidden underneath something else

4. to check off (v.)

to mark with a check mark or eliminate

Comprehension Read the questions. Then listen to the interview and answer them. 1. Circle all the correct answers. The guys called their book The Buried Life because: a. they felt buried by all life’s experiences. b. they wanted to nd their true selves. c. somebody suggested the name to them. 2. At the time of the interview, how many items on their list had they already accomplished and checked off ? a. 18

b. 50

c. 80

d. 98

3. What did they do with Barack Obama that was on their list? . 4. Circle the crazy things the Buried Life guys mention they did. a. were announcers on the show SportsCentre b. rode bulls

d. delivered a baby

c. streaked soccer stadiums

e. babysat somebody’s grandkids

5. When they started the Buried Life project, how were the members of the group feeling? Circle all of the emotions they mention. a. depressed

b. lonely

c. mad

d. inspired

6. When they wrote their book, what feeling did they want to recreate for other people?

7. What did they help the teacher in L.A. (Los Angeles) to do?

Reproduction prohibited © TC Media Books Inc.

Making a Difference

117

8. Every time the Buried Life guys check something off their bucket list: a. They add another objective to their list. b. They help somebody else out. c. They donate a book to their favourite charity. 9. Fill in the blanks from the conversation at the end of the interview. Interviewer: It’s about living purposefully and not being at the end of your life and saying, “Oh, I wish I had.” a

Buried Life: Yeah, I think it’s about being

too. You know, like we—you can

never know everything. Why not ask someone else about their c

they want to do before they die. See if you can

b

? See what

from them.

10. Circle the sentence that best describes the main idea of the conversation. a. Most people have a list of things they want to do before they die. b. The Buried Life guys are helping and inspiring others to achieve their greatest goals. c. The Buried Life guys have crossed off a lot of items on their bucket list. d. The Buried Life guys have done a lot of crazy things.

Discussion Are the Buried Life guys a good example of Gen Y, according to the description of that group in the Twenge study results on page 114? Justify your answer.

SPEAKING

Your Bucket List

What is on your bucket list? Think of your wildest dreams. Be condent that you will make them happen.

Write a list of the top ve things you want to do in your lifetime. Think of them as predictions, denite plans, or promises to yourself. Use the future (will or be going to). I am going to run a 100-metre race with Usain Bolt.

Get into a small group and explain the ve items on your bucket list to your partners. They will decide which one of your top ve items they are going to help you accomplish. Then they will tell you how they are going to help you to check this item off your list. We are going to call the Jamaica Athletic Administrative Association. They will call Usain Bolt.

118

UNIT 6 Inspiration

Reproduction prohibited © TC Media Books Inc.

Writing Files Writing Files Writing Files

Writing Files

Writing Files

INTRODUCTION TO THE ESSAY

Writing File

Essay Structure

An essay is a piece of writing on a particular subject. An essay expresses a point of view, attitude, or opinion about a subject. An essay is made up of three parts: 1. The introduction introduces the subject and stimulates the reader’s interest. It includes a thesis statement, a sentence which states the main idea of the essay. 2. Body paragraphs provide information which supports the main idea of the essay. Each body paragraph focuses on one main supporting idea. Each body paragraph has a topic sentence which states the main idea of that paragraph. 3. The conclusion briey summarizes the main points of the essay. It can also include a prediction or suggestion related to the thesis statement.

Refer to the Writing Files, page 142, for more information on different styles of introductions and conclusions. Refer to appendix 4, page 149, to see an outline of an essay.

Practice 1 Read the model essay below and do the following: 1. Label the parts of the essay: • Introduction

• Body paragraphs

• Conclusion

2. Circle the thesis statement. 3. Underline the topic sentence of each body paragraph.

Parts of the Essay

According to freedictionary.com, I am dis·a·bled. It denes disabled as being deprived of capability or effectiveness, especially to have impaired physical abilities. I suffer from dystonia, a neurological disorder that decreases the functioning of my right hand. Because I am naturally right-handed, this affects my life in signicant ways. However, despite the challenges, my disability has positive effects on my life. First of all, research suggests that I am receiving neurological benets from using my other hand to do things. That is because the right hand is connected to the left side of the brain and the left hand to the right side. When we use our non-dominant hand, we stimulate new or lesser-used areas of the brain and it also helps the brain to integrate the two hemispheres better. According to experts, this increased stimulation and improved integration of the brain’s hemispheres may help to increase a person’s creativity and even intelligence. Furthermore, being forced to use my left hand forces me to develop certain aspects of my personality. For example, I became a much more patient and determined person while learning to write with my left hand. Also, my dystonia makes me a more empathetic person. Because of my own experiences with the frustrations, disappointments, embarrassments, and challenges that come with my disorder, I am now more caring and more understanding of the hardships of others. To conclude, my dystonia has forced me to develop certain qualities and abilities. Although it comes with some challenges, my disorder helps to make me a better person.

Reproduction prohibited © TC Media Books Inc.

Making a Difference

119

The Thesis Statement The thesis statement is the sentence that states the main idea of an essay. It is often the rst or last sentence in the introduction. To be effective, the thesis statement must express a point of view, attitude, or opinion about a subject.

Thesis Statement Examples Subject

Thesis Statement Related to the Subject

Gen Y

There are two main reasons that members of Gen Y are self-centred.

Role models

A person does not have to be perfect to be a good role model.

Supporting a cause

Some people will go to extreme lengths to support a cause.

Thesis Statement Problems When writing your thesis statement, try to avoid these problems. Make sure your thesis statement is not: 1. an incomplete sentence.  Many volunteer opportunities abroad 2. too general, or it will be too difcult to focus on one main idea in the essay.  Many people like to volunteer. 3. too specic, or you will not have enough ideas to support it.  One reason people throw away food is because it is in a damaged package. 4. a personal expression such as: “I am going to write about . . . ” or “I think . . . ”.  I will talk about my role model. 5. a question.  Are celebrities good role models?

Practice 2 Analyze the following thesis statements. If a thesis statement is effective, write okay on the line beside it. If the thesis statement is not effective, explain what the problem is. 1. Qualities of a good role model. 2. I am going to talk about the importance role models. 3. Fifty-three per cent of 16- to 22-year-olds said they would rather give up their sense of smell than give up their technology. 4. Do athletes make good role models? 5. Lance Armstrong is a good role model despite his mistakes. 6. Many people do volunteer work.

120 UNIT 6 Inspiration

Reproduction prohibited © TC Media Books Inc.

Revise It! Revise the thesis statements in Practice 2 that were not effective.

Sentence

Revised Thesis Statement

Thesis Statements versus Topic Sentences A thesis statement states the main idea of an entire essay. An essay has only one thesis statement. A topic sentence states the main idea of a single paragraph within an essay. Each paragraph in the body of an essay should have a topic sentence.

Write It! Choose a thesis statement from this Writing File and write down two or three topic sentences to support it. Use the example below as a model. Thesis statement

There are two main reasons that members of Gen Y are self-centred.

Topic sentence 1

Their parents spoiled them when they were young.

Topic sentence 2

Reality television shows create a desire in young people to be stars.

Topic sentence 3 (optional):

Social media and cellphones with cameras allow young people to be the stars of their own worlds.

Thesis statement Topic sentence 1 Topic sentence 2 Topic sentence 3 (optional):

Reproduction prohibited © TC Media Books Inc.

Making a Difference

121

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection Simple future Adjectives ending with -ing and -ed

1 2 3

INSPIRATION: Who or what inspires you? How or why does this person or thing inspire you? What effect does this person or thing have on your life?

4

FUNDRAISER: Choose a charity that you are passionate about. Why is it a good charity? Who does it help and what is its mission? Plan a future fundraising event for this charity. Give details about the event itself, where and when it will be, and how you are going to advertise your fundraiser.

5

BUCKET LIST: Why is it important to have goals in life? What is your motto or philosophy that helps you to achieve your goals? What are some of your goals or dreams for the future? What are you going to do to ensure that you achieve those goals?

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

Vocabulary and In Words from the unit Interpreting a message Identifying sources and references in a text Emphasizing your point Writing a blog entry Writing an essay Refer to the Writing Files, page 119, for information on essays. Refer to appendix 3, page 148, for information on oral presentations.

ROLE MODEL: Are you an inspiration or role model for somebody? For whom are you a role model, and how? MAKING A DIFFERENCE: How can an ordinary person make a difference in the world? Give an example of an ordinary person who made a difference in the world (or in somebody’s life) in the past. Give an example of a person who is going to make a difference in the world in the future. How is that person going to make a difference?

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words that you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

EXPRESSIONS

huge (113)

challenge (112)

to achieve (113)

by myself (103)

meaningful (113)

drive (105)

quite a bit (113)

powerful (113)

to check off (117)

unknown (105)

to donate (112)

to raise awareness (108)

OTHER:

Vocabulary from the unit and other theme-related vocabulary can be practised online.

122

UNIT 6 Inspiration

Reproduction prohibited © TC Media Books Inc.

