Snapshot : English as a second language, secondary cycle one [1, 1 ed.] 9782765214526

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Secondary Cycle One • Year 0ne

Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet

STUDENT WORKBOOK

Conforms to the PROGRESSION of Learning

Secondary Cycle One • Year 0ne

Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet

STUDENT WORKBOOK

Snapshot English as a Second Language Secondary Cycle One, Year One

Acknowledgements The publisher would like to thank the following teachers for their valuable contributions to the publication of Snapshot, Year One.

Student Workbook Cynthia Beyea, Hélène Blanchet © 2011 Chenelière Éducation inc. Editor: Susan Roy Project managers: Lee Ann Balazuc, Jeanine Floyd Proofreader: Roberto Blizzard Book designer and typesetter: Micheline Roy Printer: TC Imprimeries Transcontinental

ALL RIGHTS RESERVED. No part of this publication may be reproduced, in any form or by any means, without the prior permission of the Publisher. ISBN 978-2-7652-1452-6 Legal deposit: 1st quarter 2011 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 2

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We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Government of Quebec – Tax credit for book publishing – Administered by SODEC.

Nancy Bill, Commission scolaire des Laurentides Christine Carretta, Commission scolaire des Affluents Jean-Sébastien Coulombe, Commission scolaire des Premières-Seigneuries Guillaume Gagnon, Commission scolaire des Navigateurs Jessie Hionis, Commission scolaire de Laval Martine Jean-Gilles, Commission scolaire de Montréal Jill Sarjeant Poggi, Académie Ste-Thérèse

Table of Table Contents of Contents Section 1 Units Unit 1

It’s My Life ..................................................................

1

Learn more about yourself, your classmates and other teens. Grammar: subject pronouns, adjectives, simple present verbs

Unit 2

A Passion for Sports! .................................................

13

Learn about teens’ passions for sports. Grammar: possessive adjectives, the negative, yes/no questions in the simple present

Unit 3

Elements of Fear ........................................................

25

Share your feelings and learn about other teens’ fears. Grammar: plural nouns, information questions in the simple present

Unit 4

Chef for a Day.............................................................

37

Talk about your food choices. Grammar: imperative sentences, order of adjectives, can, must and have to

Unit 5

Animal Heroes ............................................................

51

Learn about incredible animal heroes. Grammar: simple past with to be, to have and regular verbs, simple past negatives

Unit 6

Virtual Fun ..................................................................

65

Talk about video games that interest you and your friends. Grammar: sequence adverbs and ordinal numbers, simple past of irregular verbs

Unit 7

When Disaster Strikes ...............................................

79

Learn about severe weather conditions and natural disasters Grammar: prepositions, questions in the simple past

Unit 8

News From the Future ...............................................

93

Imagine what the future will be like. Grammar: this, that, these and those, future with will, question formation

Unit 9 The Case of the Net Nuisance ...................................... 107 Read and complete a mystery story. Grammar: capitalization, review of simple verb tenses

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Table of Contents

i

QUESTIONS

VERBS

Section 2 Grammar Files Simple Present

Verb to be ................................................................................... 122 There is and There are................................................................. 127 Other Verbs................................................................................. 128

Simple Past

Verb to be ................................................................................... There was and There were .......................................................... Regular Verbs.............................................................................. Irregular Verbs .............................................................................

The Future

With will....................................................................................... 144 With Going to .............................................................................. 147

Imperatives

................................................................................................... 149

Modals

Can/Can’t ................................................................................... 151 Must and Have to........................................................................ 152

Yes/No Questions

Simple Present, Verb to be .......................................................... Simple Present, Other Verbs ....................................................... Simple Past, Verb to be............................................................... Simple Past, Other Verbs ............................................................ Future With Will ........................................................................... With Can and May.......................................................................

153 154 156 157 158 160

Information Questions

Question Words .......................................................................... Simple Present, Verb to be .......................................................... Simple Present, Other Verbs ....................................................... Simple Past, Verb to be............................................................... Simple Past, Other Verbs ............................................................ Future With Will ........................................................................... With Can .....................................................................................

161 163 164 166 167 169 170

Nouns

Types .......................................................................................... Plurals ......................................................................................... Countable and Uncountable ........................................................ Possessive Form .........................................................................

171 173 175 176

Pronouns

Subject........................................................................................ 177

133 137 138 140

SENTENCE BUILDERS

Object ......................................................................................... 178 Adjectives

Position ....................................................................................... 179 Order........................................................................................... 180 Possessives ................................................................................ 181

Pronouns or Adjectives

Demonstratives ........................................................................... 182

Adverbs

Time............................................................................................ 183

Sequence Adverbs and Ordinal Numbers

................................................................................................... 184

Prepositions

Place........................................................................................... 185 Time............................................................................................ 187

Articles

................................................................................................... 189

Punctuation

................................................................................................... 191

Capitalization

................................................................................................... 193

Regular Verbs

................................................................................................... 194

Common Irregular Verbs ................................................................................................... 195

ii

Table of Contents

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OVERVIEW

Overview of Snapshot, Year One Section 1 Units The Opening Page In the rst section of Snapshot, you will nd nine interesting units. The opening page of each unit explains what you will learn and do. The title gives you an idea of what the unit is about.

The unit number and title help you to identify the unit.

The leading sentence presents the focus of the unit.

The descriptions of the Project, the Grammar Close-Up and the Extra Reading tell you about the ideas, grammar and skills that you will reinvest.

The overview section describes the tasks that you will do. A large photo attracts your attention and gives you an idea of the theme.

The Tasks Each unit contains four or ve tasks. The task number and title help you to nd the task easily.

Each task focuses on reading, listening, speaking or writing.

The Grammar Flash explains the grammar you need and gives you a few exercises to practise it.

The introduction helps you to understand the purpose of the task. Step-by-step instructions tell you what to do. A model dialogue gives you an example of the spoken language you need.

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Overview of Snapshot, Year One

iii

OVERVIEW

The Project Each unit ends with a complex task. The title tells you about the project. The steps help you to complete the project.

The writing checklist helps you to revise your texts.

The Grammar Close-Up The Grammar Close-Up explains key grammar covered in the unit and includes exercises to practise it. The notes help you to understand and use the grammar correctly. The Look Out! box reminds you of an important aspect of the grammar. The exercises allow you to practise the grammar. The Go To oval tells you where to find more grammar information or practice in the Grammar File.

Extra Reading All units have an extra reading text related to the theme of the unit, with activities to help you with the response process.

iv

Overview of Snapshot, Year One

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The Icons

The mouse icon points to ways of using technology to nd information and create your text and project. This box gives you important grammar information.

Find photos for your story on the Internet. Use appropriate software to present your story.

The Vocabulary icon indicates new words to learn.

Vocabulary

CD The CD icon indicates that there is a

listening activity or the text is recorded.

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write and produce texts.

This icon tells you where to nd more grammar information or practice.

Look Out!

not add a she/he/it. Do Use does for se form of the verb. ba nal s to the e live? Where does sh

OVERVIEW

FOCUS ON WRITING

FOCUS ON LISTENING

FOCUS ON READING

FOCUS ON SPEAKING

Side tabs tell you the focus of each task.

STARTING POINT

Icons point to important information.

The Time to Talk icon indicates more opportunities to practise speaking.

Go to the Grammar File on page 177 for more practice.

Time to Talk • Choose a partner and talk about how fear can sometimes have advantages. • Do any of your fears protect you from danger? • Do you ever enjoy being scared?

Section 2 The Grammar Files In the second section of Snapshot, you will nd grammar notes and numerous exercises to help you practise and reinforce your grammar skills. The titles tell you what you will learn and practise. The grammar notes help you to understand the concepts. The nal pages list common regular and irregular verbs. The exercises let you practise and reinforce the grammar concepts so that you use English correctly. Reproduction prohibited © Chenelière Education Inc.

Overview of Snapshot, Year One

v

Focus on Language Greetings and Leave-Taking

Fillers

• Hi!/Hello.

• You see, you are a good soccer player.

• Good morning./ Good afternoon./ Good evening.

• Well, some foods are better for you than others.

• How’s it going?/ How are you?/ How have you been?

• Give me a second.

• Let me think about it.

Rejoinders and Connectors

• Okay, thanks./ Not bad./ Pretty good./ I’m ne, thank you./ Very well, thank you.

• What about you? • And you? • Are you sure? • What do you think?

• What’s new? • Nothing much. • Take care.

Agreement, Disagreement and Opinions

• You, too.

• I agree. I think you’re right.

• Bye!/Goodbye.

• I disagree. I think you’re wrong.

• See you!/ See you later!

• In my opinion, the clues all point to the same culprit.

Identication • My name is Clarissa. I’m from Hudson. This is my friend Miguel. This is Stacey. She is my partner.

}

It’s a pleasure to meet you. Hi! Nice to meet you!

• It’s a girl./It’s a boy. • Who are you working with? Who is your partner?

vi

Focus on Language

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Capabilities

Permission

• She can run ve kilometres.

• May I take my workbook home?

• He can draw very well.

• Can you close the door, please?

• Marie-Philip is able to get the puck past the goalie. • Jeremy knows how to make healthy meals.

Instructions and Classroom Routines • Write this down.

Feelings, Interests, Likes, Dislikes, Preferences and Favourites

• It’s my turn.

• I’m scared of snakes.

• Is it your turn?

• They frighten me.

• We have ten minutes to answer the questions.

• That terries me.

• Whose turn is it?

• I’m really afraid of lightning. • I love riding my bike.

Offers of Assistance, Needs

• I hate watching scary movies.

• Let me help you.

• I like dogs and cats.

• Can I help you?

• I prefer parakeets.

• May I help you?

• I don’t like spiders.

• Do you need help?

• My favourite dessert is chocolate chip ice cream.

• Can I give you a hand?

Requests for Help • How do you say this word in English? • What does this word mean? • Could you help me? • Is this right? • How do you write this word? • How do we play this game?

Requests for Information • Where can I nd the denition of this word? • Do you have the assignment? • Who is the team leader? • How does the story end? • Why is fried food bad for you? • When do we have to nish this page? • What is your dog’s name?

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Focus on Language

vii

Sharing Information • The assignment is on page 10. • The bathroom is down the hall. • We have to nish this assignment for tomorrow. • The project is due on Thursday.

Suggestions, Invitations • Let’s go to the library. • Let’s do this assignment together. • Would you like to plan a eld trip? • Do you want to join our group? • Maybe we could add music to our video.

Teamwork and Encouragement • You’re right! • Good answer! • We’re doing well. • That’s a good idea! • Excellent work! • Great job! • We are almost done!

Discourse Markers

viii

Beginning

Middle

End

• First of all,…

• Second,…third,…

• Finally,…

• It started,…

• In the end,…

• To start,…

• Furthermore,…Also,… In addition,…

• At rst,…

• Then,…

• Once upon a time,…

• After that,…

Focus on Language

• In conclusion,…

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It’s It’s MyMyLife Life Date:

Group:

Unit In this unit, learn more about yourself, your classmates and other teens. • Give personal information. • Describe personal qualities. • Express likes and dislikes. • Practise grammar: subject pronouns, adjectives and simple present verbs.

1

FOCUS ON SPEAKING

Name:

Project Create a poster about yourself. Grammar Close-Up Learn about the simple present. Extra Reading Work for Water Read about Ryan Hreljac.

one 1

STARTING POINT

Name:

Date:

C2

Group:

1. Break the Ice Give information about yourself. Complete your prole card.

My Prole Personal Information Name: Last Name: Date of Birth: Month

Male:

Day

Year

Female:

Birthplace:

Physical description Hair:

long

short

curly

Height:

short

tall

average

brown

blue

hazel

Eyes:

wavy

straight

green

Favourites Animals: Colours: Food: Music: Books: Movies:

Time to Talk

Sports:

• Choose a partner and talk to each other about yourselves.

Pastimes:

• Use the information on your prole card for help.

I love

. It makes me very happy.

I hate

. It makes me very angry.

2 two

It’s My Life

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Date:

2. Teens Like Me

C2

Group:

FOCUS ON LISTENING

Name:

CD

Listen to the conversation. Learn about Ti and Greg.

Vocabulary

1. Write three sentences to describe yourself. Use the words for help. a. straight/wavy/curly b. long/short c. tall/short/big/small 2. Look at the illustration below and listen to the text. Write the words that describe Ti and Greg. Use the model answer for help.

Model answer Ti

12 years old

Ti

Greg

tall

Greg

3. Circle Ti and Greg in the illustration.

Grammar Flash I

Subject Pronouns

You

Pronouns replace nouns. A subject pronoun replaces the subject.

He

Susan is tall and slim. She is tall and slim.

She It We You They

Draw arrows to show the subject and the pronoun that replaces it. 1. Grace is sociable. She is sociable. 2. The dog is big. It is big. 3. Tara and I are friends. We are friends. 4. Khan and Samuel love skiing. They love skiing.

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Unit 1

Go to the Grammar File on page 177 for more practice. three 3

FOCUS ON READING

Name:

Date:

C2

Group:

3. You Have Personality Find out about personal qualities. 1. Match each quality with its denition. Write your answer on the line.

Vocabulary

Take a personality colour quiz online. Use these search words: personality colours, colour quiz.

Personal Qualities

Denitions

1. kind

______

a) easily hurt

2. creative

______

b) faithful

3. loyal

______

c) positive, sure

4. condent

______

d) friendly

5. sensitive

______

e) wants to do well

6. ambitious

______

f ) timid

7. shy

______

g) likes to be with people

8. sociable

______

h) original, inventive

This is me I am friendly and sociable. I like people and I am patient with others. I like to chat and hang out with friends. I’m a caring, generous person.

Ethan

4 four

It’s My Life

meet me!

2. Read the posters about four teens. Circle the words that describe their personal qualities.

I am a very sensitive and dreamy person. I am very creative and imaginative. I like to write poems and stories. I illustrate the stories I write. I try to be optimistic and positive.

Tara

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Name:

Date:

me

Group:

All About Me I am a serious person. I try to be well organized. I like to do well in everything I do. I am confident and persistent. I like technology. I love to learn about new things.