Urban Planning Urban Planning Urban Planning

Urban Planning URBAN PLANNING

UNIT

Building CommunityUrban

n Planning

7

Planning Urba

Urban Planning Urban

How can we make our neighbourhoods better?

How could urban planning improve your neighbourhood and your health? How can fixing broken windows help eliminate crime? What makes a place feel like home? In this unit, you will learn about the challenges and benefits of being part of a community.

HOME SWEET HOME

Neighbourhood Report Card

WARM-UP According to recent surveys, Melbourne (Australia), Vienna (Austria), and Copenhagen (Denmark) were the top cities to live in based on many factors. Toronto, Vancouver, and Calgary were among the top ten Canadian cities.

Different criteria are used to rate the quality of life in places around the world. How well does your neighbourhood score?

Rate your neighbourhood from 1 to 5 on each of the criteria in the chart. Give a reason for each score. Add up the nal score and compare your results with a partner’s. Use the discussion questions below to guide you. 1 = poor

2 = below average

Criteria

3 = acceptable

Score

4 = very good

5 = excellent

Reason

1. Access to services

2. Culture (museums, events)

3. Eco-friendly practices

Grammar Link

4. Green space

MODALS: COULD, SHOULD AND WOULD

5. Public transportation

Use could to express a possible option. There could be better transportation.

6. Recreation facilities

Use should to talk about suggestions, advice, and recommendations. The city should build more bike paths. Use would like to express wishes. I would like to have more green space. Modals come before the base form of the verb. (should to put)

7. Safety

8. Schools

9. Sense of community

10. Other:

Modals do not take a nal -s in the third-person singular. (woulds like, would likes) Different modals are used to express politeness, make suggestions, and talk about ability and obligations. Refer to REAL Grammar Book 1, unit 11.

124

UNIT 7 Urban Planning

Total score:

out of a possible 50

Discussion 1.

What three things do you like best about your neighbourhood?

2.

What two changes would improve your neighbourhood? Explain your answer, using modals.

3.

Which neighbourhood has a better quality of life, yours or your partner’s?

Reproduction prohibited © TC Media Books Inc.

READING

FOR INTERACTION Read “TOHU”online to learn how

What can we learn from Dutch neighbourhoods? How could careful urban planning make a neighbourhood better?

one city revitalized one of its poorest and dirtiest neighbourhoods.

Vocabulary Match each word with its denition before you read. The line number is in parentheses. 1. population density (n., 3)

a. not very wide

2.

a suburb (n., 5)

b. the number of people living in an area

3.

a path (n., 17)

c. a district outside of a city

4.

narrow (adj., 22)

d. a place to walk that is not wide

5.

a short cut (exp., 25)

e. congested, full of people

6.

crowded (adj., 33)

f.

a shorter route than the usual one

Dutch Neighbourhoods A European Model for Sustainable Communities By Julian H. Scaff

Sustainable living is a lifestyle based on saving energy and being responsible when it comes to the environment. Living this way reduces our carbon footprint, which means less pollution and waste. It includes using bikes instead of cars, reducing energy use, and eating more local food.

T

5

10

15

20

wo years ago I moved to the Netherlands, and was surprised in many ways to nd myself in what might be called an urban model for sustainable living. The Netherlands has the second highest population density in the world, and the majority of the Dutch live around the urban centres of Amsterdam, Rotterdam, and The Hague. I previously lived in a suburb of Los Angeles, an urban area with about the same number of people and the same land area as the Netherlands, yet it had a very different urban landscape. In the Netherlands, I live in a largely working-class and immigrant neighbourhood in the medium-sized city of Nijmegen, situated in the eastern part of the country. The design of Dutch cities like this one is based on the concept of neighbourhoods, each with its own centre of social and economic activity. The neighbourhoods all lead into the “city centre,” a centralized area of even larger social and economic activity. My neighbourhood is a very typical one. In the middle is a small shopping centre, bus stops, and schools, and every house is at most a 15-minute walk away. This means that everyone can easily get to the grocery store, bank, post ofce, and local schools without having to drive a car, since the larger city centre and train station are easily accessible by bus. Within my relatively small neighbourhood are ve parks, four of which are equipped with children’s playground equipment, as well as a few acres of woods with walking paths and a kinderboerderij, a farm for children to learn about animals. The kinderboerderij is something of an institution in Dutch cities and is designed to maintain a connection to agricultural and rural life for urban children.

Reproduction prohibited © TC Media Books Inc.

landscape (n.) area of land with a particular appearance

acres (n.) units used to measure land area (about 4 047 square metres)

Building Community

125

25

30

row houses (n.) houses that are part of a line of houses attached to each other 35

wetlands (n.) land with a high water content, such as a marsh or swamp 40

Another important design element in Dutch neighbourhoods is pathways where cars are off-limits. The streets are narrow by North American standards, but every street has sidewalks for pedestrians, and most streets have bicycle lanes as well. In addition, there are many pedestrian and bicycle paths that go between or behind houses, across parks, and behind the shopping centre, offering short cuts that are inaccessible by car. All of these design elements add up to neighbourhoods that are designed more for walking, cycling, and public transit than for automobiles. The result is that people walk and cycle much of the time, neighbours get to know each other, and the streets are far less congested. Indeed, there is a far greater sense of community than in any other place I have lived. I am constantly amazed by the fact that the population density is so high in the Netherlands. Most people live in three-storey row houses or multi-storey apartments, yet the neighbourhoods are surprisingly quiet and peaceful. More important, they don’t feel crowded. The Netherlands has far less congestion and far more green space than, say, the greater Los Angeles area. Even around the larger urban centres of Amsterdam and Rotterdam there is a signicant amount of land area set aside for parks, dairy farms, tulip elds, woods, and wetlands. The Dutch are extremely concerned with the function of landscape, both urban and rural, and their approach to urban planning is very pragmatic. They believe that depending on an automobile takes away their personal freedom, so they design their neighbourhoods to be more functional, liveable, and sustainable. 554 words

Comprehension 1. What is the main idea of the article? a. Many cities in the Netherlands have a very high population density. b. The design of Dutch neighbourhoods leads to a better quality of life. c. There is a far greater sense of community in the Netherlands. 2. How does the author compare his Dutch neighbourhood with the suburb of Los Angeles where he lived before?

3. What is the structural design of a Dutch neighbourhood? a. The neighbourhoods are built very close together. b. The neighbourhoods are built very far apart. c. The houses are built around a centre of social and economic activity. 4. According to the text, which of the following is true of a Dutch neighbourhood? Circle all the correct answers. a. More people walk or ride their bikes.

c. There is less trafc on the roads.

b. It is easier to meet one’s neighbours.

d. It is much less expensive.

5. What amazes the author about the high population density of the Netherlands? Circle all the correct answers.

126

UNIT 7 Urban Planning

a. There is very little noise.

c. There is more green space.

b. The cost of living is very affordable.

d. There is not much trafc.

Reproduction prohibited © TC Media Books Inc.

Focus on Language: Modals and Have to

Grammar Link

1. Explain how you get to each of these places from your home, using modals or have to.

Place a. bank

HAVE TO, DON’T HAVE TO MODALS: MUST, CAN, CAN’T

Mode of Transportation I don’t have to take the car. I can use my bike.

Use have to or must to talk about obligations. I have to take the car to get to the bank. It is too far to walk.

b. corner store c. gym

Use don’t have to when there is an option, or no obligation. I don’t have to take the bus to school. I can walk.

d. library e. school

Use can or can’t to express ability. I can take the subway to get downtown. I can’t take the train because I don’t have enough money.

f. work

Discussion 1.

Compare your neighbourhood with a Dutch neighbourhood. What is similar? What is different?

2.

Do you think Canadian cities should adopt this type of urban planning? Why or why not?

Refer to REAL Grammar Book 1, unit 11.

In Words The Verb Get Learn these expressions with the verb get. They can be useful when you discuss life in a neighbourhood. 1.

to get along (with)

to be friendly with

5. to get to know (someone)

2.

to get into trouble

to be in a bad situation

6. to get ready

3.

to get on/off (a bus / train)

4.

to get to (a place)

to enter / exit

to go to a destination

7.

to get together

to become acquainted

to prepare for something to meet in order to spend time together

8. to get used to (a situation)

to accept a situation

Complete each sentence with an expression from the list above. 1. Dinah should

the neighbourhood before she rents that apartment.

2. Those neighbours can’t

. They are always ghting.

3. I usually

with my neighbours for dinner once a month.

4. Do I have to take Main Street to 5. I can’t

the bus until some of the passengers

6. You will 7.

the bank?

Tina should

8. People should

.

if you litter. now. Her friend is picking her up in ten minutes. taking public transportation.

Work with a partner and each choose four expressions with the word get. Write a sentence with each expression. Read your sentences to your partner.

Reproduction prohibited © TC Media Books Inc.

Building Community

127

SPEAKING

Going Downtown

Do you know how to get around town? Help your partner locate different places on a map and then nd out where you are.

Grammar Link PREPOSITIONS OF PLACE AND DIRECTION Use prepositions to indicate the location or position of things. Use at to indicate a place. She is studying at college. Use to when there is movement towards a place. He is going to the bakery.

Work with a partner. Decide who is Student A and who is Student B.

Use in for someone or something that is inside a place. Charles is in the gym.

Complete the sentences for your part of the chart below. Refer to the numbers on the

Refer to REAL Grammar Book 1, unit 7.

Part 1 map to help you. Make sure to include a preposition from the box and a location if needed. above

at

beside

in front of

to

across from

behind

in

on

under

Student A 1. Jeannie works

Student B

at the bookstore

2. Devon is

.

3. Fanny is riding 4. The cat is

.

7. Roger is going

to the bakery

.

8. The daycare is the bike path.

the coffee shop.

9. The college is

the gym.

the bridge.

10. The ag is

.

the bus.

11. The bus is

of the library.

5. The truck is 6. Justin is going

.

12. Joseph works

.

Part 2 Refer to REAL Grammar Book 1, appendix 3 on question formation.

128 UNIT 7 Urban Planning

Write complete questions in the chart on the next page to help you locate the numbered people and things in your part of the chart. Ask your partner the questions. They will write their answers to complete their chart on this page. Check your partner’s use of question formation and prepositions. Then switch roles. Reproduction prohibited © TC Media Books Inc.

Student A

Student B

How To

1. Where does Jeannie work?

7. Where is Roger going?

2.

8.

GIVE DIRECTIONS

3.

9.

4.

10.

5.

11.

6.

12.

Use at, on, until, along, in front of, and across from for directions. Turn left at the stop sign. Turn right on Wood Avenue. Go straight until you reach the bakery. Continue along Main Street. It’s at the corner of River Street and Main Street. The bakery is in front of the bridge. The coffee shop is across from the college.

Part 3

Place an X to represent yourself somewhere on the map. Don’t let your partner see where you place the X. Decide on a common starting point—for example, the hotel. Tell your partner how to get to your location from your starting point, using the expressions in the How To box.

Fitness-Friendly Cities

LISTENING

Is there a connection between exercising and where you live? Listen to CBC’s All in a Weekend and nd out how your neighbourhood can affect your health.

Vocabulary Make sure you understand the following words and expressions before you listen. 1. likely (adv.)

very possible

2. driving force (exp.) 3. sedentary (adj.)

something that has the power to make things happen

not active

4. a walkable neighbourhood (exp.) 5. sprawling (adj.) 6. to outgrow (v.) 7. transit (n.)

a neighbourhood with amenities within walking distance

covering a large area become too old for an activity

transportation such as buses

8. a strip mall (n.)

a row of stores

Comprehension Read the questions. Then listen to the interview and answer them. 1. Listen to the introduction and ll in the missing words. Think about where you live. Are there you from

c

a

nearby? Where’s the closest

? How often do you need to take the

d

? How far are

to get where you want to go? These

may seem like questions of convenience, but the answers can have a big impact on your Reproduction prohibited © TC Media Books Inc.

b

e

.

Building Community

129

2. What did Dr. James Sallis discover about our environment?

3. What is the main reason he wanted to look into the link between where people live and how active they are? a. Inactivity is a serious health concern. b. Eighty per cent of obese people have chronic diseases. c. Motivating people is enough to make them more active. d. All of the above statements are true. 4. James Sallis says “the place matters.” Fill in the blanks with the places he mentions. Places that are good for activity: Places that are bad for activity: 5. Circle T or F to indicate if each statement about Sallis’s childhood is true or false. If it is false, write the correct statement on the line provided. a. There were lots of sidewalks, parks, woods, and yards.

T

F

b. He played a lot of sports every day.

T

F

c. People who saw him walking always offered him a ride.

T

F

6. Is it possible to be active even if our environment discourages it?

7. What are two main differences between living in a neighbourhood that is walkable and one that isn’t? Complete the sentences. a. People who live in walkable neighbourhoods don’t have to b. They don’t have to

ahead.

goals.

8. What examples does James Sallis give to show how a city can change a neighbourhood that was designed for cars? Circle all the correct answers. a. It can make itself more bike and pedestrian friendly. b. It can take down old strip malls. c. It can create a car tax.

Discussion and Writing

130 UNIT 7 Urban Planning

1.

What should your municipality do to make your area more tness-friendly? Explain your answer.

2.

Do you think cities should have a car-free zone? Why or why not?

3.

In small groups, give advice to encourage people in your neighbourhood to be more active. Use modals.

Reproduction prohibited © TC Media Books Inc.

READING

FOR STRATEGY • HIGHLIGHTING ESSENTIAL INFORMATION

According to a new study, people are more likely to break the law when they see that other people are already breaking it. How does this affect a neighbourhood?

Vocabulary Find words in the text that have the following meanings. The line number is in parentheses. Meaning

Word

1. garbage on the ground (n., 3) 2. illegal activity (n., 6) 3. to take what does not belong to you (v., 8) 4. to walk on someone’s property uninvited (v., 8) 5. minor illegal activity (n., 11) 6. growth, increase (n., 13) 7. to act in a certain manner (v., 27) 8. wanting to do something (adj., 42)

Read the text and highlight the essential information. You will use this information to write a short paragraph about the article.

Broken Windows Theory Boosted by New Study © CanWest MediaWorks Publications Inc

I 5

10

f you saw $10 in an envelope sticking out of a mailbox, would you steal the money, or pop the envelope in the mail? If there is grafti all over the mailbox or a lot of litter on the ground, you’d be twice as likely to take the cash, according to a provocative study that examines the shady side of human behaviour. It also supports the controversial “broken windows” theory behind the crime and anti-grafti prevention programs found from Vancouver to Rome. The study, published by the journal Science, found that people are much more inclined to litter, steal, and trespass when it seems that other people are breaking the rules. “Just the presence of grafti more than doubled the number of people littering and stealing,” it says. The experiments were done in the Netherlands, but the researchers say the behaviour is probably universal and indicates that petty crime and disorder should be quickly eliminated. “There is a clear message for policy-makers and police ofcers: Early diagnosis and intervention are extremely important when ghting the spread of disorder,” say social psychologist Kees Keizer and his colleagues at the University of Groningen.

Reproduction prohibited © TC Media Books Inc.

How To HIGHLIGHT ESSENTIAL INFORMATION When you read, it is helpful to highlight the main points. Highlighting helps you to focus on the main idea and important details of a text. 1. Make sure to read the text at least once before you highlight any words. 2. Read the text a second time, and highlight the main idea. The main idea is the main point the author wants to make. It is the most important and valuable information in a text. 3. Highlight any important details that support the main idea. They help to explain, demonstrate, or prove the main idea. 4. You do not need to highlight every word in a sentence. 5. Finally, read over the highlighted text to make sure it includes the essential information. shady (adj.)

dishonest

policy-makers (n.) people who make rules or laws, especially in government Building Community

131

15

stresses (v.)

emphasizes 20

25

scattered (adj.) everywhere

spread

yers (n.) leaets or pamphlets for advertising chained (adj.) chain

30

attached with a 35

pocketed (v.) one’s pocket

kept, put into 40

social deviants (n.) commit illegal acts

people who

45

Patrick Condon, who studies sustainable urban design at the University of British Columbia, says the study provides valuable scientic proof about the benets of maintaining an atmosphere of social order. But he cautions that wiping out grafti and litter is no easy solution and stresses that factors like poverty and homelessness also need to be addressed. For example, if someone is desperately poor, Condon says they’d be tempted to steal the money from a mailbox whether it was covered with grafti or not. Keizer and his colleagues decided to test the broken windows theory, which originated in New York in the 1990s. It is based on the idea that broken windows, litter, and grafti result in even more disorder. Former New York City mayor Rudy Giuliani promoted this theory, along with a zero-tolerance policy for petty crime. Many American and Canadian cities now spend hundreds of thousands of dollars a year removing grafti because of the theory. Keizer’s team conducted six experiments to see if signs of vandalism, litter, and smaller acts of law-breaking could change the way people behave. They found that leaving shopping carts scattered around a parking lot was enough to make 58 per cent of people throw yers left under the windshield wipers of their car on the ground. Another experiment showed that grafti on the wall in front of a place to park bikes had a similar effect on people who returned to nd yers attached to their handlebars. Furthermore, when bikes were illegally chained to fences, the number of people violating pedestrian detour signs more than tripled. But it was the money-in-the-mailbox experiment that was the most dramatic, and most surprised the researchers. “It was quite shocking,” says Keizer, whose team secretly watched people walk by a mailbox with a letter sticking out with a ve-euro note visible through a transparent window on the envelope. They found a quarter of the people walking past pocketed the money when there was litter on the ground or grafti all over the mailbox. Only 13 per cent took the money when there was no litter or grafti. Keizer says the ndings are not all bad, and do not mean there are huge numbers of social deviants just waiting for a chance to break the rules. Rather, they show that “many people are willing to make sacrices to behave appropriately,” he says. They will take a useless yer home to throw it away, walk an extra 200 metres just to obey the law, or resist stealing money. They need, however, to see that others are also willing to make sacrices or at least don’t see them breaking the law. 640 words

Comprehension 1. What effect did the presence of grafti have on littering and stealing, according to the study?