I am energetic and funny. I am very athletic. I

Anik

love team sports. My favourite sport is soccer. I always cooperate with my teammates.

Jesse 3. Highlight the words that describe your personal qualities. Find the words in the word search.

athletic caring cooperative dreamy energetic

friendly generous kind optimistic organized

patient persistent sensitive serious sociable

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Unit 1

ve 5

Date:

FOCUS ON SPEAKING

Name:

C1

Group:

4. Who’s Who? Play a guessing game. 1. Look at the teens. Choose two of them. 2. Think about who they are, their age, their likes and dislikes and their personalities.

4

1

2

3

5

6

7

3. Create imaginary prole cards for your two teens. Use the model answer for help. Model answer Prole Card Photo number:

8

Male:

Female:

3

Age :

12

8

Likes/Dislikes: She likes sewing. She does not like cats. Favourite music: She loves rock music. Physical description: She is tall. She has long hair. It is straight and brown. Personal qualities: She is creative, curious and ambitious.

Prole Card 1 Photo number:

Male:

Female:

Age :

Likes/Dislikes: Favourite music: Physical description: Personal qualities:

6 six

It’s My Life

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Name:

Date:

Group:

Prole Card 2 Photo number:

Male:

Female:

Age :

Likes/Dislikes: Favourite music: Physical description: Personal qualities:

4. Find a partner and play the Who’s Who? game. 5. Take turns describing your teens. Use the information on your prole card and the model dialogue below for help. 6. Identify your partner’s teens.

It’s a girl. She has brown hair.

CD

Let me think. Number 1? No. Let’s continue. She is twelve years old. She likes sewing. Give me a second. Number 8? Cool! It’s your turn.

Grammar Flash Adjectives

Look Outan!ge

do not ch Adjectives e noun. to match th Example: a tall girl a tall boy, pencils il, ten red a red penc

Adjectives describe people, places and things. Position: Place an adjective before a noun. Janet has blue eyes. Place an adjective after the verb to be. Jack is shy. Underline each adjective. Circle the noun or pronoun it describes. 1. Dave has short hair. 2. I need my plastic ruler. 3. You are athletic.

Go to the Grammar File on page 179 for more practice.

4. Ed is creative.

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Unit 1

seven 7

Date:

FOCUS ON WRITING

Name:

C3

Step 1

Project

Create a poster about yourself.

Think about yourself:

v personal information v favourites

Step 2

Group:

v physical description v pastimes

v likes and dislikes v personal qualities

Write your information on the graphic organizer. Use the model for help. Model answer • 12 years old

Use appropriate software to create a graphic organizer and your poster.

• tall

• like red, don’t like dogs

• my grandmother

Me

• video games

• sociable

Personal Information • Physical Description

•

Likes and Dislikes

•

•

•

•

Me Favourites

Pastimes

•

•

•

• Personal Qualities • •

Step 3

8 eight

Write the information about yourself in sentences.

It’s My Life

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Step 4

Date:

Group:

FOCUS ON SPEAKING

Name:

Design the rst draft of your poster. Leave space to add photos or drawings. Use the writing checklist to revise your work.

Writing Checklist

Step 5

Create your nal copy and display it in class.

Start each sentence with a capital letter. Highlight your adjectives. Make sure that they are in the right position. Check your verbs. Use your resources: dictionary, grammar notes, model texts.

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Unit 1

nine 9

Name:

Date:

Group:

Grammar Close-Up Simple Present Verbs Learn About the Simple Present We use the simple present for • a fact or a description (The earth is round.) Go to the Grammar File on pages 122–132 for more information.

• a repeated action or a habit (I take the bus to school.) • a present state (Luc feels sad.) To form the simple present of most verbs, we • use the base form of the verb • add s to the end of the verb in the 3rd person singular (she/he/it) Exceptions: (1) We add es to verbs that end in ch, o, s, sh, x or z, such as watch, do, dress, push, mix and buzz. (2) The 3rd person singular of the verb to have is has.

The Afrmative

Look Out!

Singular

The Verb to be

Plural

e The verb to b m o fr t n is differe s. rb ve other

The Verb to have

Other Verbs

I am

I have

I like

You are

You have

You like

She/He/It is

She/He/It has

She/He/It likes

We are

We have

We like

You are

You have

You like

They are

They have

They like

Practise A. Circle the verbs. This is my hockey coach, Carla. She is tall and has long, straight blond hair. She is a very nice person. She always smiles. We are very glad that Carla is our coach. She is calm and very patient. Carla plays hockey and she loves coaching. She is a student at Laval University. She has an older brother in the NHL. They are best friends.

10 ten two

It’s My Life

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Date:

Group:

B. Complete the story. Write the verbs in the simple present. is My coach, Carla, (be) _____________ at the arena every weekend. She (skate) ___________________ with her friends. They (practise) ________________________ together on Saturday mornings. Carla (be) ____________ really sociable. After practice, our hockey team (eat) ______________ at the restaurant. Carla’s favourite food (be) _____________ pizza. She (order) _______________ pizza for all the players.

FOCUS ON SPEAKING

Name:

We (be) __________ not the best players in the league but I think that we (have) _______________ the best coach. Carla (encourage) ____________________ the team and (care) __________________ about everyone. She (do) ______________ everything she can to help us do our best.

C. Write the correct pronouns and simple present verbs. She is 1. (Annie/be) _______________________ a good dancer. 2. (Tallie and Nathan/prefer) _______________________ music to video games. 3. (Joshua/sleep) _______________________ late on Saturday mornings. 4. (Olivia/teach) _______________________ her sister to play the piano. 5. (Lucie/catch) _______________________ the baseball every time. 6. (Nash/go) _______________________ to his guitar lessons on Wednesdays. 7. (Gary and Nicole/live) _______________________ on Harvard Street. 8. (Jasmine/have) _______________________ long brown hair. 9. (Jonas/play) _______________________ hockey every season. 10. (Diane/study) _______________________ English with her friends. 11. (Jerry and Molly/have) _______________________ different personal qualities. 12. (William/watch) _______________________ horror movies. 13. (You and Charles/be) _______________________ good friends. 14. (Claudine/love) _______________________ skiing. 15. (My sister and I/be) _______________________ very tall. Go to the Grammar File on pages 122–132 for more practice.

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Unit 1

eleven two 11

Name:

Date:

C2

Group:

Extra Reading

Work for Water Ryan Hreljac is 19 years old. He is a university student from Ontario. He is very generous and caring. He wants people around the world to have clean water. When Ryan was six years old, he donated his allowance to build a well in an African village. Now, he raises money to build wells everywhere in Africa. Ryan speaks to students in schools and community groups. He encourages students to volunteer. He teaches people about the global water crisis. Ryan meets many famous people and he has many awards. But he says that he is a regular kid. He plays basketball and ice hockey. He also loves to play video games. Ryan Hreljac in Africa

1. Before you read, match each word with its denition. Write your answer on the line.

Vocabulary

Words

Denitions

1. donate

______

a) xed amount of money

2. allowance

______

b) work without pay

3. well

______

c) give

4. raises

______

d) place to get water

5. volunteer

______

e) collects

2. Read the text. Underline all the simple present verbs. 3. After you read, ll in the prole card.

Prole Card Name: Ryan Hreljac

Age:

Goal:

Likes:

Personal qualities:

12 twelve

It’s My Life

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Name:

for AA Passion Passion Sports! for Sports! 2 Date:

Group:

Unit

In this unit, learn about teens’ passions for sports. • Express personal preferences.

Project Prepare an interview.

• Find and request information about sports your classmates like.

Grammar Close-Up Learn about yes/no questions in the simple present.

• Practise grammar: possessive adjectives, the negative and yes/no questions in the simple present.

Extra Reading A Passion for His Sport Read about Jasey-Jay Anderson.

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Unit 1

two 13 thirteen

STARTING POINT

Name:

Date:

C3

Group:

1. Name That Sport Find out how many sports you can identify in English. 1. Look at the photos of the different sports. Then, read the names of the sports. Write the number of each sport on its matching photo.

Vocabulary 1. 2. 3. 4. 5. 6. 7.

wall climbing fencing archery cross-country running BMX biking inline skating snowboarding

Time to Talk • Choose a partner and talk about sports you love. • Use the information on your chart for help.

2. Name other sports you know.

3. Do you have a passion for a special sport? Write about it in the chart below.

Yes or No? YES

NO

My sport: _________________________________

Two reasons why I don’t have a passion for sports:

Two reasons why I love my sport:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

14 fourteen

A Passion for Sports!

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Date:

Group:

2. Sport of a Lifetime!

C2

Listen to an Olympic champion speak about her passion. 1. Read the vocabulary words and the denitions. Write a sentence with each word. Remember: subject + verb + rest of sentence.

CD

Vocabulary medalist: athlete who wins a medal

1.

start: beginning

2.

skills: abilities

3.

travel: to take a trip, to go somewhere

4.

FOCUS ON LISTENING

Name:

advice: suggestion

5. 2. Before you listen to the interview, read the sentences below. 1. Marie-Philip is from Beauceville, Québec.

True

False

2. Her sport is ice hockey.

True

False

3. Her brother is a hockey player.

True

False

4. She has a favourite scoring strategy.

True

False

5. She likes to be interviewed by reporters.

True

False

3. Listen to the interview. Decide if the sentences above are true or false. Circle the correct response.

Grammar Flash

Look Ouotr!does

The Negative of Verbs in the Simple Present

g do not When usin is in its base rb not, the ve form.

To form a negative sentence with the verb to be Place not after the verb to be. I am not tall. Keith is not sad. We are not hungry. Use do not and does not with other verbs. I do not have money. She does not like hockey. Write sentences using the negative form of the verb. 1. I play tennis. 2. My brother is in the competition. 3. We ski every weekend. 4. They want to participate.

Go to the Grammar File on pages 125 and 130 for more practice.

5. Her leg hurts. Reproduction prohibited © Chenelière Education Inc.

Unit 2

fteen 15

FOCUS ON READING

Name:

Date:

C2

Group:

3. The Sport I Love Read about other teens’ passions for their sport.

Vocabulary

1. Read the words in the word bank. Solve the word puzzles using the denitions. Write the words in the appropriate boxes.

Word Bank challenge cheer deaf hearing own remind won

2. to applaud

1. her perception of sound

4. unable to hear

6. to jog your memory

5. to test 3. to win, in the past 7. personal

2. Look at the photos and read the title to each blog below. Write the name of the sport for each. 1.___________________________ 2.___________________________ 3.___________________________ 3. Read the three blog posts and write the answers to the questions.

BLOG POST 1

Motocross Fanatic

Ashley Fiolek uses all of her senses to control her bike except one: hearing. She does not hear the fans cheer. She does not hear the motor of her bike. Ashley is deaf. She uses the vibrations of her bike to guide her as she rides. She is the fastest female motocross racer in the world and was a gold medalist at the X-Games. Ashley wants to be the rst woman to race against men in motocross.

1. Does Ashley Fiolek hear the motor of her bike?

BLOG POST 2

Just Another Triple Loop

Shane Firus plays hockey but his favourite sport is gure skating. Shane practises with his brother, who is also a gure skater. He likes to challenge his brother in a friendly, competitive way. In the 2010 Skate Canada Challenge, Shane won a silver medal as a solo skater. He has a dream to skate one day at the Olympics.

2. Does Shane Firus practise gure skating with his brother?

16 sixteen

A Passion for Sports!

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Dance Story

BLOG POST 3

My name is Hayden Riley. I’m passionate about my dance. I started dancing at 3 years old. I get a little nervous performing for a competition. My feelings remind me that dance is important. I love to communicate through movement. My dance tells the audience a story about my own emotions. It’s my favourite sport.

3. Does Hayden Riley feel nervous before competitions?

4. Find two important facts from each blog post. Write them below.

Facts Blog Post 1

• •

Blog Post 2

• •

Blog Post 3

• •

5. Underline the possessive adjectives in the blog posts.

Grammar Flash Possessive Adjectives Possessive adjectives show who owns something. Place the possessive adjective before the noun. This is my soccer ball. Complete sentences with the correct possessive adjective. 1. Paul is with ________ teammates. 2. I have a tennis partner. ________ partner’s name is Scott. 3. Heather hurt ________ foot. 4. The boys lost ________ baseball on the roof.

I you he she it we you they

5. The school opened ________ new gymnasium.

Reproduction prohibited © Chenelière Education Inc.

Unit 2

my you his her its our your their

Go to the Grammar File on page 181 for more practice.

seventeen 17

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

4. Find Someone Who... Play a game to nd out more about your classmates’ interest in sports. 1. Read each sentence below. Then, think of a yes/no question to ask a classmate for the information.

Find someone who… 1. prefers winter sports 2. prefers summer sports 3. likes team sports 4. prefers individual sports 5. attends sport games at school 6. watches sports on TV 7. participates in sports at school 8. has a passion for sports 9. is exceptional in sports 10.

does extreme sports

11.

plays sports every weekend

12.

is a soccer fan

13.

is a football fan

14.

likes to take dance classes

15.

prefers outdoor sports

16.

prefers indoor sports

2. Read the game instructions and the answers on the game card.

Game Instructions v Go to a classmate. Ask your classmate Question 1. v Try to find your classmate’s answer on the game card. If you find it, write your classmate’s name below the answer. If not, ask other classmates the same question until you find an answer on the game card.

v Go to another classmate. Ask Question 2 and try to find that classmate’s answer on the game card.

v Repeat. Continue until your card is full. OBJECT OF THE GAME:

18 eighteen

The first classmate that has a full card wins the game.

A Passion for Sports!

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Game Card Yes, I prefer winter sports. Name: _____________

No, I do not prefer outdoor sports. Name: _____________

No, I don’t like team sports. Name: _____________

No, I do not participate in sports at school. Name: _____________

No, I am not a football fan.

Yes, I attend sport games at school.

Name: _____________ Name: _____________

Yes, I prefer summer sports.

No, I do not play sports every weekend.