2. Which statement is true about people’s behaviour, according to the researchers? a. This behaviour is unique to the people of Netherlands. b. People probably behave similarly everywhere in the world. c. It is not possible to generalize the behaviour discovered in the study. 3. What does the study suggest that law-makers have to do? a. They must eliminate petty crime right away. b. They must deal very harshly with people who break the law. c. They must accept that poverty and homelessness cause stealing. 4. Where and when did the broken windows theory originate?

132

UNIT 7 Urban Planning

Reproduction prohibited © TC Media Books Inc.

5. Write the cause or effect of the actions examined in the study in the following chart.

Cause

Effect

a. Grafti all over the mailbox or lots of litter on the ground b. Leaving shopping carts scattered around a parking lot

c.

People threw yers left on the handlebars of their bikes on the ground.

d.

The number of people violating pedestrian detour signs more than tripled.

Writing Write a short paragraph to summarize the article. Refer to the parts of the text you highlighted and try to answer the following questions as you write your paragraph. 1. What is the main point the author is trying to make? 2. Who conducted the study? Where was it done? 3. What experiments did the researchers conduct? 4. What were some of the results that support the theory? TIPS • Do not give your opinions. • Use your own words.

• Do not copy sentences from the text. • Connect your sentences with transition words.

Pronunciation Can versus Can’t To distinguish between can and can’t, listen for the length of the vowel sound. When can is used with a main verb, it is not stressed and sounds shorter and quicker. The stress is placed on the subject and the main verb. You can park your car here. (pronounced /kin /) When can’t is used in a sentence, it is stressed and sounds longer, louder, or higher. You can’t park your bike there. (pronounced /kant /) Listen to each sentence and circle which word you hear: can or can’t. Repeat each sentence after the speaker. 1. can

can’t

3. can

can’t

5. can

can’t

7. can

can’t

2. can

can’t

4. can

can’t

6. can

can’t

8. can

can’t

Practise using can and can’t with a partner by talking about what changes you can or can’t make in your neighbourhood.

Reproduction prohibited © TC Media Books Inc.

Building Community

133

LISTENING Can you solve the riddle of the Sphinx? What has four legs in the morning, two legs in the afternoon, and three legs in the evening?

Solve the Riddle

Can you guess the answer to these riddles?

Listen to the clues and write down the modals that you hear. Solve the riddles and write the answers below. Modals Riddle 1 1. You

do this during your free time.

2. You

feel better after you do this.

3. You

want to do this alone or with a friend.

4. Everyone

try to do this.

5. You

do this for money.

6. You

do this for free.

Do you know what it is?

.

This Listening activity is available online.

Modals Riddle 2 1. You

do this safely.

Grammar Link

2. You

do this in specially designated areas.

NEGATIVE MODALS

3. People

Add not after the modal to make it negative. You should not smoke. (advice) We must not be late. (obligation)

4. You

do this for exercise.

5. You

do this to get to work.

6. You

forget to wear a helmet.

When have to is in the negative form, it is not an obligation, but an option. You have to hurry! (obligation) You don’t have to wait for me, if you don’t want to. (option) Refer to REAL Grammar Book 1, unit 11.

wear special clothing for this.

Do you know what it is?

.

Create your own riddle for your classmates to solve. 1. In pairs, choose an action verb related to this unit. 2. Write a riddle with at least six clues. 3. Make sure the clues begin with general descriptions that become more specic (so that no one can easily guess the answer after the rst or second clue). 4. Use a different modal for each clue. Include one negative form. 5. Read your riddle to another team. Then try to solve their riddle.

134

UNIT 7 Urban Planning

Reproduction prohibited © TC Media Books Inc.

City Council Meeting

SPEAKING AND WRITING

How can you solve problems in your neighbourhood? Submit your problem to the city council for some solutions. Part 1

Form small teams. Think about a problem related to neighbourhoods (real or

bicycle safety

invented). Write a short description to explain the problem. Use the ideas in the margin box to help you.

dangerous drivers garbage in the streets grafti and vandalism

Part 2

noise from a construction site

Exchange the written description of your problem with another team. Each team will

noisy neighbours

now take on the role of the city council.

pets and stray animals

1. Read the problem and try to nd some solutions.

petty crime

2. Write suggestions using ve different modals, including a negative. Underline the negative modal.

pollution from cars

3. Give your solutions to the other team.

trafc

street gangs other:

4. Read and discuss the solutions you receive and decide which one is the best.

WATCHING

Spaces in Between Watch Singapore Vertical Gardens

Most people associate alleys with clutter, junk, and old furniture. In this video, alley residents show how they make a home out of an unlikely place.

online for another solution to the challenges of urban living.

Vocabulary Make sure you understand the denitions of the following words before you watch. 1. an alley (n.)

a lane or small path behind a house

2. a dump (n.)

a place intended for garbage

3. a string section (n.) 4. a wind section (n.) 5. a ne (n.)

string instruments such as the violin and cello wind instruments, such as the ute, clarinet, and saxophone

money you have to pay as a penalty

Yarn bombing, also known as guerilla knitting, is a new trend. It is similar to grafti except that the artists leave their mark with knitted items rather than spray paint. You can call it having a commu-knitty spirit! See the picture on page 123 of a tree that was yarn-bombed.

Comprehension Read the questions. Then watch the video and answer them. 1. Complete the sentence with the missing words you hear. Alleys are meant for

a

and getting rid of

b

, and there’s so much more potential in

them to do more than that. In Montréal, residents really seem to use that d

c

, and it becomes sort of a

where you see people living their lives.

Reproduction prohibited © TC Media Books Inc.

Building Community

135

2. Melanie Lambrick says the front of a house is what people want to show the world. How does she describe the back of a house? Circle all the correct answers. a. It’s the action side. b. It’s where you meet your neighbours. c. There’s no pressure to meet anyone. 3. Frederic Serre helped clean the alley because the city did not do anything with it. How does he describe the alley before and after the clean-up?

Before

After

4. How does Melanie describe living in an alley? a. She was not really excited about moving there. b. She says it is so much more alive and green. c. She hears cars and lawn mowers and kids playing. d. There is a problem with too many cats. 5. What events take place in the alley? Circle all the answers you hear. a. The alley hosts two parties a year.

d. An orchestra was practising.

b. Fifty people came to the party.

e. You could hear Arcade Fire practising.

c. Kids were getting their faces painted.

f. There was a rave-like party.

6. What happened after someone complained to a city inspector? a. Somebody cutting wood was arrested. b. The inspector gave everyone in the alley a ne of $200. c. The inspector showed up the next day at an alley party. 7. How do some people react when Melanie tells them she lives in an alley? How does she respond?

8. What does she say about spaces that are both public and private? a. You are too close to people’s everyday lives. b. You have to trust people to give you your space. c. Neighbours don’t give you enough space. d. It’s a negative thing to open up your home to just anyone.

Discussion

136

UNIT 7 Urban Planning

1.

How well do you know your neighbours? Describe how you built relationships or what you could do to get to know your neighbours better.

2.

In small groups, plan a block party. How would you organize it?

Reproduction prohibited © TC Media Books Inc.

READING

FOR CHALLENGE

What happens when one man ends up locked up in the house of his neighbour’s boss? Read about a birthday party gone wrong and how the problem is resolved.

Vocabulary: Part 1 Read each word in context in the text. The line number is in parentheses. Then circle the correct denition.

Canadian writer Stuart McLean, the author of “The Birthday Cake,” is also a radio broadcaster and humorist. He hosts “The Vinyl Café”, a weekly program on CBC Radio. Some people call him a story-telling comic.

1. to deny (v., 2)

a. to agree with

b. to say something is not true

2. fondness (n., 3)

a. jealousy

b. affection

3. to forgive (v., 10)

a. to pardon, excuse

b. to give away

4. to chill (v., 46)

a. to become colder

b. to make spicy

5. an elevator (n., 59)

a. a set of moving stairs

b. a machine that transports people to another oor in a building

6. trapped (adj., 86)

a. feeling unwell

b. unable to escape

The Birthday Cake

15

(Excerpts) By Stuart McLean 20

25

Part 1

30

N 5

10

o one would ever say Bert Turlington loves Dave. But Bert wouldn’t deny that he feels a certain fondness, he might even say affection, for his neighbour. It is not love—more the accumulation of feelings that bind people together when they live side by side for many years, the small kindnesses and courtesies of their “arranged marriage.” So you could forgive Bert his neighbourly heart when he blurted out his invitation to Dave that night in the park.

Reproduction prohibited © TC Media Books Inc.

35

40

You might. But Bert’s wife, Mary, didn’t. “You what!?” said Mary. Bert had invited Dave and Morley, Dave’s wife, to drive with them to Montréal for Harold Buskirk’s sixty-fth birthday. “And to stay with us?” added Mary. “In Rene’s house?” Harold Burskirk, who used to live up by the park, was turning sixty-ve. Pretty much the whole neighbourhood was going to Montréal for the party. People had been working on sketches and speeches and songs. Mary had been working on the cake. And not just any cake. For Harold, she was creating a masterpiece. Bert and Mary were driving to Montréal. They were staying at Rene Gallivan’s house. Rene Gallivan is Mary’s boss. Rene was in Florida, or Palm Springs. One of those places. They were two and a half hours behind schedule when they pulled up in front of Rene Gallivan’s limestone mansion on Upper Walnut Crescent, a little-known cul-de-sac near the top of Westmount Mountain. “Remember everyone,” said Mary. “We must leave everything exactly the way we found it.” She was staring at Dave.

limestone (n.) type of rock that contains calcium bind (v.)

connect

blurted out (v.) thinking

said without

Building Community

137

45

jerky (adj.)

rough

wobble (n.) shaky movement from side to side

50

55

60

65

stopped dead (idiom) suddenly

stopped

wandering (v.) walking without clear direction or purpose

70

Soon enough the cake was decorated and in the fridge, and everyone was ready to go. The cake, however, was not. The cake had to chill for at least an hour, or better, two. “As long as possible,” said Mary. But Mary was already supposed to be at the party. Dave said, “You guys should go. I’ll stay here. I’ll bring the cake when it’s ready.” Someone had to. Once they were gone, Dave set off to see if he could nd something to eat. The house had everything. Everything, that is, except a morsel of food. It was while he was looking for anything even remotely edible that Dave found the most amazing feature of the mansion: a wood-panelled elevator. It was the kind you might see in an old British hotel, about the size of a phone booth. He wanted to take a ride, but he didn’t have time to waste. They were waiting for him at the hall. He went downstairs and fetched the cake from the cooler. He wasn’t going to mess this up. Okay. He had everything. Wait a minute. No he didn’t. The address for the party was upstairs in his bedroom. He started up the stairs. Then he stopped dead. He shouldn’t leave the cake unattended. The house was so vast; there might be dogs or cats or any number of things wandering around that could get into it. He fetched the cake

75

80

85

90

95

100

105

and started up again. Four oors. Wait a minute – the elevator. He should take the elevator. The elevator would be safer. The elevator was moving in small, jerky increments. The shaft seemed to be too loose for the car. There was a lot of wobble. And then there was no wobble at all. There was nothing. Absolutely nothing. “Hello,” he called. “Hello,” he called again. “Anybody? I am trapped in the elevator.” There was no reply. “Shouldn’t he be here by now?” said Mary to Bert. The guests were beginning to arrive. “He’ll be here,” said Bert, with more hope than conviction. “He is probably sitting in a taxi right now, with the cake in his lap.” Bert was half right. Dave was not in a taxi. But he did have the cake in his lap. He was so hungry he could barely think straight. Desperate times required desperate measures. He slid the cake so it was half off the tray and held it very carefully over his head. Then he reached up from the bottom and stuck his hand right into it. He pulled out a stful of the cake. Mary would never know. 670 words

Comprehension: Part 1 1. Does Bert love his neighbour Dave? Support your answer using your own words.

2. Dave was invited to a birthday party. Where was he going to stay? a. at Bert and Mary’s house in Montréal b. at a hotel in Palm Springs c. at a hotel in Montréal d. at Mary’s boss’s house 3. What happened at Rene Gallivan’s house? Circle T or F to indicate if the statement is true or false. If it is false, write the correct statement on the line provided. a. Mary doesn’t seem to trust Dave.

138 UNIT 7 Urban Planning

T

F

Reproduction prohibited © TC Media Books Inc.

b. Dave and Mary decided not to go to the party but to wait for the cake to chill.

T

F

c. The house had everything including a lot of food.

T

F

4. Why did Dave decide to go into the elevator with the cake? a. He wanted to eat it in the bedroom. b. The kitchen was four oors up and he had a bad knee. c. He thought the elevator would be safer than the stairs. d. All of the above are true. 5. What happened after the elevator started moving?

6. Predict what you think Dave will do next. What do you think will happen to the cake?

Focus on Language: Modals 1. Write the function of each modal in the following sentences from the text. The line number is in parentheses.

Modal

Function

a. He might even say it was affection. (3) b. You could forgive Bert. (10) c. We must leave everything the way we found it. (40) d. He shouldn’t leave the cake unattended. (70)

Vocabulary: Part 2 Read each word in context in the text. The line number is in parentheses. Then circle the correct denition. 1. to gure it out (v., 30)

a. to remove or delete

b. to solve or calculate

2. a binder (n., 34)

a. a book that holds loose pages

b. a le cabinet

3. icing (n., 51)

a. the cream on top of a cake

b. a frozen dessert

4. out of the blue (exp., 66)

a. dreamily, sleepily

b. suddenly, unexpectedly

5. to cancel (v., 72)

a. to check up on

b. to stop plans for an event

6. unbearable (adj., 74)

a. not tolerable

b. very heavy to lift

Reproduction prohibited © TC Media Books Inc.

Building Community

139

huddled (adj.)

Part 2

bent over

W

raccoon (n.) animal with a ringed tail and mask-like markings across its eyes

5

10

15

20

call centre (n.) central ofce for phone operators 25

30

35

40

45

hen Dave picked up the emergency phone, ProCor Security, at the other end of the line, and therefore Dave’s only salvation, was in the hands of a university student. The student, a part-time employee, was beginning his second-ever overnight shift. “Hello?” Dave said. The student was as surprised as Dave to nd someone on the other end of the line. “Who are you?” the student asked. “I am stuck in an elevator,” said Dave. Then just to be sure this person on the phone understood the severity of his situation, he added, “With Mary’s cake. I know where I am going, but I don’t know where I am.” The student said, “Is this like a test or something?” An awful thought came over Dave. He wasn’t talking to a security guard in Montréal. He was talking to a call centre in Mumbai. Dave said, “Are you in Mumbai?” The student said, “Are you in Mumbai?” Dave said, “I’m in Montréal. You’ve got to get me out of this elevator.” It took them half an hour to gure it out. There was a number on the phone: 52. They were talking on phone 52. All the other phones had different numbers. The student found a binder with a legend, and the address that corresponded to each phone number. “You are on Upper Walnut Crescent,” he said. Back at the hotel, Mary was beside herself. The main course had been served and there was still no sign of Dave. Mary stared at Bert. Mary said, “You stay here.” When Mary’s taxi pulled up in front of the Gallivans’ house, the re trucks had been there for about fteen minutes. So Mary missed the part where they drove the axe through the red-oak front doors. But she

50

55

60

65

70

75

80

85

90

95

was there to see Dave, huddled over her cake like a raccoon huddled over a garbage can, his hands and face covered in icing. He had been trying to smooth out the cake surface with his ngers. He held out the cake and smiled at her like a child handing in a class report. “Safe and sound,” he said. Neither of them said anything for most of the long drive back to the party. At Dave’s suggestion, they stopped at an all-night grocery store and bought a replacement cake, the only cake left in the store. A My Little Pony cake. The drive home the next day was even quieter–perhaps “steamier” captures it better–as was the rest of the autumn. And then one night, out of the blue, Bert called and invited Dave and Morley for dinner. They couldn’t have picked a worse night. It was Dave’s birthday. Dave and Morley had reservations at a little Italian place they favour. “Cancel them,” said Morley. And so Dave and Morley went next door, and dinner was not unbearable, though it was awkward. Mary was obviously trying to let bygones be bygones, but you could tell it was a struggle. And then it was time for dessert. And out came a birthday cake. A My Little Pony birthday cake. Mary carried it to the table and set it down. Then she blew out the candles, picked up the cake and very carefully turned it over. She scooped a handful from the bottom of the cake and plopped it on Dave’s plate. She said, “That’s the way you like it, right?” Dave sat there, staring at his plate, not knowing what he should do, looking back and forth at Mary and his wife. It was Morley who started to giggle. Mary smiled. And then Bert started laughing so hard he was pounding the table. They all laughed and laughed. It was really their only choice. You swallow your pride and you laugh, or you ght. So they laughed. It’s what good neighbours do. 637 words

140 UNIT 7 Urban Planning

Reproduction prohibited © TC Media Books Inc.

Comprehension: Part 2 1. Did the student have a lot of experience on the job? Explain your answer.

2. How did the student nally discover the address of Rene Gallivan’s house?

3. Put the following events in order: a. Mary arrived by taxi. b. The reghters cut through the red-oak doors. c. Mary saw Dave’s hands and face covered in icing. 4. How did Dave try to resolve the problem with the birthday cake? Was it fully resolved? Explain your answer.