Name: _____________ Name: _____________

Yes, I have a passion for sports.

Yes, I prefer individual sports.

Name: _____________ Name: _____________

Yes, I like to take dance classes.

Yes, I prefer indoor sports.

Name: _____________ Name: _____________

No, I do not play extreme sports. Name: _____________

No, I do not watch sports on TV. Name: _____________

Yes, I am exceptional in sports. Name: _____________

No, I am not a soccer fan. Name: _____________

3. Play the game. Use the model dialogue for help.

CD

Hi. Do you prefer winter sports? Yes, I do. Great! Let me write your name on my game card. Thank you. What about you? No, I do not. See you!

Reproduction prohibited © Chenelière Education Inc.

Unit 2

nineteen 19

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3

Step 1

Project

Group:

Prepare an interview.

Think of someone you know who is passionate about their sport or choose an athlete. Write the name of the person you choose: ___________________________

Step 2

Brainstorm information you want to know about that person or athlete. Write your ideas on the graphic organizer. Use the model answer below for help. Model answer Other Sports

Use the Internet to nd your favourite athlete. Use appropriate software to create the nal copy of your interview.

Likes and Dislikes

• •

Training

• •

• •

Person: Joannie Rochette

Goals • •

Other Information

Family • •

• •

• • •

•

•

•

Person: •

•

•

• • •

20 twenty

A Passion for Sports!

Reproduction prohibited © Chenelière Education Inc.

Step 3

Date:

Group:

FOCUS ON SPEAKING

Name:

Write yes/no questions for an interview. Write your rst draft below. Use the writing checklist for help.

Writing Checklist

Step 4

Make your nal copy. Interview the person, if possible.

Use all of your ideas from your graphic organizer. Apply correct punctuation and capitalization to your questions. Use the correct word order in your yes/no questions. Use do or does correctly in your questions. Check the use of possessive adjectives. Use your resources: dictionary, notes, model text, Grammar Close-Up.

Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-one 21

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Yes/No Questions in the Simple Present

Look Out!am not

ed form, I In the contract t, are not becomes no becomes I’m t becomes isn’t. no is d aren’t an

Learn About Yes/No Questions. Verb to be

To form a yes/no question with the verb to be, we invert the subject and the verb. Verb to be + subject + rest of sentence?

Plural

Singular

Yes/no Question

Afrmative Answer

Negative Answer

Am I rst to go?

Yes, you are.

No, you are not.

Are you scared?

Yes, I am.

No, I am not.

Is she/he an athlete? Yes, she/he is.

No, she/he is not.

Are we last?

Yes, we are.

No, we are not.

Are you nervous?

Yes, we are.

No, we are not.

Are they ready?

Yes, they are.

No, they are not.

Other verbs To form a yes/no question with the other verbs, we: • use do or does. • use the base form of the verb and do not add s. Do/Does + subject + base form of the verb + the rest of the question?

Plural

Singular

Yes/no Question

Afrmative Answer

Negative Answer

Do I have soccer practice today?

Yes, you do.

No, you do not.

Do you like extreme sports?

Yes, I do.

No, I do not.

Does she/he skate every day?

Yes, she/he does.

No, she/he does not.

Do we wear a helmet?

Yes, we do.

No, we do not.

Do you swim with a mask?

Yes, we do.

No, we do not.

Do they kayak on a lake?

Yes, they do.

No, they do not.

Look Out,!do not

ed form In the contract and does not ’t becomes don oesn’t. becomes d

Go to the Grammar File on pages 153–155 for more information.

twenty-two 22 two

A Passion for Sports!

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON SPEAKING

Name:

Practise A. Complete the questions. 1. _____________ this sport challenging? Yes, it is. 2. _____________ you in good shape? Yes, I am. 3. _____________ you play badminton? Yes, I do. 4. _____________ your mom proud of you? Yes, she is. 5. _____________ this sport easy to learn? No, it isn’t. 6. _____________ we on time for the race? Yes, we are. 7. _____________ they like to hike in the woods? Yes, they do. 8. _____________ they members of your team? Yes, they are. 9. _____________ she like to in-line skate? Yes, she does. 10. _____________ we need to wear a helmet to mountain bike? Yes, we do.

B. Write the correct yes/no question to match the answers below. 1. _________________________________________________________________________________ Yes, I prefer alpine skiing. 2. _________________________________________________________________________________ No, I don’t have a mountain bike. 3. _________________________________________________________________________________ Yes, I like to hike up the mountain. 4. _________________________________________________________________________________ No, she doesn’t wear cycling shoes. 5. _________________________________________________________________________________ No, I am not good yet. I just started snowboarding last week. 6. _________________________________________________________________________________ Yes, I like to travel. 7. _________________________________________________________________________________ No, they don’t pay for my expenses. 8. _________________________________________________________________________________ No, I don’t want to become a professional skier. 9. _________________________________________________________________________________ No, I am not good enough to go to the Olympics. 10. _________________________________________________________________________________ Yes, I am very passionate about my sport. Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-three two 23

Name:

Date:

C2

Group:

Extra Reading Jasey-Jay Anderson has a passion for his sport. At 34 years old, he won a gold medal in Vancouver, B.C. at the Winter Olympic Games of 2010. The podium is not strange to Jasey-Jay. He is the winner of seven World Cup championships and four World Champion gold medals. His career inspires many young people to practise his sport, snowboarding. Jasey-Jay trains for his sport at Mont Tremblant and in the western United States. His fans say he is the best snowboarder in the world. He has control and skill. In addition to the snowboard cross Olympic event, Jasey-Jay is also a medal winner for parallel giant slalom.

Jasey-Jay Anderson

Vocabulary strange: out of the ordinary world: planet trains: prepares skill: ability

Jasey-Jay, born on April 13, 1975 in Montréal, Québec, lives on a blueberry farm in the Laurentians with his family. He is a simple guy. He loves milk and doesn’t smoke or drink.

1. Read the text. Find the sentence that says: 1. Jasey-Jay Anderson is an Olympic gold medalist. _________________________________________________________ _________________________________________________________ 2. Jasey-Jay Anderson prepares for his sport in Québec and in the United States. _________________________________________________________ _________________________________________________________ 3. Jasey-Jay Anderson doesn’t live in Montréal. _________________________________________________________ _________________________________________________________ 2. Write three questions to ask Jasey-Jay about his sport.

1. 2. 3. 3. Reread the text and underline all the possessive adjectives. 24 twenty-four

A Passion for Sports!

Reproduction prohibited © Chenelière Education Inc.

Name:

Elements Elements of Fear of Fear 3 Date:

Group:

Unit

In this unit, share your feelings and learn about other teens’ fears. • Express your feelings. • Discuss your fears. • Read a fable about a boy’s fears. • Practise grammar: plural nouns and information questions in the simple present.

Reproduction prohibited © Chenelière Education Inc.

Project Create a picture story. Grammar Close-Up Learn about information questions in the simple present. Extra Reading The King of Fear Read about Stephen King.

Unit 1

two 25 twenty-ve

STARTING POINT

Name:

Date:

C2

Group:

1. What Scares You? Rate your fears. 1. Look at the photos and read the captions. Match each photo with the correct caption.

1

3

2

Captions I have a fear of heights. I hate thunderstorms. I am scared of drowning.

5

4

6

Large dogs frighten me.

7

I am afraid to go to the dentist. I am not very brave during horror lms. I am anxious when I travel by plane.

8

9

Spiders give me goosebumps. Mice really scare me.

2. Name other situations that are scary.

Time to Talk • Choose a partner and talk about how fear can sometimes have advantages.

3. Choose six situations from Steps 1 and 2 that scare you the most. Write them on the Fear-O-Meter.

• Do any of your fears protect you from danger? • Do you ever enjoy being scared?

26 twenty-six

Elements of Fear

Reproduction prohibited © Chenelière Education Inc.

Date:

2. Our Fears

Group:

C1

Find out what scares others teens. 1. Read the dialogue between two friends. Underline the words related to fear. Write these words below.

CD

Let’s watch a scary movie. What scares you?

FOCUS ON SPEAKING

Name:

I’m really afraid of spiders. They frighten me to death. Yes, spiders and bugs are horrible. And what about mice? They terrify me. Oh, they don’t make me too nervous. I like spooky stories about ghosts and vampires best. I get goosebumps but I’m not really scared. Look! There’s a vampire movie at 10. Do you want to see that one? Great! Let’s watch. Words:

Vocabulary 2. Tell a classmate what scares you. Use your Fear-O-Meter from Task 1 and the model dialogue above for help. Take notes about your classmate’s fears.

My Classmate’s Fears

Reproduction prohibited © Chenelière Education Inc.

Unit 3

twenty-seven 27

Name:

Date:

Group:

3. Use your notes to complete the sentences. 1. My partner is scared of _____________________________________. 2. My partner and I are both afraid of ____________________________. 3. I am frightened of __________________________________________ but my partner is not. 4. My partner is scared of _____________________________. I am not. 4. Highlight the plural nouns in the dialogue on page 27.

Grammar Flash Plural Nouns Plural nouns indicate that there is more than one person, place or thing. Add a nal s to most nouns to make them plural. Follow these rules: • For most nouns, add s. • For nouns that end in ch, sh, s, x or z, add es. • For nouns that end in a consonant + y, drop the y and add ies. • For most nouns ending in f or fe, drop the f or fe and add ves. Some nouns change form. man men, woman women, mouse tooth teeth, foot feet

mice, child

children,

Write the plural of the following words. One

Many

1.

wish

__________________

11.

boy

__________________

2.

box

__________________

12.

ash

__________________

3.

werewolf __________________

13.

body

__________________

4.

mouse

__________________

14.

life

__________________

5.

vampire

__________________

15.

tooth

__________________

6.

witch

__________________

7.

story

__________________

8.

spider

__________________

9.

foot

__________________

10.

child

__________________

28 twenty-eight

Elements of Fear

One

Many

Go to the Grammar File on pages 173–174 for more practice.

Reproduction prohibited © Chenelière Education Inc.

Date:

3. Making the Team

Group:

C2

FOCUS ON LISTENING

Name:

CD

There are different kinds of fear. Find out what scares Lucas and Mathis. 1. Read the situations below. Check the situations that frighten you:

being alone being rejected by my friends getting a bad grade on an important test not meeting my parents’ expectations speaking in public or in front of the class taking risks 2. Listen to Lucas and Mathis’s conversation. Number the illustrations in the order the events take place.

3. Answer the following questions. a) What is Mathis scared of?___________________________________________________________ b) Where is the list?__________________________________________________________________ c) Who makes the team? _____________________________________________________________ 4. When do you feel like Mathis?

Reproduction prohibited © Chenelière Education Inc.

Unit 3

twenty-nine 29

FOCUS ON LISTENING

Name:

Date:

Group:

4. The Boy Who Does Not Know Fear CD C2

Some stories are scary. Others, like fables, explain fear. 1. Cross out the word that is not related to the rst word in each line.

Vocabulary

a) cemetery

graveyard

burial

birth

b) fear

terror

horror

comfort

c) nd

lose

discover

locate

d) release

free

read

liberate

e) perch

move

sit on

rest on

f) scream

yell

think

shout

g) sea

ocean

look

river

h) tap

think

hit

knock

2. Think of a scary story in a book or movie or on TV. Describe the story. The story is about ___________________________________________ ____________________________________________________________ 3. Read the title of the fable on the next page. What do you think the fable is about? ___________________________________________________________ 4. Now follow in your book as you listen to the fable. Note how the story is constructed. 5. Answer the questions. a. Who is afraid of the wind? ______________________________________ b. When does Peter meet the criminals? ______________________________________ c. How does Peter save the sailors? ______________________________________

30 thirty

Elements of Fear

d. What chooses a new king? ______________________________________ e. Who becomes king? ______________________________________ f. What does Peter nd? ______________________________________

Reproduction prohibited © Chenelière Education Inc.

Date:

Title: What the story is about

CD

Introduction

Group:

The Boy Who Does Not Know Fear: A Fable At Home

Peter lives with his mother in a small house in the forest. He always feels safe and is never afraid. But one night, a violent storm blows the door of the house open. “Ahh!” his mother screams. “I’m afraid. We must hide.” “I don’t understand. What does afraid mean?” asks Peter. “It’s only the wind.” Peter’s mother tries to explain how she feels, but Peter does not understand. So he decides to leave home to discover fear.

The beginning: Gets our attention

Day 1

In the Cemetery

On the rst day of his journey, Peter meets two wicked men. “Hello, young man” say the men. “Where are you going?” Peter is not afraid of the men. “I’m going to nd fear,” he replies. The wicked men decide to frighten Peter. “To nd fear, go to the cemetery and eat your lunch,” they tell him. Peter arrives at the cemetery and sits down to eat. Suddenly a hand reaches out from the grave next to him. “Please feed me. I’m so hungry,” wails a voice from the grave. Peter is not afraid. He just taps the hand with his spoon and says, “This food is not for you. Go away!” “So,” say the men when they see Peter. “Do you still want to nd fear? “Yes,” says Peter. “It isn’t in the cemetery. There’s only a hungry ghost there.” “Well,” say the men. “About ten kilometres away, there is the sea. Perhaps you can nd fear there.”

Day 2 The middle: Describes the events or actions in the story

Day 3

The Shipwreck On the second day of his journey, Peter goes to the sea to look for fear. There he sees a ship sinking. The sailors are terried and call out, “Help us. Please help us.” Peter swims under the water and sees a wicked sea-witch pulling the ship’s cable down. He is not afraid. He cuts the cable, ties the sea-witch to a rock and saves the sailors. “Fear isn’t here,” he thinks. “I must continue my search.”

In the City

The next day, he reaches a big city. The citizens are sad because their king is dead. “How do you choose a new king? Peter asks a woman. “We release a sacred pigeon every day,” she tells him. “When the pigeon lands on someone’s head, that person is the king.” As the city clock strikes noon, the citizens release a pigeon. It circles around and around and then perches on Peter’s head. “The king, the king,” shout the people. “You’re our new king.”