5. Why did Dave not want to accept Bert’s invitation to dinner?

6. What made everybody laugh so much?

7. Add the missing words to complete the expressions from the text that mean: a. Mary was getting angry. (39) b. Don’t bring up the past. (76)

Mary was

herself.

Let bygones be

c. Accept an embarrassing situation. (96)

Swallow your

. .

Discussion 1.

Was Dave a good neighbour? Why or why not?

2.

Was there a time when you had to swallow your pride or let bygones be bygones? Explain your answer.

Reproduction prohibited © TC Media Books Inc.

Building Community

141

Writing Files Writing FileWriting Files Writing File

riting Files

Writing Files

IMPROVING INTRODUCTIONS AND CONCLUSIONS

Writing Files

The Introduction

The introductory paragraph is your opportunity to make a good rst impression on your reader. Take the time to write it well. The purpose of the introduction is to introduce the text that follows and get the reader interested in reading further. The introduction contains:

Refer to Writing Files, page 120 for more information on thesis statements.

1. an effective hook (attention-getter) to create interest in your text 2. some background information (but do not include details that should be in the body paragraphs of the text) 3. a thesis statement, usually at the end of the paragraph, to state the main idea of your essay

Avoid statements like: I am going to write about . . .

A hook may be any of the following: • An anecdote about your personal experience of the topic  After spending time in New York and Toronto, I was thrilled to nally see a food truck in Montréal! • A quote by a well-known person  Carl Sandburg once said, “Love your neighbour as yourself; but don’t take down the fence.” • An interesting fact or statistic  Nearly 30 percent of Dutch commuters always travel by bicycle, and an additional 40 percent sometimes bike to work. • A thought-provoking question  Would you ever consider knitting as a form of grafti?

Practice 1 Identify the three parts of the introduction. Highlight the attention-getter, underline the background information, and circle the thesis statement. Cross out the sentence that does not t. Food trucks have made a comeback to the streets of Montréal after a 66-year ban. Montréalers can now visit any of the 27 food trucks offering delicious meals, including lobster rolls, pulled pork, and grilled cheese sandwiches. You can nd them parked in nine designated areas all over the city and near festival sites. I’m going to talk about how food trucks got started, what kind of food you can nd and more. It is about time that Montrealers get to appreciate food trucks again, just as New Yorkers and Torontonians have been doing for years! What type of attention-getter is used?

Revise It! Rewrite the ineffective hooks and identify which type you are using. 1. I’m going to talk about Dutch cities and their bike paths.

2. And now, all about getting along with your neighbours.

142

UNIT 7 Urban Planning

Reproduction prohibited © TC Media Books Inc.

The Conclusion The concluding paragraph summarizes what you wrote and leaves the reader to consider the information in the text. The conclusion contains: 1. a restatement of your thesis statement in different words 2. a summary of the main points in your essay 3. a memorable closing statement to end the essay A memorable closing statement may be any of the following:

Do not introduce any new main points in your conclusion that are not covered in your text.

• A quotation or question  Given all of these facts, should Montréal continue to tear down old historic buildings? • A suggestion or prediction  If we don’t implement these changes now, this car-sharing service will be forced to shut down. • A warning or challenge to respond to the text or take action  Think about your reaction the next time you see litter on the ground.

Practice 2 Identify the three parts of the conclusion. Circle the restatement of the thesis statement, underline the summary, and highlight the closing statement. Cross out the sentence that does not t. In short, after a more-than-60-year absence, food trucks are a great addition to the city of Montréal. They reect the ne and exotic cuisine Montréal is famous for and allow people to enjoy great food while visiting Montréal’s many festivals. I should mention that many vendors are having a hard time making a prot. If you have a chance, look for the nearest food truck and nd out for yourself what we’ve been missing. What style of closing statement is used?

Revise It! Identify the problems with the following closing statements and rewrite them if possible. 1. As I said before, and as I’m saying again, your city might be making you fat, not t.

2. In conclusion, removing old historic buildings to build condos results in a loss of history and destroys a city’s identity. The end.

Write It! Write an essay on one of these topics. Make sure your introduction and conclusion are effective. bikes versus cars • festivals • urban planning • your ideal neighbourhood • other:

Reproduction prohibited © TC Media Books Inc.

Building Community

143

Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Write a text or give an oral presentation on one of the following topics. Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate.

Make the Connection Modals and have to Prepositions of place and direction Pronouncing can versus can’t Vocabulary and In Words from the unit Highlighting and summarizing Giving directions Introductions and conclusions Refer to the Writing Files, page 142, for information on introductions and conclusions. Refer to appendix 3, page 148, for information on oral presentations.

1 2 3

MY FAVOURITE PLACE: Describe your favorite town or city and explain why you enjoy being there or visiting it. Explain which aspects of it you enjoy the most.

4

NEIGHBOURHOOD CHALLENGE: Can you make your neighbourhood a better place to live? What could you do to x problems in the communities resulting from litter, lack of safety, noise, or environmental issues? How can you enlist others to help out?

5

NEW TO THE NEIGHBOURHOOD: How can you help an immigrant or other newcomer integrate into your neighbourhood? What should or shouldn’t you do? How does diversity affect a community?

6

OTHER: Write about another topic of your choice linked to what you learned in this unit. Make sure to have your topic approved by your teacher.

DREAM DESTINATION: Describe a place you would love to live in or move to. Compare it to your present location. What would you have to do to fulll this dream? CHANGES: Compare a neighbourhood with how it used to be—for example, a part of town that has changed since your parents lived there. How did the changes affect it? Did it improve or deteriorate?

Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know. Add to the list other words that you want to remember from the unit. ADJECTIVES

NOUNS

VERBS

crowded (125)

a crime (131)

to behave (131)

sedentary (129)

a ne (135)

to forgive (137)

sprawling (129)

fondness (137)

to steal (131)

unbearable (139)

litter (131)

to trespass (131)

willing (131)

a path (125)

EXPRESSIONS

population (125)

get to know (127)

a short cut (125)

to get on/get off (127)

a suburb (125) OTHER

Vocabulary from the unit and other theme-related vocabulary can be practised online.

144 UNIT 7 Urban Planning

Reproduction prohibited © TC Media Books Inc.

Appendix 1 Practical Vocabulary Days of the Week

Months of the Year

Seasons

Monday

Friday

January

May

September

winter

Tuesday

Saturday

February

June

October

spring

Wednesday

Sunday

March

July

November

summer

April

August

December

fall (autumn)

Thursday

The days of the week and months of the year are capitalized. The seasons are not.

Numbers Cardinal

Ordinal

Cardinal

Ordinal

To form ordinal numbers, add -th to the cardinal number.

1

one

rst

21

twenty-one

twenty-rst

2

two

second

22

twenty-two

twenty-second

3

three

third

23

twenty-three

twenty-third

4

four

fourth

24

twenty-four

twenty-fourth

Note the spelling changes for these numbers:

5

ve

fth

25

twenty-ve

twenty-fth

6

six

sixth

26

twenty-six

twenty-sixth

ve fth, eight eighth, nine ninth, twelve twelfth, twenty twentieth

7

seven

seventh

27

twenty-seven

twenty-seventh

8

eight

eighth

28

twenty-eight

twenty-eighth

In compound ordinal numbers, only the last number is written as ordinal.

9

nine

ninth

29

twenty-nine

twenty-ninth

21st

10

ten

tenth

30

thirty

thirtieth

364th three hundred and sixty-fourth

11

eleven

eleventh

40

forty

fortieth

12

twelve

twelfth

50

fty

ftieth

13

thirteen

thirteenth

60

sixty

sixtieth

14

fourteen

fourteenth

70

seventy

seventieth

15

fteen

fteenth

80

eighty

eightieth

16

sixteen

sixteenth

90

ninety

ninetieth

17

seventeen

seventeenth

100

one hundred

one hundredth

18

eighteen

eighteenth

1000

one thousand

one thousandth

19

nineteen

nineteenth

1000 000

one million

one millionth

20

twenty

twentieth

1000 000 000

one billion

one billionth

Reproduction prohibited © TC Media Books Inc.

four

fourth, six

sixth

Exceptions: one rst, two second, three third

twenty-rst

Use ordinal numbers to say dates. Canada Day is on July 1st.

APPENDIX 1

145

Times of the Day Do not use a.m. and p.m. when saying o’clock.

morning

It is six o’clock p.m.

afternoon

Direction north

midday / noon (12 p.m.) west

evening

east

night south

midnight (12 a.m.)

Expressing Time In spoken English, we usually use the 12-hour clock. Times before midday are identied as a.m. Those after are identied as p.m. 6:00

six o’clock (in the morning or evening)

six a.m. or six p.m.

6:05

ve past six

six ‘o’ ve

6:15

a quarter past six / a quarter after six

six fteen

6:30

half past six

six thirty

6:45

a quarter to seven

six forty-ve

Mr.

pronounced mister; single or married man

Mr. Peter Jones

Miss

woman who is not married

Miss Tara Smith

Mrs.

pronounced missus; married woman

Mrs. Anne Day

Ms.

pronounced miz; single or married woman

Ms. Maria Lopez

Dr.

doctor

Dr. Benjamin Wright

Prof.

professor

Prof. Brigitte Callay

Titles

Family and Relationships father

stepfather

grandfather

uncle

father-in-law

married / divorced

mother

stepmother

grandmother

aunt

mother-in-law

husband

brother

stepbrother

grandson

nephew

brother-in-law

wife

sister

stepsister

granddaughter

niece

sister-in-law

spouse

son

stepson

great-grandfather

cousin

son-in-law

common-law spouse

daughter

stepdaughter

great-grandmother

daughter-in-law

partner boyfriend girlfriend

146 APPENDIX 1

Reproduction prohibited © TC Media Books Inc.

Appendix 2 Strategies, Grammar Links, and Pronunciation Speaking Strategies

Grammar Links

How to Make Introductions (unit 1, page 2) How to Use Help Strategies (unit 2, page 23) How to Agree with Afrmative and Negative Statements (unit 3, page 42) How to Avoid Overgeneralizations (unit 3, page 45) How to Ask for Clarication (unit 4, page 75) How to Express an Opinion (unit 4, page 78) How to Express Pros and Cons (unit 4, page 79) How to Talk About Perceptions (unit 5, page 84) How to Emphasize Your Point (unit 6, page 102) How To Give Directions (unit 7, page 129)

How to Identify Cognates (unit 1, page 3) How to Recognize False Cognates (unit 1, page 7) How to Find the Main Idea (unit 2, page 25) How to Skim and Scan (unit 2, page 30) How to Guess Meaning from Context (unit 3, page 43) How to Find Supporting Ideas (unit 4, page 70) How to Choose the Correct Denition in a Dictionary (unit 4, page 74) How to Recognize the Structure of a Newspaper Article (unit 4, page 78) How to Engage in Active Reading (unit 5, page 86) How to Interpret a Message (unit 6, page 106) How to Identify Sources and References in a Text (unit 6, page 115) How to Highlight Essential Information (unit 7, page 131)

Adjectives (unit 5, page 88) Adjectives with -ing or -ed (unit 6, page 112) Adverbs (unit 5, page 93) Comparatives and Superlatives (unit 5, page 88) Compound Nouns (unit 3, page 45) Frequency Adverbs (unit 4, page 67) Gerunds (-ing Nouns) (unit 2, page 25) Large numbers (unit 4, page 66) Modals Could, Should, and Would (unit 7, page 124) Have to, Don’t have to / Modals: Must, Can, Can’t (unit 7, page 127) Negative Modals (unit 7, page 134) Nouns and Determiners (unit 3, page 46) Numbers that end in -teen versus -ty (unit 4, page 72) Possessive Determiners (unit 3, page 54) Prepositions of Place and Direction (unit 7, page 128) Pronouns (unit 3, page 43) Questions in the Simple Present (unit 1, page 12) Questions in the Simple Past (unit 4, page 70) There is and There are (unit 1, page 6) They’re, Their, and There (unit 3, page 56) Verbs Present Progressive (unit 2, page 22) Future (unit 6, page 104) Simple Past (unit 4, page 64) Simple Past and Past Progressive (unit 5, page 84) Simple Present (unit 1, page 2) Negative Form of the Simple Present (unit 1, page 11)

Listening Strategies

Pronunciation

How to Improve Your Listening Skills (unit 1, page 8) How to Prepare to Listen (unit 2, page 32) How to Improve Your Note-Taking (unit 5, page 93)

Third-Person Singular -s (unit 1, page 12) Long and Short Vowel Sounds (unit 2, page 28) The /th/ and /t/ sounds (unit 3, page 48) The -ed Ending of Regular Verbs in the Simple Past (unit 4, page 73) Silent Letters (unit 5, page 89) The Letter H (unit 6, page 107) Can versus Can’t (unit 7, page 133)

Reading Strategies

Writing Strategies How to Support Your Statement (unit 2, page 28) How to Write a Blog Post (unit 6, page 116)

Reproduction prohibited © TC Media Books Inc.

APPENDIX 2

147

Appendix 3 How to Plan and Deliver an Oral Presentation Refer to the Writing Files, page 38, for more information on generating ideas.

In your English course, you will need to present information or give an oral presentation in front of a small group of students or the whole class. Speaking in front of others can be challenging. Prepare for your presentation well. Here are some tips to help you.

Plan your presentation in advance • Make sure you understand the requirements of the assignment. • Choose a topic you are enthusiastic about. • Think about the topic and brainstorm ideas. • Organize your ideas logically: start with a good introduction, include your main ideas and important details, and end with a memorable conclusion. • Incorporate new vocabulary and check your grammar. • Prepare a few simple cue cards with key words or pictures to help you remember what you want to say. • Do not write down every single word.

Practise your presentation • Practise your presentation aloud many times, preferably in front of someone who can suggest improvements. • Try not to memorize your presentation word for word or it will sound unnatural. • Time your presentation to make sure it is not too long or too short. • If possible, record yourself speaking and pay attention to your pronunciation.

Deliver your presentation with confidence • Try to appear condent and comfortable. • Do not read from your cue cards. • Make regular eye contact with your teacher and audience. • Speak clearly and at an appropriate speed. Do not rush through your presentation or go too slowly. • Pay special attention to verb endings and plurals (-ed, -ing, -s ). • Bring in photos or other visual support to make your presentation more interesting and memorable.

148 APPENDIX 3

Reproduction prohibited © TC Media Books Inc.

Appendix 4 The Essay Outline

Introduction

Effective hook (attention-getter)

Thesis statement

Conclusion

Development (body paragraphs)

Paragraph 1 Topic sentence - Support

Paragraph 2 Topic sentence - Support

Restatement of thesis statement, summary

Closing statement

Reproduction prohibited © TC Media Books Inc.

APPENDIX 4

149

Credits Photo Sources p. 1: AleksandarNakic/iStockphoto; p. 3: A Broader View; p. 5: l i g h t p o e t/Shutterstock; p. 6 (1): Jumbo Stay Hotel, (2): Treehotel, (3): Splash News/Galactic Suite Limit/Newscom, (4): Poseidon Undersea Resorts, (5): Hobbit Boutique Hotel, (6): Martha Edwards; p. 7 (1): reezuan/Shutterstock, (2): G. Mamelonet/Show Me Your Canada; p. 9: IS_ImageSource/iStockphoto; p. 12: bamse009/iStockphoto; p. 13 (1): Iconogenic/iStockphoto, (2): Olga Semicheva/Shutterstock, (3): ajsn/iStockphoto, (4): Franck Boston/Shutterstock, (5): aboikis/ Shutterstock, (6): m-imagephotography/iStockphoto, (7): Franck Boston/Shutterstock, (8): DRB Images, LLC/iStockphoto; p. 14: Brook Silva Braga; p. 16: Wolfsburg1984/iStockphoto; p. 21: Ammit Jack/Shutterstock; p. 22 (1): Phil Date/Shutterstock, (2): Joggie Botma/ Shutterstock, (3): IM_photo/Shutterstock, (4): Andresr/Shutterstock, (5): Simon Krzic/Shutterstock, (6): Auremar/Shutterstock, (7): YanLev/Shutterstock, (8): Maxisport/Shutterstock; p. 24: l i g h t p o e t/Shutterstock; p. 26 (1): bikeriderlondon/Shutterstock, (2): Dmitry Kalinovsky/Shutterstock, (3): Igor Kolos/Shutterstock; p. 29 (1): Ping Han/Thinkstock, (2): bikeriderlondon/Shutterstock, (3): Monkey Business Images/Shutterstock; p. 30: Étienne de Andrade/Jazz, p. 32: Sergei Bachlakov/Xinhua/Landov; p. 34: Velychko/Shutterstock; p. 36: The Canadian Press Images/Graham Hughes; p. 41: Sous la passerelle: Service de l’audiovisuel du Cégep Garneau; p. 42: DragonImages/iStockphoto; p. 44: tulcarion/iStockphoto; p. 47: FikMik/Shutterstock; p. 49 (1): takayuki/Shutterstock, (2): Alexander Sherstobitov/Shutterstock, (3): Tyler Olson/Dreamstime, (4): Blend Images/Shutterstock; p. 50: David Watmough/Dreamstime; p. 52: Paul McKinnon/Shutterstock; p. 53: Claire Boucher; p. 56: Lise Gagne/iStockphoto; p. 57: chris2766/Fotolia; p. 61: holbox/Shutterstock; p. 62 (1): Dja65/Shutterstock; (2): Sergey Peterman/Shutterstock; (3): Xuejun li/Fotolia; (4): MNI/Shutterstock; p. 63: © www.glasbergen. com; p. 64: German/iStockphoto; p. 66: hakusan/iStockphoto; p. 69: muharrem öner/iStockphoto; p. 71: MPRM Communications; p. 72 (1): Weems & Plath, (2): Firelion/Shutterstock, (3): Fotofermer/Shutterstock; p. 74: pcruciatti/Shutterstock; p. 75: Steve Jurvetson/ Flickr; p. 77 (1): Creatista/iStockphoto, (2): Kzenon/Shutterstock; p. 81: Masterle; p. 82 (1): Aaron Amat/Shutterstock, (2): Warren Goldswain/Shutterstock, (3): DRB Images, LLC/iStockphoto, (4): R Carner/Shutterstock, (5): Stuart Jenner/Shutterstock, (6): Dean Mitchell/iStockphoto, (7): Stuart Jenner/Shutterstock, (8): wavebreakmedia/Shutterstock; p. 85: Anna Bryukhanova/iStockphoto; p. 88: serezniy/iStockphoto; p. 90: John Bramblitt; p. 91: AARP; p. 92: Andrey_Popov/Shutterstock; p. 94: xyno/iStockphoto; p. 96: MmeEmil/ iStockphoto; p. 101: AFP/Getty Images; p. 102: Fred Lum/The Globe and Mail Digital Image; p. 103: Splash News/Newscom; p. 105: DC5 WENN Photos/Newscom; p. 106: luchschen/Shutterstock; p. 108: Peg Leg Films; p. 110: Robert Hoetink/Shutterstock; p. 111: Roman Samokhin/Shutterstock; p. 114: Matusciac Alexandru/Shutterstock; p. 116: Neale Cousland/Shutterstock; p. 117: Getty Images; p. 118: Phil McElhinney/Wikipedia; p. 123: Carol Hummel; p. 125: Phil Robinson/Age Fotostock/maxx images; p. 126: Rafy; p. 128: Ilias Arahovitis/ Beehive Illustration Agency; p. 129: Alija/iStockphoto; p. 130: stevegeer/iStockphoto; p. 131: Roob/iStockphoto; p. 133: Andrew Cribb/ iStockphoto; p. 134: Serge_Vero/iStockphoto; p. 135: Deborah Cheramie/iStockphoto; p. 136: Eminoro et Khayman; p. 137: Simon Ingate/ Thinkstock; p. 140: Rene Jansa/Shutterstock; p. 146: pagadesign/iStockphpoto; p. 148: clu/iStockphoto.