FOCUS ON LISTENING

Name:

Conclusion

The New King

“No!” gasps Peter. “Not me. I can’t be king.” He thinks of all the responsibilities a king has. He realises that a king’s actions have consequences. Everything he does affects other people. “I’m —. I’m— scared. I’m frightened of making mistakes.” At last, he discovers fear. But fear makes Peter think before he makes decisions and he becomes the best king the country ever has.

Reproduction prohibited © Chenelière Education Inc.

The end: How the story nishes

Unit 3

thirty-one 31

Date:

FOCUSON ONSPEAKING WRITING FOCUS

Name:

C3

Step 1

Project

Group:

Create a picture story.

Think about a scary story or a situation that makes you afraid. Write down the topic of your story or the situation you want to describe. My topic Is: ____________________________________________________

Step 2

Brainstorm ideas for your story. Decide on the following: • Who? The characters • Where? The place • What happened? The events • Why and How? The ending Write the information in the graphic organizer.

What Happened? Who

_______________________________________________

Main Character

_______________________________________________

_____________________________

_______________________________________________ _______________________________________________

My Scary Story Title _____________________________________________

Where? ______________________ ______________________ ______________________

Step 3

Why?

How?

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Create a storyboard for your story on the next page. Find or draw pictures to illustrate it. Write the rst draft of your story under the pictures. Use the writing checklist to revise your work.

Find photos for your story on the Internet. Use appropriate software to present your story.

32 thirty-two

Elements of Fear

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON SPEAKING

Name:

Step 4

Write your nal copy. Add a title. Post your story on your class web page.

Writing Checklist Make sure that your story has a beginning, a middle and an end. Use correct capitalization and punctuation. Check your plural nouns. Use your resources for help: dictionary, your notes and the model text on page 31.

Reproduction prohibited © Chenelière Education Inc.

Unit 3

thirty-three 33

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Information Questions in The Simple Present Learn About Information Questions We use question words to ask for information. Question Word

To Ask About

Who

identity of persons

Where

location or place

What

things or events

What time

specic time

When

time or date

Why

reason

How

manner

How + adjective/adverb

degree or frequency

How much

quantity or price

How many

quantity or number

How old

age

Look Outo!not add a

she/he/it. D Use does for se form of the verb. ba nal s to the e live? Where does sh

Go to the Grammar File on page 161–165 for more information.

With the Verb to be Question word + verb to be + rest of question Who + is + that girl?

With Other Verbs Question word + do/does + subject + base form of the verb + rest of question Where + do + you + eat + dinner?

Practise A. Read the answers. Complete each question with the appropriate question word.

Questions

Answers

1. _____________ is the new girl?

Her name is Lisa.

2. _____________ is the dictionary?

It’s on the third shelf.

3. _____________ are you scared of spiders?

Because I don’t like the way they look.

4. _____________ old are you?

I am 12 years old.

5. _____________ does the play start?

It starts on Monday.

34 two thirty-four

Elements of Fear

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

B. Write information questions that match the underlined answers. Use the question words for help. Then, circle the verb to be and underline the other verbs in the questions. 1. Q. What __________________________________________________? A. I want a new story. 2. Q. How ___________________________________________________? A. Luc tricks the bear by standing very still. 3. Q. When __________________________________________________? A. Peter meets the wicked men on the rst day. 4. Q. Where _________________________________________________? A. They live in a haunted house. 5. Q. Why ___________________________________________________? A. Bao-Kan hates bugs because they scare her. 6. Q. What __________________________________________________? A. Emma hides under the bed when there’s a storm. 7. Q. How many ______________________________________________? A. Peter’s journey takes three days. 8. Q. When ___________________________________________________? A. Peter nds fear when he becomes king. 9. Q. How long ________________________________________________? A. That cobra is six metres long. 10. Q. What __________________________________________________? A. Adelphine hates to walk in the forest. 11. Q. Who ___________________________________________________? A. The sea-witch tries to drown the sailors. 12. Q. How much ______________________________________________? A. Great white sharks weigh about 2240 kilograms. 13. Q. What __________________________________________________? A. Melissa screams if she sees a scorpion. 14. Q. What time ______________________________________________? A. The clock strikes 12 at midnight. 15. Q. How small ______________________________________________? A. The robbers’ cave is very small.

Reproduction prohibited © Chenelière Education Inc.

Unit 3

thirty-ve two 35

Name:

Date:

C2

Extra Reading

The King of Fear Stephen King writes some of the scariest stories in the world. What makes his stories so scary?

fear Group:

The answer is simple. The best way to write a good story is to start with what you know. Mr. King knows fear very well. He has a long list of fears. Many of his fears appear in his stories. For example, he is afraid of cars. In some of his stories, there are cars that come alive and become deadly. He is also terried of the dark and he is scared of insects. He is also afraid of re. In one of his stories, a character starts res. In another story he writes about a girl who gets lost in the woods and has to spend many nights there. She is afraid of the darkness and the animals in the woods. She hears scary noises all night long. There are also huge mosquitoes in the woods. They bite her until her face and hands are puffy.

fear

Mr. King is also afraid of death and violence. He tells interviewers that he writes scary stories to get these fears out of his mind. When he writes about things that scare him, he feels less afraid. His readers get to be scared instead!

ing

Stephen K

1. Before you read, match each word with its opposite. Write the correct letter on the line.

Vocabulary

Word

Opposite

1. afraid

______

a) unswollen

2. alive

______

b) brave

3. huge

______

c) dead

4. puffy

______

d) tiny

2. After you read, answer the following questions. a. How do you write a good story? ________________________________________________________________________________ b. Why does Stephen King write scary stories? ________________________________________________________________________________ 36 thirty-six

Elements of Fear

Reproduction prohibited © Chenelière Education Inc.

Name:

Chef for Chef for a Day a Day 4 Date:

Group:

Unit

In this unit, talk about your food choices. • Learn words about food and food preparation.

Project Create a menu for your family or your friends.

• Discuss the likes and dislikes of your classmates.

Grammar Close-Up Learn about can, must and have to.

• Explore healthy food choices.

Extra Reading An Interview with Chef Michael Smith Find out about a famous Canadian chef’s healthy food choices.

• Read and write menus. • Practise grammar: imperative sentences, order of adjectives and can, must and have to.

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Unit 1

two 37 thirty-seven

STARTING POINT

Name:

Date:

C2

Group:

1. The Right Ingredients Healthy meals start with the right ingredients. Shop online! 1. Complete the Internet grocery order. First, read the grocery list. Then circle the correct shopping carts to select the food for your order. http://www.shopperscorner.ca

Grocery List 1 kg ground beef gurt 250 ml vanilla yo 1 litre milk 1 head of lettucewberries 1 basket of stra 1 cucumber shes 1 bunch of radi salt pepper oil 1 bottle of olivegar ne vi of le 1 bott 1 jar of mustard 4-5 potatoes cake 1 yellow sponge 1 can of corn s 2 fresh tomatoe 1 onion butter

2. Time to cook! Complete the cooking instructions on the recipe cards. Use the ingredients on each recipe’s list.

Shepherd’s Pie Ingredients: potatoes butter milk salt pepper ground beef onion corn

Procedure: Peel the __________________ and boil them in water until soft. Mash them with one teaspoon of ________________ and some ___________________. Chop the _________________ into small pieces. Cook in a pan with one kg of lean ___________________. Season with ____________ and ______________ and place in a baking dish. Cover with _______________. Spread the potatoes over the corn. Bake at 180 º Celsius for 30 minutes.

38 thirty-eight

Chef for a Day

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Name:

Date:

Group:

Green Salad

Ingredients: Salad:

lettuce cucumber radishes tomatoes

Procedure: Wash the vegetables. Slice the ________________, _________________ and ________________. Tear_________________ into pieces. Mix the

Dressing:

vegetables in a bowl. To make the salad dressing, mix ______________

oil vinegar mustard salt pepper

with ___________________ in a small bowl. Add one teaspoon of __________________. Add ____________ and _______________. Serve the salad with the dressing on the side.

Healthy Strawberry Shortcake Ingredients: yellow cake strawberries vanilla yogurt

Procedure: Wash and slice the ____________________. Slice the ___________________ into two layers. Spoon half of the ____________________ and the strawberries on one layer. Place the second layer on top. Spoon the rest of the yogurt on the second layer. Arrange the rest of the strawberries on top. Serve chilled.

Grammar Flash Imperative Sentences Imperative sentences give instructions, directions or commands. To form an imperative sentence, start the sentence with the base form of the verb. Clean the kitchen. For negative statements, add do not or don’t before the verb. Do not/Don’t forget to wash the strawberries. Complete these imperative sentences. Use the recipes above for help. 1. _______________ the vegetables.

4. _______________ butter on the bread.

2. _______________ the potatoes.

5. _______________ the dishes.

3. _______________ the tomato.

6. _______________ the lettuce.

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Unit 4

Go to the Grammar File on pages 149 –150 for more practice. thirty-nine 39

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

2. The Favourite Food Guessing Game What do you and your classmates like to eat? 1. Write down a favourite food for each category. Keep your choices secret! Write ingredients to describe each of your choices. Use the model answer for help.

Model answer Lunch Favourite food: hamburgers

Ingredients: meat, bread,

ketchup, mustard, cheese, tomatoes

Breakfast

Lunch

Favourite food:

Favourite food:

Ingredients:

Ingredients:

Dinner

Snack

Favourite food:

Favourite food:

Ingredients:

Ingredients:

2. Play the Favourite Food guessing game with a classmate. Take turns to: • Describe one of your favourite foods to your partner. Use your notes from Step 1 for help. Do not name the food. • Answer your partner’s questions. Let your partner guess your favourite food. • Use the model dialogue for help. 40 forty

Chef for a Day

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Name:

Date:

Group:

CD Alex, listen carefully. You have to guess my favourite lunch. Okay. Can you describe it? Sure! It has meat. It has bread. I like to put ketchup, mustard and cheese on it. Is it a hot dog? No, try again. Oh! Is it a hamburger? Yes, you’re right! Your turn.

3. Can you remember your partner’s favourite foods? Write them down. Breakfast: _________________________________________________________________________ Lunch: ____________________________________________________________________________ Dinner: ____________________________________________________________________________ Snack: ____________________________________________________________________________ 4. Do you have some of the same favourite foods as your partner? Name them.

5. Report your partner’s favourite foods to your classmates. Listen to your classmates’ reports. Write down which foods are popular in your class.

Breakfast

Lunch

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Dinner

Snack

Unit 4

forty-one 41

FOCUS ON LISTENING

Name:

Date:

CD

C2

Vocabulary fried: cooked in fat

Group:

3. Healthy in the Kitchen When you are the chef, you want to make healthy food choices. 1. Read the vocabulary words. Then write each word under the correct category.

lean: contains little fat steam: to cook with water vapour

Good for You

Bad for You

saturated fat: animal fat trans fat: fat in margarine and fried foods unsaturated fat: fat in sh, nuts, and olive oil

2. Listen to a teen chef podcast. Complete the cooking tips below.

Teen Chef Cooking Tips 1. Choose the right ____________________ and the right ____________________ . 2. Choose recipes that use ____________________ protein. 3. Include lots of different ____________________ and ____________________ . 4. Avoid fried foods or recipes that contain a lot of ______________________________ . 5. Serve reasonable ____________________ . 6. Put less _________________ and _________________ in your recipes.

3. Answer the questions. a. Why is it important for teenagers to eat healthy food?

________________________________________________________ ________________________________________________________ b. How can you make healthy food that tastes good?

________________________________________________________ c. Why are fruits and vegetables important?

________________________________________________________ ________________________________________________________ d. What can you do to make your recipes healthy?

________________________________________________________ 42 forty-two

Chef for a Day

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Date:

4. What’s for Dinner?

Group:

C2

Planning a meal means planning a menu! Use what you learned about healthy meals. 1. Read the three menus. Below each menu, write the foods that are healthy. Give a reason to support each answer.

Menu 1 Occasi

on of d

inner

Appetizers

Min’s Menu

FOCUS ON READING

Name:

Friday Night Party Dinner Carrot Soup thick, creamy soup with a taste of orange

Green Salad fresh, crisp lettuce with a homemade lemon salad dressing

Main c

ourse

Ginger Chicken Stir-Fry succulent sautéed chicken with vegetables on hot rice

rt

Desse

Fruit Chocolate Fondue fresh fruit with a dark, rich chocolate sauce

Healthy foods:

Reason:

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Unit 4

forty-three 43

Name:

Date:

Menu 2

Group:

Mathieu’s Menu

Hockey Game Dinner Minestrone Soup delicious pasta and vegetable soup, Italian style!

Chicken Wings classic, deep-fried, spicy chicken wings

Matt’s Special Hamburgers a big, juicy hamburger with bacon and cheese and a mountain of delicious French fries

New York Cheesecake rich, creamy cake with strawberry sauce

Healthy foods:

Reason:

Menu 3 Carlos’s Menu

Around The World Birthday Party Dinner Wonton Soup

Mexican Chicken Fajitas

Wontons with pork and ginger cooked in chicken broth

Spicy chicken and vegetables with fresh tortillas, salsa, rich sour cream and guacamole

Greek Salad Fresh, juicy tomatoes, crisp cucumber and onions with feta cheese and olives

French Chocolate Mousse Cake Dark, sweet and light– for all chocolate lovers

Healthy foods:

Reason:

44 forty-four

Chef for a Day

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Name:

Date:

Group:

2. Change the menu with less healthy foods to make it healthy. Add adjectives to describe the food.

Time to Talk

Soup:

• Choose a partner and talk about which menu you like.

Appetizer/Salad:

• Take turns ordering items from the menus.

Main Course:

Dessert:

3. Complete the sentences. a. The menu with more healthy foods is________________________________________________. b. The menu with less healthy foods is _________________________________________________. c. The menu I prefer is ______________________________________________________________. 4. Circle the adjectives used in the menus on pages 43 and 44.

Grammar Flash Order of adjectives When there are two or more adjectives before a noun, follow this order: number, size, description, age, colour. Use commas to separate the adjectives. It is not necessary to put a comma after numbers or between the last two adjectives of a long list. two ripe, red tomatoes ten big, fresh, juicy yellow lemons

Add adjectives to these menu items to make them sound more appetizing. a. Chicken soup _________________________________________________ b. Egg rolls ______________________________________________________ c. Spaghetti with sauce ___________________________________________ d. Salad ________________________________________________________ e. Chocolate cake _______________________________________________

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Unit 4

Go to the Grammar File on page 180 for more practice.

forty-ve 45

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3

Group:

Project

Create a menu for your family or friends at home.

Step 1

Be a chef for one night and make your home a restaurant! Decide on the type of food you want to make.

Step 2

Plan your menu. Make it healthy. Write your choices for: Appetizers (2)

Main Course

Use the Internet to research recipes. Use appropriate software to design your menu.

Dessert

Step 3

46 forty-six

Plan your grocery shopping list to make your meal. Write down the ingredients you need.

Chef for a Day

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Date:

Step 4

Write adjectives to describe your menu choices. Appetizers

Step 5

Group:

FOCUS ON SPEAKING

Name:

Main course

Dessert

Write the rst draft of your menu. Include adjectives to describe your meal. Then, use the writing checklist to revise your work.

Appetizers

Main course

Dessert

Writing Checklist Refer to the graphic organizer as you write. Make sure your adjectives are in the right position. Check your sentences. Use your resources: dictionary, grammar ash, podcast, model menu.

Step 6

Explain why you think your menu is healthy.

I think my menu is healthy because . . .

Step 7

Create your nal menu and shopping list. Present it to your teammates. Vote on the best healthy menu.

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Unit 4

forty-seven 47

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Can, Must and Have To Learn About Can, Must and Have To Go to the Grammar File on page 151–152 for more information.

We use can to: • show ability ( I can make you a sandwich.) • ask or give permission You can use meat or cheese. We use have to and must to show obligation. I have to buy some groceries. You must clean the kitchen.

Look Outp!erson

r third Use has to fo she, it). singular (he,

To form a sentence with can, have to and must, we: • use the base form of the verb • place can, has/have to or must before the base verb.

The Afrmative Can

Have to

Must

He can make supper.

She has to bring food.

We must eat our vegetables.

The Negative Full Form

Contracted Form

I cannot make lunch today.

She can’t make lunch today.

I must not have any fruit.

She mustn’t have any fruit.

I do not have to clean the kitchen.

She doesn’t have to clean the kitchen.

Practise A. Circle can, have to and must and underline the verbs that follow them.

Dale Makes Maelle a Sandwich Dale: I can make you a sandwich. What do you like? Maelle: I love cheese and vegetables. Dale: I can’t use meat? Maelle: No. I’m a vegetarian, remember? You have to use vegetables and cheese. You must not include any meat. Dale: That doesn’t sound very exciting. Maelle: It’s my sandwich. You have to make it the way I like it. 48 two forty-eight

Chef for a Day

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Name:

Date:

Group:

B. Can: Use can, cannot or can’t and the verb to complete the sentences. can’t/cannot stand 1. I ________________________ (stand) it when someone steals my lunch. 2. Okay, you ________________________ (buy) a popsicle for dessert. 3. We ________________________ (eat) at the cafeteria when we don’t bring a lunch. 4. The cafeteria ________________________ (sell) junk food; it’s a school rule. 5. We ________________________ (go) across the street to the store to buy snacks. 6. Suzie ________________________ (eat) too much sugar because she is diabetic. 7. Joel ________________________ (drink) milk because he is allergic to it. 8. We ________________________ (eat) lunch before we go outside.

C. Have to: Complete the text with the afrmative or negative form of have to. Dear Diary: Tomorrow I __________________ prepare supper for the family. I ___________________ work too fast because I have all afternoon. My mother is happy because she __________________ do anything, but she __________________ take me to the store to buy the groceries I need. My brother __________________ go to his soccer practice after supper, so we __________________ eat early. My father __________________ work late, so we __________________ save some food for him. There is one good thing: I __________________ do the dishes!

D. Can or Must: Complete the text with can or must. Dear Marco: can I am happy that you _____________ make supper tonight. First, you _____________ use the stove, but be careful. You _____________ decide what you want to make: it’s your decision. You _____________ remember to prepare all your ingredients before you start to cook. You _____________ use the food in the refrigerator. Don’t forget, you _____________ clean up as you work, but I _____________ do the dishes after supper. You _____________ not burn the food. Good luck! Mom Go to the Grammar File on pages 151–152 for more practice.

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Unit 4

forty-nine two 49

Name:

Date:

C2

Group:

Extra Reading An Interview with Chef Michael Smith What is your favourite meal to cook?

Anything with ingredients from my home province, Prince Edward Island. I also try to use fresh ingredients that are in season. Why is it important to eat foods from local farms?

It helps the community and the farmers. Also, local food tastes better because it is fresh. Do you cook with organic foods? Why or why not? Chef Michael Smith is a professional chef who shows Canadian families how to create simple, practical, nutritious food on his television show, Chef at Home. He lives on Prince Edward Island with his partner, Rachel Leslie, and their son Gabriel.

Vocabulary organic: plants that had no pesticides soil: the ground where plants grow label: the words on a package ourselves: us

Yes, I do, because organic farmers keep the soil healthy and respect the environment. So, the food is healthier. How do you know which foods are healthy and which foods are not?

Read the label. If you cannot pronounce the ingredients, don’t eat it! Real food contains real ingredients. My parents hate to cook. What can I do to eat healthy?

Learn to cook! It is not hard to do, and it is fun. You can do it, too! But cooking looks hard. What if I make a mistake?

Don’t be afraid to make mistakes. That is how we learn! What if I am too busy to cook?

We are never too busy to take care of ourselves. Make time for real food! My friends like fast food. How do I change what I eat when I am with them?

Fast food has no nutritional value. It can harm your health. Be a leader, and show your friends what real food can do. You cook on television and write books about cooking at home. What is your goal?

My goal is to help Canadian families take control of their food and be their best!

harm: hurt

1. Michael Smith gives suggestions for healthy eating. Write three. Use imperative sentences.

2. Circle the suggestion you want to remember. 50 fty

Chef for a Day

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Name:

Animal Animal Heroes Heroes 5 Date:

Group:

Unit

In this unit, learn about incredible animal heroes. • Learn animal vocabulary. • Read stories about amazing animals. • Write a news story. • Practise grammar: the simple past with to be, to have and regular verbs, and simple past negatives.

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Project Write a news story about an animal hero. Grammar Close-Up Learn about the simple past. Extra Reading Shackleton the Cat Read about an animal’s ght to live.

Unit 1

two 51 fty-one

Name:

Date:

STARTING POINT

C1

Group:

1. Animals on the Move Find words to describe animals. Then, play a game. 1. Look at the photos. Read the vocabulary words. Associate each word with a photo, and write the word on the line below the photo.

Vocabulary

Body fur scales feathers

Feet webbed feet paws hooves

Action climbs ies crawls

Face beak trunk whiskers

fur

2. Play the animal snakes and ladders game with a classmate. Use the model dialogue for help.

CD

It’s your turn to throw the dice. Four. It says, “Name an animal that has hooves.” Do you know the answer? Hooves? A horse has hooves. I think you’re right! Okay, now it’s my turn.

52 fty-two

Animal Heroes

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Name:

Date:

43 44 Name an animal that ies.

Name an animal that helps people.

46

47

48

What animal is “king of the jungle?”

What is the common word for “canine”?

What colours are tigers?

Bad news! Go down.

41 40

Bad news! Go down. Answer the question.

What Name an mammal animal that can y? collects nuts.

Name three types of mammals.

30 What animal likes to chase mice?

39 38 What animal Name a has a very nocturnal long neck? (night) animal.

31

32 33

What does Lucky you! a cow like Go up! to eat?

28

27

Name an animal that has a trunk.

Bad news! Go Go up! Answer Name an down. Answer the question. animal that the question. burrows (hides in the ground).

15

16

The Zoo

What colours Welcome to the zoo! Name are zebras? three animals you will visit.

14

13

Name an animal with scales.

What animal is “man’s best friend?”

START

2 Name two reptiles.

END

45

42

29

Group:

26 25

17

What Go up animal the ladder. smells terrible?

3 4 What is your favourite animal?

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Visit the zoo! Advance to square 15.

36

Name a wild animal.

Name a common pet.

34

35

relax

Name an animal that has hoofs.

24

23

22

What do lions like to eat?

Name an amphibian.

19 20

What mammal Name an swims? animal that is slow.

11

37

Name an animal that eats plants.

18

12

Answer the question.

ns! latio u t a r Cong are an You expert! al anim

21

Name an Bad news! animal that Go down. has fur.

10

Name the continent where giraffes live.

Name an ocean predator (a killer).

9 8

Name a Canadian wild animal.

5

relax

Unit 5

What is the Name an animal that works for common people. word for “feline”?

6

7

Name two animals with whiskers. Go up the ladder!

Name an animal that eats meat.

fty-three 53

Date:

FOCUS ON READING

Name:

C2

Group:

2. Amazing Animals Some animals do incredible things! 1. Read the newspaper headlines. Underline the animal hero.

A

B

ick Teen Dog Therapist Helps S C

CAT WALKS 300 TO FIND ITS FA 0 KM MILY

F E

D

irl From G s t f i L t n a h Elep Waters d o o l F i m a n Tsu

DOLPHINS RESCUE LIFEGUARDS FROM SHARK ATTACK

DOG LEADS BLIND MAN FROM 9/11 FIRE

POLAR BEAR SAVES KITTEN’S LIFE

2. Read the three news stories. Choose the correct headline for each story from the headlines above. Write the headline above the story.

1

2

A polar bear at the Stanley Park Zoo saved a kitten from drowning in 1984. A young man walked past the bear’s enclosure and tossed the small kitten into the polar bear’s pool. The large white bear jumped in the water. It picked up the kitten in its mouth and gently carried it to land. The bear placed the kitten between its paws and licked it until it was dry.

54 fty-four

Animal Heroes

Riley is a special dog. With his large brown eyes and his brown fur, he helps sick kids feel better. In 2008, Will Carter, 16, was very sick. He was in a coma for a long time. At the hospital, Riley visited him. Now, every day, Riley’s owner brings him to the hospital. He spends time with sick children and teens. When Will is with Riley, he feels calm and relaxed.

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Name:

Date:

Group:

3 On Oct. 30, 2004 a group of dolphins protected some lifeguards from a shark attack. The lifeguards were in the ocean near New Zealand. A group of dolphins started swimming quickly in circles around the lifeguards. The lifeguards spotted a large white shark swimming close by. The dolphins stayed close until the shark disappeared.

3. Reread the news stories. Use the vocabulary words from the stories to complete the crossword puzzle. 1

Vocabulary

7

3 2 4

5

8

6

Across area surrounded by a barrier to die under water 6 watches and protects swimmers 8 state of being unconscious

Down fast passed the tongue over something 4 proprietor of something 7 to toss, in the past

2

1

5

3

4. Complete the following sentences. a. The shark tried to attack the __________________________. b. Will Carter was very sick. He was in a ___________________ for a long time. c. Riley and his ___________________ go to the hospital to visit children every day. d. The cruel man ___________________ the kitten into the water. e. The bear saved the kitten and ___________________ it dry. 5. Circle all the verbs in the simple past in the news stories. How many did you nd? ___________

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Unit 5

fty-ve 55

FOCUS ON LISTENING

Name:

Date:

CD

C2

Group:

3. Angel, Dog Hero Listen to a news report about a heroic dog. 1. Match the word to its denition. Write the correct letter.

Vocabulary

Words

Denitions

1. backyard

______

a) running aggressively

2. back porch

______

b) hurt

3. charging

______

c) land behind a house

4. injured

______

d) protector

5. guardian

______

e) patio

2. Write two ways that dogs help people.

3. Read the incomplete sentences below. Then, listen to the news report. Complete the sentences.

• A ____________ saved a boy from a ___________________ attack. • The attack happened _________________________________. • The attack happened in Austin’s ___________________ . • Angel wanted to ___________________ the boy. • The dog ___________________ the path of the cougar. • A police ofcer ___________________ the cougar. • Austin says Angel is his _________________________________ .

4. Why is the dog a hero?

5. Circle the best headline for this article. a. Dog is Boy’s Best Friend b. Police Kills Cougar c. Dog Saves Boy From Cougar Attack 56 fty-six

Animal Heroes

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Date:

4. Your Animal Hero

Group:

C1

Animals don’t have to do big things to be our heroes. 1. Read the question below. Brainstorm ideas and write your answers. What makes an animal a hero?

FOCUS ON SPEAKING

Name:

2. Choose an animal that you think was a hero. Complete the graphic organizer. Then, share your answers with your partner. Name of animal: _____________________________________________ Model answer Type of Animal

dog Description • had fur, paws, long tail

Why My Animal Was a Hero • My animal … helped me feel good

•

•

Type of Animal

Description

Why My Animal Was a Hero

•

• My animal …

•

•

3. Work with a classmate. Take turns to describe your animal hero. Use the graphic organizer and the model dialogue for help.

CD

My animal hero was my rst dog, Ed. Can you describe him? He had black fur and big paws. He had whiskers and he was big. Cool! Why was he your hero? He was very friendly. He walked everywhere with me. I was never alone because Ed was with me all the time.

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Unit 5

fty-seven 57

Date:

FOCUS ON READING

Name:

C2

Group:

5. Animals in the News Some animals can touch people in other ways. 1. Match the question words to the answers. Who

in the forest

What

they took the wrong road

Where

three teenagers

When

a dog found three lost teenagers

Why

on spring break

2. Read the news story. Examine how it is constructed.

Vocabulary treatments: medical care stray: lost

The headline The date The author, the byline what: put in the rst sentence

who, where, when: put more important details rst

put less important details after

58 fty-eight

Animal Heroes

Cat Gives Gift of Courage October 12, 2011 by Sumi Kim teenage girl with cancer credits her cat with helping her get well. Shanie Wilder, 15, discovered she had cancer last June. Her treatments were difcult and she wasn’t well at all. Sometimes she felt very discouraged and alone. One day in July, a stray cat appeared at her house in Shawville, Quebec. They didn’t know where it was from. At rst, Shanie’s mother didn’t want her to keep the cat, but she eventually accepted. Shanie was very happy with her new friend. Shanie named the cat Silver, because it had soft, silver-grey fur. Silver stayed beside Shanie day and night. It followed her when she was out of bed. It even watched TV with her! Shanie says that she is well today because Silver helped her nd the courage to ght cancer.