Text, Audio, and Video Sources Unit 1, p. 3 Reading text: “Reasons to Take a Gap Year” adapted from “Ten Reasons to Take a Gap Year,” www.mygapyear.ca; p. 7 Audio segment: “Show Me Your Canada” CBC Radio Homerun ©2012; p. 9 Reading text: “Montrealer Started Couchsurng” adapted from Jasmin Legatos, “My Couch is Your Couch”, Montreal Gazette ©2006; p. 14 Video segment: A Map for Saturday by Brook Silva-Braga, Earthchild Productions ©2006 www.amapforsaturday.com; p. 16 Reading text: “Weed Your Way Around the World” by Nicholas Köhler, Maclean’s ©2009; Unit 2, p. 24 Reading text: “Researcher Finds Sports That Fit Each Personality” by Kristian Peltonen, National Post ©2005; p. 30 Reading text: “Ultimate Frisbee” by Jill Barker, Montreal Gazette ©2005; p. 32 Video segment: “One Tough Mudder”, CBS News Early Show ©2010; p. 34 Reading text: “Vancouver’s Parkour Stars Leap Buildings” by Gail Johnson, Georgia Straight ©2012; p. 36 Video segment: The Kid from La Puente, Ineld Fly Productions, TSN Documentary Show ©2012; Unit 3, p. 44 Reading text: “Sleep”, Brown University; p. 46 Video segment: “Energy Drinks: Liquid Health Issues”, Global News 16:9; p. 50 Reading text: “8 Proven Ways for Students to Save Money“ adapted from “10 Proven Ways for Students to Save Money” by Megan Siegel, Canadian Living; p. 55 Reading text: “Research Suggests Many Students Cheat, Young People Concur” by Noor Javed, Canadian Press; p. 57 Audio segment “Plagarism 2.0: What Do You Think” by Nora Young, CBC Radio Spark ©2007; Unit 4, p. 65 Video segment: “Generation Text” CTV Montreal ©2012; p. 68 Reading text: “How Technology has Changed Dating” by Tom Chivers ©2012 www.telegraph.co.uk; p. 71 Video segment: “Facebook Follies” CBC ©2012; p. 76 Reading text: “Spy Mannequins No Dummies” by Andrew Roberts, Bloomberg ©2012; p. 77 Reading text: “California Governor Signs Driverless Cars Bill” by Terence Chea, Associated Press ©2012; Unit 5, p. 90 Video segment: “Line of Sight” ©2012 AARP; p. 94 Reading text: “Catching the Gist” by Jessica Colley ©2012; Unit 6, p. 103 Video segment: Rightfooted by Jessica Cox ©2013; p. 105 Audio segment “Wish You Well” written by Justin Hines ©The Orange Lounge; p. 114 Reading text: “Generation Y: It’s All About Me” by Cathie Coward Hamilton Spectator ©2012; p. 117 Audio segment: “Bucket list: ‘What Do You Want to Do Before You Die?’” NBC News Today ©2012; Unit 7, p. 125 Reading text: “Dutch Neighborhoods: A European Model for Sustainable Communities” by Julian H. Scaff ©2005; p. 129 Audio segment: “Fitness-Friendly Cities,“ CBC Radio: All in a Weekend ©2013; p.131 Reading text: “Broken Windows Theory Boosted by New Study,” Vancouver Sun ©2008; p. 135 Video segment: Spaces in Between by Caitlin Mullen ©2013; p. 137 Reading text: “The Birthday Cake” by Stuart McLean Penguin Books ©2009.

150 Credits

Reproduction prohibited © TC Media Books Inc.

Revising and Editing Checklists Use the following checklists to revise and edit your paragraphs and essays.

1. Revising Checklist for Paragraphs  The paragraph has a clear topic sentence that states the main idea.  There are adequate supporting sentences to reinforce the topic sentence.  All the supporting sentences are on topic and focus on the main idea.  The paragraph is logically organized, unified, and coherent.  There is an effective concluding sentence.  The paragraph is interesting and worth reading.

2. Revising Checklist for Essays Introduction  The introduction captures the reader’s attention.  The thesis statement is clear and effective.  The thesis statement contains the topic and the main idea of the essay.

Body Paragraphs  Each body paragraph has a clear topic sentence.  Each topic sentence states one main argument or idea that supports the thesis statement.  There are adequate supporting sentences to reinforce the topic sentence.  Each body paragraph contains transition words to help link ideas.  The paragraph is unified and coherent.  There is an effective concluding sentence.

Conclusion  The concluding paragraph summarizes the main points of the essay.  The conclusion ends with a memorable statement.

3. Editing and Proofreading Checklist  The grammar and verb tenses are correct.  Each sentence is complete and has a subject and a verb that agree.  Each sentence begins with a capital letter and ends with a period, question mark or exclamation point.  The word choice is accurate and appropriate.  The spelling is correct.  Punctuation is used correctly.

Reproduction prohibited © TC Media Books Inc.

Life

Issues English

This much-anticipated second edition of Skills Book 1 offers a fresh take on the four-skills integrated approach that made it so successful. The updated high-interest themes help high-beginner to lowintermediate students of English as a second language stay engaged while broadening the scope of their everyday lives. New and improved elements join the most appreciated features from the first edition. A visually-appealing magazine design keeps the material current and engaging. Varied, level-appropriate reading, video, and audio selections give students hands-on practice in real situations and contexts. Reading for Strategy, Reading for Interaction, Reading for Challenge provide new targeted reading practice. Expanded comprehensive Writing Files from paragraph to essay include revising and editing exercises. In Words and vocabulary-building sections focus on vocabulary acquisition. Useful Grammar Link and How To boxes give students clear, helpful information on the correct language to use and the appropriate strategies to apply.

Success

Explore the themes further with interactive workshops that include more than 700 questions plus additional reading, audio, and video material. Students get automatic feedback and scoring while teachers are able to annotate the eBook, electronically follow students’ progress, and create their own online interactive activities. This powerful digital tool sets a new standard for ESL teaching and learning.

A

ngelika Brunel teaches English as a Second Language at Collège Ahuntsic. She obtained a TESL degree, with distinction, from Concordia University, where she also studied Applied Linguistics at the Master’s level. She has also presented at conferences.

B

ecky McKnight obtained a B.A. in English Literature and TESL Certificate from Carleton University. She also holds an M.A. in Applied Linguistics from Concordia University. She has taught at Concordia University, Bishop’s University, and O’Sullivan College, and currently teaches at Cégep Saint-Jean-sur-Richelieu.

Language-appropriate pronunciation exercises are in the book and online for continuous practice. New integrated web links lead to additional material offered on . The Annotated Teacher’s Edition includes an answer key for all activities as well as pedagogical notes to help teachers expand on and enhance the material.

REAL Grammar Book 1, Second Edition, complements the Skills Book.

ISBN 978-2-7650-4517-5

www.cheneliere.ca/real