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Name:

Date:

Group:

3. Complete the graphic organizer with information from the news story. What

Who

When

Where

Why

Time to Talk

4. Answer the questions using full sentences. a. Do you think animals can make sick people well? Give one reason. __________________________________________________________ __________________________________________________________ b. How can animals help people nd courage? __________________________________________________________

• Choose a partner and talk about Step 4. • Give reasons or examples for your answers. • Compare your answers with your partner.

__________________________________________________________

Grammar Flash The Negative Form of the Simple Past

Look Out!

To form a negative sentence in the simple past of most verbs: Add did not before the base form of the verb. She did not want help.

The negative contracted for m of was not is wasn’t, were no t is weren’t and did not is didn’t .

For the verb to be: Add not after was or were. He was not afraid. They were not in danger. A. Circle three negative forms in the news article on page 58. B. Write each sentence in the negative form of the simple past.

1. They walked to the park. _____________________________________________________ 2. Cheryl listened to the instructions. _____________________________________________ 3. Minnie was tired last night. ____________________________________________________ 4. George and Liz called for help. _________________________________________________ 5. You were lost in the forest. ___________________________________________________ Go to the Grammar File on pages 135–136 and 142–143 for more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 5

fty-nine 59

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3

Step 1

Project

Group:

Write a news report about an animal hero.

Choose an animal for your news report. Write words to describe your animal. Animal: ________________________________________________________ _______________________________________________________________ _______________________________________________________________

Step 2

Use the graphic organizer to plan your news report. Refer to the model texts on pages 54, 55 and 58 for help. What

Use appropriate software to write your news report and set up an online class newspaper.

Who

When

Where

Why

Step 3

60 sixty

Write the headline for your news report.

Animal Heroes

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Step 4

Date:

Group:

FOCUS ON SPEAKING

Name:

Write the rst draft of your news report. Use the writing checklist to revise your work.

Writing Checklist

Step 5

Create your nal copy and make an online class newspaper.

Use the graphic organizer as you write. Write a headline for your news report. Check your verbs: Do you use the past tense? Use your resources: dictionary, grammar notes, model texts.

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Unit 5

sixty-one 61

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up The Simple Past Learn About the Simple Past We use the simple past for: • a past fact or description Her kitten was the smallest of the litter. • a past action that is completed Mara walked her dog. • a past state Sam’s horse had a sore leg last week.

The Affirmative

Look Outg!rules

Regular verbs Singular

You walked She/He/It walked We walked You walked They walked

Singular

The verb to be

Plural

Many verbs have an irregular form in the simple past: to be and to have are irregular verbs. For more irregular verbs, go to pages 195–196.

ellin Check the sp en you wh 0 0 e on pag e verbs. th to d add e

I walked

Plural

To form the simple past of regular verbs, add ed to the base form of the verb.

The verb to have

I was

I had

You were

You had

She/He/It was

She/He/It had

We were

We had

You were

You had

They were

They had

Go to the Grammar File on pages 133–143 for more information.

Practise A. Circle the verbs in the simple past.

Dog Saves Man from Car Accident Honey the cocker spaniel saved her owner from a car accident last Monday night. Michael Bosch accidentally missed the road. His car crashed 12 metres down a ravine. The vehicle landed on its roof. A tree trapped Bosch inside. Honey was in the car, but she escaped. She hurried to get a neighbour and barked at him to follow her. Bosch exclaimed, “She saved my life for sure.”

62 two sixty-two

Animal Heroes

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Date:

Group:

B. Regular verbs: Complete the story. Write the verbs in the simple past. Elephant Rescues Antelope from Captivity saved A wild elephant (save) _______________ a herd of antelope in Africa. Some scientists (capture) _________________ the antelope. They (want) _______________ to send them to a different place. During the night, an elephant (arrive) ___________________ . She (circle) ___________________ the enclosure. She (start) _______________ playing with the lock. She (open) _______________ the lock with her trunk and (push) _______________ the gate open. The antelope (escape) _______________

FOCUS ON SPEAKING

Name:

from the enclosure. The elephant (watch) _______________ the antelope leave. Then she (walk) _______________ away into the night.

C. To be: Write the correct form of the verb to be in the simple past. were 1. Dogs _______________ pets many thousands of years ago. 2. The rst pet dog _______________ probably a wolf. 3. Dogs _______________ good hunters. 4. Cats _______________ also pets. 5. Some people think the cat _______________ a wild animal. 6. The Ancient Egyptians thought cats _______________ gods. 7. It _______________ illegal to harm a cat in Ancient Egypt. 8. Dogs _______________ not as important as cats!

D. To have: Write the correct form of the verb to have in the simple past to complete the text. had Yesterday, I ____________ a surprise. I ____________ English at the rst period. We ____________ a big project to present in class. My school bus arrived early. I think the bus driver ____________ a problem with his watch! I still ____________ to get dressed! My brothers ____________ to run and tell the bus driver to wait. I ____________ to take my breakfast on the bus. I ____________ papers falling out of my bag. I ____________ to run out the door. I was lucky–he waited!

Go to the Grammar File on pages 133–143 for more exercises.

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Unit 5

sixty-three two 63

Name:

Date:

C2

Group:

Extra Reading

Shackleton the Cat Vocabulary I arrived at work. Something was different. The emergency room in the veterinary clinic was silent. Today, the doctor and the technicians did not rush around to save their patient. Today, the patient was a total wreck.

broken: in pieces muddy: covered with mud recovery: time to get well starvation: lack of food stitched: sewed with thread and needle suddenly: quickly, without warning wreck: mess

The animal ofcers discovered this poor cat in an animal trap. He was unconscious. He was muddy. He had worms in his ears and mouth. He had a lot of broken bones. His jaw bone poked out of the center of his mouth. He had missing teeth. He smelled terrible. The ofcers explained that a car hit him. Luckily, he survived, but he landed in the trap.

1. Number the events of the story in the correct order. _____ I named the cat Shackleton. _____ I am not lonely anymore.

The cat was very close to death. I prepared the injection to put him to sleep. Suddenly, he opened his eyes and started to purr. He rubbed his messy face on my cheek.

_____ The cat had broken bones and was a total mess.

I needed to stay calm, but my eyes lled with tears. I asked the doctor to let me clean up the cat. We set the broken bones and stitched his wounds. I named him Shackleton, after the great explorer who pushed through hunger and illness to reach home.

_____ I started to cry.

His recovery was long and slow. In time, he healed, but he is not a pretty cat. His face looks funny and he walks sideways. He is lucky to be alive, and I love him with all my heart. I saved Shackleton’s life, but he saved mine, too. He is my guardian. I was lonely, but I am not alone anymore. Shackleton, the one-eyed, cuddly survivor, showed me that I can survive difcult times, too. 64 sixty-four

Animal Heroes

_____ Shackleton saved my life.

_____ He is not pretty but I love him. _____ We cleaned him, set his broken bones and stitched his wounds. _____ The clinic had a patient who was in big trouble. _____ I was ready to put the cat to sleep but he woke up. _____ He healed after a long time.

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Name:

Virtual Virtual Fun Fun 6 Date:

Group:

Unit

In this unit, talk about video games that interest you and your friends. • Describe your interests. • Express agreement and disagreement. • Listen to advice about buying video games. • Read some video-game reviews.

Project Write a review of your favourite video game. Grammar Close-Up Learn about the simple past of irregular verbs. Extra Reading Prole of a 3D Game Artist Read about Mike Cartwright, a video-game creator.

• Practise grammar: sequence adverbs, ordinal numbers and the simple past of irregular verbs.

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Unit 1

two 65 sixty-ve

Date:

STARTING POINT

Name:

C2, C1

Group:

1. Are You a Gamer? What type of video-game player are you? Take a quiz to nd out. 1. Circle the answers that best reect you.

Quiz 1. It was your birthday and you got a new video game. You

4. How often do you play? In the past week you played

a. waited until the weekend to play because you had homework.

a. on only one night.

b. played very late at night.

c. only on the weekend.

c. played for an hour after you did your homework. 2. The last time you played your favourite video game, you played a. with friends. b. with people online.

b. during any free time you had.

5. You bought some games. You chose a. puzzle games, music and dance games, role-playing games. b. ghting games, action games, sport games. c. adventure games, simulation games, physical games.

c. alone. 3. In the past month, you

6. The characteristics of a good game are

a. played with your family and friends.

a. credible characters.

b. competed with other players online.

b. realistic graphics.

c. played to relax and to learn something new.

c. good sound effects.

Results

2. Read the following instructions and add up your score. Write it down: _______ .

66 sixty-six

Add up your score. Give yourself 1 point for each a answer. Give yourself 3 points for each b answer. Give yourself 2 points for each c answer.

Virtual Fun

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Name:

Date:

Group:

3. Read the interpretation of your score below. Do you agree or disagree with the results? Explain your answer.

Interpretation 14–18 If your score is 14–18 points, you are a power gamer. The game controls you.

10–13

6–9

If your score is 10–13 points, you are a social gamer. You like to play with friends and make friends when you play.

If your score is 6–9 points, you are an occasional gamer. You play because you are alone and bored.

4. Discuss your results with ve other classmates. Use the model dialogue for help. Then answer this question: Does the quiz give accurate information about you and your classmates?

CD My score is 14. Wow! It says that I’m a power gamer. Is that true? Yes, it is. I love playing games. I want to play all the time. What about you? My score is 10. That makes sense. I’m more a social gamer.

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Unit 6

sixty-seven 67

Date:

FOCUS ON SPEAKING

Name:

C1

Group:

2. Teens and Video Games There are different opinions about teens and video games. What do you think? 1. Read the statements below. Check Agree or Disagree. Be ready to give a reason for your choice. Agree

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Disagree

All teens play video games. Teens who play video games are good in math. Video games help teens make friends. Boys prefer violent video games. Online games encourage teamwork. Teens should be allowed to play any game. Teens can become addicted to video games. Video games help teens learn a second language. Playing video games makes teens’ grades go down. Video games develop teens’ brains. Video games keep teens from exercising. Video games increase teens’ condence. Teens who play video games are always tired. Video games help teens deal with stress. Playing video games makes teens anti-social.

2. Work with a classmate and compare your answers. Give a reason for your choices. Use the model dialogue for help.

CD

I wrote “disagree” for number 1. Yes, me too! Great! We agree. Reason? Some of my friends said they don’t like to play video games. I agree. Some of my friends don’t play, either. 3. Choose three statements that you and your partner strongly agree with. Write them down. 1. 2. 3.

68 sixty-eight

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Date:

Group:

3. Video-Game Buying Tips

C2

FOCUS ON LISTENING

Name:

CD

Do you want to buy a new game? Here are some tips to help you. 1. Do you buy or rent video games? How often? Write down your answer.

2. Read the following words and denitions. Complete the sentences with the correct words. Word

Denition

addictive quickly suitable tip

adj. difcult to stop adv. rapidly adj. appropriate noun advice

Vocabulary

1. My best friend gave me ____________ on how to play a video game. 2. Some games were ________________. It was difcult to stop playing. 3. Violent games are not ________________ for young players. 4. My young brother moved _______________ to the end of the game. 3. Listen to Romy and Scott talk about tips for buying video games. Underline the advice in the text as you listen.

CD Romy: Hi, Scott. Guess what! I went to the store to buy a video game. The salesperson was so helpful. He gave me a few tips to help me choose my game. Scott: That’s great, Romy. Tell me about them. Romy: First, he told me that I had to decide what I like to play. I told him that I liked fantasy worlds. Scott: I agree. It makes sense to choose the type of game you like. Romy: Second, he asked me how old I was. He told me to choose a game suitable for my age. Scott: You’re 13, so you can play games rated Everyone.

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Romy: Yes, that’s right. Then, he advised me to stay away from violent games. They can be addictive. Scott: I don’t agree. I play war games all the time and I’m not addicted. Romy: Next, he said I must choose a game that I can learn quickly. Scott: I don’t think he’s right. I like the challenges of difcult games. Romy: Finally, he told me to play a demo version of the game I liked the most. Scott: Lucky! I guess he sold you the game. Romy: Yes, he did. I spent $70. I bought a game for you, too!

Unit 6

sixty-nine 69

Name:

Date:

Group:

4. Write the ve tips below. TIP 1

First,

TIP 2

Second,

TIP 3

Then,

TIP 4

Next,

TIP 5

Finally,

Agree

Disagree

5. Decide if you agree or disagree with each tip. Check (3) your answer. Give a reason for each answer.

Time to Talk • Choose a partner and talk about Step 5. • Compare your answers with your partner. • Say why you disagree with any of the tips.

6. Write a personal tip to add to the list.

Grammar Flash Sequence Adverbs and Ordinal Numbers Sequence adverbs tell us in what order events happen. after that, next, then, nally We also use ordinal numbers. rst, second, third, fourth Punctuation: Follow a sequence adverb or an ordinal number with a comma (,). Put the sentences in the correct order. Write a sequence adverb or an ordinal number at the beginning of each sentence. Use the correct punctuation. ____ . ______________________________ practise to get a better score. ____ . ______________________________ read the game instructions. ____ . ______________________________ buy or rent a video game. ____ . ______________________________ try to play the game 70 seventy

Virtual Fun

Go to the Grammar File on page 184 for more practice.

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Name:

Date:

Group:

FOCUS ON READING

4. Teens’ Video-Game Reviews C2

Find out about new video games. Read what teens think about them. 1. Where do you nd information about a new game? Write down your answers to the following questions. a. Do you ask a friend’s opinion before you buy a game? _________________________________________________________ b. Do you read video-game reviews online? _________________________________________________________

Vocabulary

c. Do you read magazines about video games? _________________________________________________________

alive: real power: strength

2. Read the reviews of some top-rated video games. Underline the positive characteristics of each game.

warriors: ghters

Fire of the Dragon II By Simon G., Montréal, QC

Last week, I bought a new adventure game. I chose it because I can play online with my friends. My friend Matthew taught me some cool strategies. I began to play online with him and with four other players. We played for three hours. Matthew and I won. It was great fun. The Setting: Fire of the Dragon I travelled back in time. The dragons fought to conquer the warriors. Fire of the Dragon II takes place in the present. The warriors ght the dragons to get power. What I Liked: First, every room in the game felt real. I thought that the graphics were realistic and the sound effects made the scenes come alive. Second, I found that the challenges were intense. I did not get tired of playing. Third, the different levels of the game kept me motivated. Finally, the theme continued from the rst game and I liked that. What I Did Not Like: First, I did not like the characters. They were not realistic. They did not have faces and emotions. Second, I did not believe some parts of the story. Finally, the game was very violent.

My Rating: 8/10

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Unit 6

seventy-one 71

Name:

Date:

Group:

Hard Rock Band By Nadia L., Sherbrooke, QC

I had other music video games and I really wanted this new game. I chose it because I forgot how to play the guitar. When I grew up, my dad taught me to play bass guitar. He knew how to play the drums, too, but he did not teach me. This game taught me to play the drums, too. What I Liked: First, I liked the game because you can play with a group or alone. Second, there were many instruments to learn. I played with four friends and each player chose a different instrument. That was a great feature. Third, we learned the game quickly. It did not take a lot of practice and concentration to learn a song. Next, we loved the different levels of difculty. They kept us motivated. Finally, the game had 55 songs. That’s a lot. What I Did Not Like: I hated when Julie, my friend, was cut from the audio mix. She did not play her instrument well and she gave up. Then, the graphics did not hold my attention. They were unnatural and boring. Finally, the game had songs from ten years ago and did not focus on modern songs.

My Rating: 7.5/10

Vocabulary feature: characteristic boring: not interesting

Extreme Kayak Racing 2012

cheap: not expensive discount: reduced price

By Ian L., La Salle, QC

I found this game in the discount bin. I chose it rst because it was cheap. Second, I wanted a game to play with my sister and I knew that she liked kayaking. What I Liked: First, I liked the game because you move a lot when you play. Second, I played the game against my sister, my friend Leo, my brother and my dad and they all loved it. They learned quickly and became very good. Next, I liked the ten levels of difculty and the different types of kayaks to choose from. Fourth, the rivers where we raced looked incredible. The game never became boring. It was also useful in real life: I went kayaking a few times and the game got me to practise certain paddling movements. What I Did Not Like: First, I did not like the fact that only three people could participate in each race. Second, sometimes my kayak did not respond to my moves. Finally, the game gave onscreen maps but some races did not actually appear on the maps.

My Rating: 9/10

72

seventy-two

Virtual Fun

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Name:

Date:

Group:

3. Complete these sentences. a. Simon chose his game because ___________________________________________________ b. Nadia chose her game because ___________________________________________________ c. Ian chose his game because ______________________________________________________ 4. List the positive and negative features of each game.

Game 1: Fire of the Dragon II Positive Features

Negative Features

1.

1.

2.

2.

3. 3.

4.

Game 2: Hard Rock Band Positive Features 1.

Negative Features 1.

2. 2.

3. 4.

3.

5.

Game 3: Extreme Kayak Racing 2012 Positive Features 1.

Negative Features 1.

2. 3.

2.

4. 5.

3.

6.

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Unit 6

seventy-three 73

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3

Project Step 1

Use the Internet to nd information about games you may like to write about. Use appropriate software to write your nal copy. Find free online games. Search words: free online games.

Group:

Write a review of a video game.

Choose a video game. Name of game: ________________________________

Step 2

Describe the type of the game you chose. ______________________________________________ ______________________________________________ ______________________________________________

Step 3

List the features of the game in the T-chart.

Positive Features

Step 4

Negative Features

Complete the graphic organizer.

Theme

Reasons I chose it

What I like

What I don’t like

•

•

•

•

•

•

•

•

•

74 seventy-four

Virtual Fun

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Step 5

Date:

Group:

FOCUS ON SPEAKING

Name:

Write a review of the game. Use your ideas from the previous steps. Describe • the reasons you chose it. • the theme. • what you liked. • what you did not like. Rate the game.

Step 6

Write the nal copy of your review. Post it on your class web page. Ask your classmates to rate the review and to agree or disagree with your opinions.

Writing Checklist Use the ideas from your graphic organizers. Check the spelling of regular and irregular verbs. Use the negative form of simple past verbs. Use sequence adverbs and ordinal numbers to organize your text. Use correct punctuation and capitalization. Use your resources: dictionary, model texts, grammar notes and classmates.

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Unit 6

seventy-ve 75

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Simple Past of Irregular Verbs Learn About the Simple Past of Irregular Verbs Irregular verbs do not end with ed. They have different forms. Go to the Grammar File on pages 140–141 for more information.

Here is a list of irregular verbs used in this unit. Base Form

Simple Past

Base Form

Simple Past

be (am/is/are)

was/were

have

had

begin

began

keep

kept

buy

bought

know

knew

choose

chose

make

made

do

did

read

read

feel

felt

say

said

nd

found

spend

spent

ght

fought

tell

told

forget

forgot

win

won

get

got

write

wrote

give (up)

gave (up)

go

went

grow up

grew (up)

Look Ou–t1!96

95 Go to pages 1 r verbs. ula for other irreg

Practise A. Underline the irregular verbs. Write the base form of the verbs. nd 1. I found a fun medieval adventure game yesterday. ____________________ 2. Jon spoke to me last week. ____________________ 3. My brother gave me his video games. ____________________ 4. They knew the name of my favourite game. ____________________ 5. We stood in line for two hours at the new video-game store. ____________________ 6. Dale and I were happy to join the club. ____________________ 7. It took them 23 hours to nish the game. ____________________ 8. I understood the game rules although they were complicated. ____________________ 9. She forgot her password. ____________________ 10. They came to play with us. ____________________

seventy-six 76 two

Virtual Fun

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

B. Write complete sentences in the simple past with the time markers and verbs given. 1. (Yesterday) (to make) _________________________________________________________________________________ 2. (Last week) (to get) _________________________________________________________________________________ 3. (Last year) (to have)

FOCUS ON SPEAKING

Name:

_________________________________________________________________________________ 4. (to be) (when I started school) _________________________________________________________________________________ 5. (Last Saturday) (to go) _________________________________________________________________________________ 6. (A month ago) (to give) _________________________________________________________________________________ 7. (The day before yesterday) (to read) _________________________________________________________________________________ 8. (Two weeks ago) (to buy) _________________________________________________________________________________ 9. (Last night) (to sleep) _________________________________________________________________________________ 10. (Two days ago) (to write) _________________________________________________________________________________ 11. (To have) (When I was ten) _________________________________________________________________________________ 12. (Three months ago) (to choose) _________________________________________________________________________________ 13. (Last weekend) (to spend) _________________________________________________________________________________ Go to the Grammar File on pages 140–141 for more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 6

seventy-seven two 77

Name:

Date:

C2

Group:

Extra Reading

Prole of a

3D Game Artist

Does making video games for a living appeal to you? Find out about Mike Cartwright, a 3D game artist. Mike started to play video games when he was a little kid. His grandmother was a videogame fanatic and she took him to the arcade every day. Soon, he became a fan. At the end of high school, Mike knew that he wanted to work in the video-game industry. He went to college and took art courses. He also got a degree in design from a technical school. First, Mike got a job as a game tester. He became a senior-level tester. Then, he moved on to be a designer. One of the rst things he drew was a frozen aquarium with sea monsters that were caught in the ice.

Finally, Mike became a 3D game artist. He created 3D models and built backgrounds for games. He also built bizarre machines and weird animals. Mike loved his job. There was a lot of hard work but it was fun. His colleagues were all people who liked games. A lot of people at work became his friends. Mike gave this advice to young readers who want to be in the game industry. Do you have a great imagination? Are you ready to work hard? Then this is the right place for you. If you are creative and like to draw, you can do well. It is a fantastic place to work and you meet some really great people.

1. Read the interview. Decide if the following statements are true (T) or false (F). Circle your answers. 1. Mike built backgrounds for video games. 2. Mike’s mother liked video games.

T

T F

3. Mike got a degree from a technical school.

Vocabulary appeal to: interest

4. Mike worked as a 3D game artist. 5. Mike started as a designer.

T

T

F

T

F

F

F

background: scenery caught: trapped

2. What qualities do you need to work in the game industry?

weird: strange 78 seventy-eight

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When Disaster When Disaster Strikes Strikes Name:

Date:

Group:

Unit In this unit, learn about severe weather conditions and natural disasters. • Read stories of survival. • Learn how to make an emergency phone call. • Listen to advice about emergency kits. • Practise grammar: prepositions and questions in the simple past.

Reproduction prohibited © Chenelière Education Inc.

7

Project Design a severe weather warning web page. Grammar Close-Up Learn about questions in the simple past. Extra Reading Storm Chasers Read about people who track storms.

Unit 1

two 79 seventy-nine

Date:

STARTING POINT

Name:

C2

Group:

1. The Power of Nature Nature often surprises us with bad weather and natural disasters. 1. Look at the photos. Can you identify these extreme weather conditions? Write the name under each photo. Use the word bank for help.

Word Bank blizzard hurricane ice storm lightning tornado

2. Can you name these natural disasters? Write the name under each photo. Use the word bank for help.

Word Bank avalanche drought earthquake ood landslide tsunami wildre

80 eighty

When Disaster Strikes

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Name:

Date:

Group:

3. Read the descriptions of some extreme weather conditions and natural disasters. Underline the key words that describe each event. Write the name of the event above each description.

Vocabulary This often happens in the summer when trees and grass are very dry. It can start with lightning or from a human accident. It burns large areas of trees or grass and can destroy homes and other buildings. It can move very quickly, especially if there are strong winds.

funnel: inverted cone freezes: becomes solid because of extreme cold occurs: happens outage: failure powerful: strong

This happens in the winter. It starts with rain. The rain falls on cold surfaces and freezes into ice. The ice accumulates on everything. It can cause electricity outages because the heavy ice breaks power lines and trees.

This happens when there is a huge build-up of snow on a mountain. It is usually caused by changes in temperature, strong winds or people. A layer of snow moves down the mountain. As it reaches the bottom, it becomes faster and more powerful, so it is very dangerous. The snow buries people in its path.

This occurs when there is less rainfall than usual for a long time. It affects farmers because crops and even animals die without water. In the city, we sometimes have to use less water in our homes and gardens.

Time to Talk • Form a small group with two or three classmates. • Discuss which of the extreme weather events is the most dangerous. • Give reasons for your answers.

This occurs when different air masses meet and the air starts to spin in a circle. It forms a funnel cloud that can move at speeds of up to 500 km/h. The funnel cloud can pick up objects, people and even buildings as it moves. It is very dangerous.

4. Identify the events. a. an event that starts with rain _________________________________ b. an event that makes the air spin _______________________________ c. an event that creates heat ___________________________________ d. two events that humans can cause ___________________________ e. an event caused by reduced rainfall _________________________ Reproduction prohibited © Chenelière Education Inc.

Unit 7

eighty-one 81

Date:

FOCUS ON READING

Name:

C2

Group:

2. Survivors Read about people who survived natural disasters. 1. Think of a natural disaster. How do you feel about it? How do people survive natural disasters? 2. Read personal stories about natural disasters. Underline the effects of the disasters.

m r o t S e c I e h t d e v i I Surv

by Simon

Letourne

au

I was at home in Saint-Hyacinthe, Québec, in January 1998. A light rain began to fall. It formed ice on the trees. At rst, I thought it was beautiful. Then the power went off and stayed off all night. I knew that things were serious and I was scared. The power did not come back. My mother put our food in the snow to keep it cold and we cooked outside on the barbecue. We had a small radio with batteries to listen to the news and we learned that thousands of people were in the same situation. The next day our house became very cold and we went to a shelter near our home to stay warm and get hot food. Imagine: We did not have power for a month!

A Tornado Hit M

by Kyle Eato

n

y Town

I live in Edmonton, Alberta. On July 31, 2003, I was alone at home. Suddenly the sky became very dark. It was the middle of the day but it was like night. It was windy and the clouds were almost black. I looked at the sky. There was a gigantic dark funnel cloud moving toward our house. It was a tornado! I saw a neighbour’s truck y through the air. I was terried. I ran down to the basement and hid under the stairs. I heard a terrible sound and the house collapsed around me. I was not injured but I was under the rubble for a long time. Finally, rescuers heard me yelling. The tornado completely destroyed several homes in my area.

82 eighty-two

When Disaster Strikes

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Name:

Date:

Group:

3. Write two questions about each text. Use the Grammar Close-Up for help.

Text 1 I Survived the Ice Storm 1. 2.

Text 2 A Tornado Hit My Town 1. 2. 4. Work with a classmate. Ask him or her your questions. Write down your classmate’s answers.

Text 1 I Survived the Ice Storm 1. 2.

Text 2 A Tornado Hit My Town 1. 2. 5. Read the texts again. What did the two survivors have in common?

6. Complete the denitions with words from the texts. a. _________________ : electricity b. _________________ : pieces from a broken building c. _________________ : temporary place to live d. _________________ : very scared 7. Write a question with each of the words. a. b. c. d.

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Unit 7

eighty-three 83

FOCUS ON SPEAKING

Name:

Date:

C1

C2

Group:

3. Hello, Emergency? What information helps rescue workers to get to you quickly? 1. Did you ever call 911 in an emergency? If yes, what was the emergency? Write your answer.

2. Read the following text about calling 911. Underline the information that you have to give to the operator.

Tips for Calling 911

Vocabulary dispatcher: person who directs emergency services landmark: visual reference

an emergency st get help fast. 911 is In an emergency, you mu department and reaches the police, re telephone number that ambulance services. ened. Next, the dispatcher what happ First, you must tell the . Give your the incident happened ere wh k as ll wi er tch dispa possible. on. Use a landmark if ati loc ur yo ibe scr de or address . You the incident happened en wh k as ll wi er tch pa Then, the dis is and give your name. must say who the victim 911 emergencies. Never call r fo is 1 91 : ing th e on Remember for a joke.

3. Circle the question words in the tips above. Write them down below. Use them to write questions a 911 operator can ask. Question Words

Questions

a. b. c. d.

84 eighty-four

When Disaster Strikes

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Name:

Date:

Group:

4. Read the model dialogue. What is the emergency?

CD

OPERATOR: Hello, what is the emergency? CALLER: I need help. My friend fell into a ravine. OPERATOR: Where did this happen? CALLER: We were at the ravine on Covey Hill, Hemmingford. OPERATOR: When did it happen? CALLER: It happened ve minutes ago, at 10:47. OPERATOR: Who is the victim? CALLER: His name is Guillaume Campeau. OPERATOR: And what is your name? CALLER: My name is Etienne Lafortune. OPERATOR: Was your friend conscious when you last saw him? CALLER: Yes, but I think his leg is broken. His leg is under a rock that

fell on him. Can you please send an ambulance? OPERATOR: I will call the ambulance and police. Help is on the way. 5. Work with a classmate. Choose two of the emergencies below. Role-play the rst 911 call. Then change roles and role-play the second 911 call. Use the model dialogue for help. SITUATION 1

A tornado takes the roof off your school.

SITUATION 3

Your house starts to shake.

SITUATION 2

SITUATION 4

Lightning hits a building.

Heavy rain makes the river rise.

Grammar Flash Prepositions Prepositions indicate location, direction and time. I hid under the table. She fell into the river. It happened at 9:30. Choose the correct prepositions to complete the sentences. 1. The boy fell onto/into a hole. 2. The electrical cord is behind/between the television. 3. The avalanche was above/on the town. 4. The storm started at/in three o’clock.

Go to the Grammar File on pages 185–188 for more practice.

5. I can swim over/under water.

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Unit 7

eighty-ve 85

FOCUS ON LISTENING

Name:

Date:

CD

C2

Group:

4. Be Prepared Plan carefully to make sure you are ready for an emergency. 1. What do you think you need in an emergency? Name three items you cannot live without. Explain why.

2. Listen to the weather podcast and complete the following list.

Blizzard Emergency Kit ems you need. Check 3the it blankets bottled water candles canned food extra batteries extra car keys ashlight games or books ice packs matches radio shopping bags snow shovel toilet paper warm clothing

3. Write down the item from the emergency kit that you use to a. get news from your community _____________________ b. provide a portable source of light, using batteries _______________ c. provide nourishment for a long time _____________________ d. start a re if you have a replace _____________________ e. stay comfortable if the house gets cold ________________________ f. provide a source of energy for a ashlight and radio ______________ g. clear walkways _____________________ h. drink or wash _____________________ 86 eighty-six

When Disaster Strikes

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Date:

Group:

5. Weather on the Web

FOCUS ON READING

Name:

C2

You can get all the information you need from the Internet if you have electricity or batteries. 1. Read the weather web page. Pay attention to the information in the arrows.

s bar

Addres http:// www.snapsnotsevereweather.com

HOME

GLOBAL SEVERE WEATHER

WHAT’S NEW

SEVERE WEATHER WARNINGS Warning: Heavy rain warning. Flood alert.

Links to other

CONTACT US

Title

pages

Vocabulary

The even

overowing: ooding

t

Date: April 17, in effect from 05:00 to 18:00

ription

Area affected: Beauce

The desc

Description: Strong winds of 50 km/h and heavy rain expected. Possible 25 cm rain total. Temperatures: Low: 0 oC High: 12 oC Recommendation: Stay inside your house. Block your doors

Reco

mme

with pillows. Do not travel on roads if possible. Local Storm Reported: Thetford Mines Thunderstorm and wind damage. Many trees down. Some rivers overowing. Electrical power out.

ndati

on

Other important information

Emergency Kit: Be sure to have these items on hand:

Emergency kit list

Images to come?

2. After reading, answer these questions. a. What was the weather warning? _____________________________________________________ b. When did the storm happen? _______________________________________________________ c. Where did it happen? ______________________________________________________________ d. What did the web site recommend? _________________________________________________ e. Why was ooding possible? ________________________________________________________ Reproduction prohibited © Chenelière Education Inc.

Unit 7

eighty-seven 87

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3, C1

Project

Group:

Design a severe weather warning web page.

Step 1

Choose a natural disaster or an extreme weather event. Use the images on page 80 if you need ideas.

Step 2

Think about the event. Write down as many ideas you can. Use the following questions for help: • What was the event?

• Where did it happen?

• When did it happen?

• What happened?

Use the computer to make a real web page. Include a link to a page about emergency kits.

Step 3

Share your ideas with a classmate. As you listen to him or her, add ideas to your list.

Step 4

Write down useful items for an emergency kit in the chart. Explain why each item is useful. Item

88 eighty-eight

When Disaster Strikes

Reason

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Date:

Step 5

Group:

Write the rst draft of your web page. Include a photo of the disaster or weather conditions. Add your emergency kit list. Use the writing checklist to revise your work.

http://

FOCUS ON SPEAKING

Name:

Writing Checklist

Step 6 Step 7

Create your nal web page. Present it to your classmates.

Organize your ideas. Refer to your plan as you write. Be sure to include all the information asked for.

In teams, role-play a 911 call about your emergency.

Check your verbs. Use your resources: dictionary, grammar notes, information from tasks.

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Unit 7

eighty-nine 89

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Questions in the Simple Past Go to the Grammar File on pages 156–157 and 166–168 for more information.

Learn About Questions in the Simple Past.

Yes/No Questions With the verb to be To form yes/no questions in the simple past with the verb to be, we use the simple past of the verb: was and were. We follow this word order: Verb to be in the simple past + subject +rest of sentence Were you home during the storm? Was George’s cat in the house? With other verbs

To form yes/no questions in the simple past with other verbs, we use did and the base form of the verb. Did the cat come inside? Did your electricity go out?

Information Questions With the verb to be To form information questions in the simple past with the verb to be, we start with the question word (who, what, where, when, why, how) and continue with the same formulation as yes/no questions in the simple past. ct t is the subje n who or wha ntinue with e h W What was the problem? n, co of the questio of the verb. st the simple pa With other verbs ed? What happen To form information questions in the simple past with other verbs, we start with the question word (who, what, where, when, why, how) and continue with the same formulation as yes/no questions in the simple past.

Look Out!

Where did Cindy go?

Practise A. Write questions in the simple past with the verb to be, using the prompts. Was the storm big? 1. the storm / big _____________________________________________________________________ 2. the electricity / out __________________________________________________________________ 3. the roads / blocked _________________________________________________________________ 4. you / trapped in the car _____________________________________________________________ 5. the police / far away ________________________________________________________________ 6. your brother / scared _______________________________________________________________ 7. your parents / away ________________________________________________________________ ninety 90 two

When Disaster Strikes

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Date:

Group:

B. Write questions that go with the answers. 1. Q: _______________________________________________ A: Yes, the tree fell on the road. 2. Q: _______________________________________________ A: No, it didn’t block the road. 3. Q: _______________________________________________ A: Yes, we waited in the car. 4. Q: _______________________________________________ A: Yes, the workers came. 5. Q: _______________________________________________ A: Yes, they removed the tree. 6. Q: _______________________________________________ A: No, we didn’t wait for a long time.

FOCUS ON SPEAKING

Name:

C. Read the article below. Write six questions about the text. Give the answers.

GIRL, 17, FOUND ALIVE AFTER EARTHQUAKE In January 2010, Darlene Etienne was at home in Port-au-Prince, Haiti, when a powerful earthquake struck. The walls of the house fell on top of her. They trapped her under tons of rubble. Darlene was frightened and alone. She called for help for days. Nobody heard her. Darlene’s family thought that she was dead. She spent 15 days under the rubble. Then a neighbour finally heard her small voice calling for help. Darlene had a little bit of water from a bathtub that was close to her. She also had a bottle of cola. She tried to stay calm and she did not give up hope. When rescuers finally found her, she was dehydrated and covered with dust. She was weak, but she was alive!

1. Q: Who __________________________________________________________________________ A: _______________________________________________________________________________ 2. Q: What __________________________________________________________________________ A: _______________________________________________________________________________ 3. Q: Where _________________________________________________________________________ A: _______________________________________________________________________________ 4. Q: When _________________________________________________________________________ A: _______________________________________________________________________________ 5. Q: How __________________________________________________________________________ A: _______________________________________________________________________________ Go to the Grammar File on pages 156–157 6. Q: Who __________________________________________________________________________ and 166–168 for A: _____________________________________________________________________________ more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 7

ninety-one two 91

Name:

Date:

Group:

Extra Reading

SSttoormrCmhaC seh rsasers C2

e rricane, just becaus hu a or o ad rn to a a car very close to thrill. They do it as a Imagine driving a r fo st ju is th do m chasers don’t you want to! Stor ay safe. ey do helps us all st th k or w s ou er ng job. The da raph them nditions to photog co er th ea w e em tr w ex called David Stor m chasers follo the 1950s. A man in d te ar st g in as or m ch them. He started a k ac tr and collect data. St d an s m or st ther reports to nd their stories of the ed ar sh Hoadley used wea p ou gr e th track. Members of chased. group called Stor m eather events they w re ve se r he ot d oes an television to hurricanes, tornad chasers’ videos on m or st e th e us to d starte Weather reporters more interesting. make their reports sts use their asers? Meteorologi ch m or st om fr n le lear ey can So, what can peop and travel. Then th rm fo s m or st w ho rstand ther. information to unde to do in severe wea t ha w t ou ab ic bl educate the pu curate n how to collect ac ar le t us m s er as ch e stor m observe People who becom stay safe while they to w ho n ar le to y also have Safety comes rst! . ity tiv ac s weather data. The ou er ng ry da or m chasing is a ve stor ms up close. St

Vocabulary accurate: correct

1. Who are the storm chasers?____________________________________ ____________________________________________________________

2. How do storm chasers help a. meteorologists? ___________________________________________________________________ __________________________________________________________________________________ b. weather reporters? ________________________________________________________________ __________________________________________________________________________________ c. the public? ______________________________________________________________________ __________________________________________________________________________________ 3. What are two things storm chasers have to learn?

92 ninety-two

When Disaster Strikes

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Name:

News From News From the Future the Future Date:

Group:

Unit In this unit, imagine what the future will be like. • Talk about the present, the past and the future. • Read predictions of the future. • Learn about listening to signals from space. • Practise grammar: this, that, these and those, the future with will and question formation.

Reproduction prohibited © Chenelière Education Inc.

8

Project Write a news blog post about the future. Grammar Close-Up Learn about the future with will and question formation. Extra Reading The Buttery Effect Learn how one action now can affect the future.

Unit 1

two 93 ninety-three

Date:

STARTING POINT

Name:

C1, C3

Group:

1. Past and Present Look at the world around you. How different was everything ve years ago? 1. Think about when you were eight years old. What is different today? • Read the topics below. Check ve topics that interest you. • Write a sentence in the graphic organizer to describe your topics, ve years ago and now.

Time to Talk • Choose a partner and talk about what is different around you. • Use the graphic organizer for help.

cars

clothing

shopping

environment

animals

computers

music

television

phones

Model answer My dad’s car was big.

Five Years Ago

Now, his car is small.

Now

2. Make a list of ve things in the world that did not change. Share your list with a classmate. Write whether your classmate agrees or disagrees with your choices. 1.

agree

disagree

2.

agree

disagree

3.

agree

disagree

4.

agree

disagree

5.

agree

disagree

94 ninety-four

News From the Future

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Date:

2. Life in 15 Years

Group:

C1

Imagine the future. Will things be the same or different? 1. Read the topics below. Decide if you think they will be the same or different in 15 years. Circle your response.

same

1. school

different

FOCUS ON SPEAKING

Name:

same

2. jobs

different same

3. transportation

different same

4. friends

different same

5. technology

different same

6. movies

different

2. Find a classmate to play the “Prediction Tic Tac Toe Game” on page 96. Read the game instructions.

Game Instructions 1. Decide who will start the game. Choose your sign: X or O. 2. Choose a topic on the game card. 3. Tell your partner what your topic will be like in 15 years. Then, write your sign (X or O) on the topic. 4. It’s your partner’s turn. The Object of the Game: The rst classmate that gets Tic Tac Toe, three signs across, down or diagonally, wins the game.

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Unit 8

ninety-ve 95

Name:

Date:

Group:

3. Play the Prediction Tic Tac Toe Game with a classmate. Use the model dialogue for help.

Cars. I think that cars won’t use gas anymore. What do you think?

CD

Good answer! I think all the cars will be electric. Make an X. Now it’s your turn. I’ll choose television. Televisions will all be 3D and with instant translation. What do you think? That will be fun! Make an O. It’s my turn now. Prediction Tic Tac Toe Game 1

Technology

Transportation

Television

Schools

Music

Friends

Prediction Tic Tac Toe Game 2

Family Life

Cars

Jobs

Jobs

Movies

Telephones

Movies

Schools

Books

Sports

Food

Toe Tic Tac n io t ic Pred Game 3

ent

Environm

Weather

Clothing

Food

Medicine

Houses

ication

Travel

96 ninety-six

News From the Future

s Electronic

Commun

Houses

Date:

3. Voice of the Future

Group:

FOCUS ON READING

Name:

C2

Find out what some people think the world will be like in the future. 1. Answer the questions. Use complete sentences. a. Where can you read predictions about your personal life?

b. Do you think predictions can come true?

2. Read the news blog post. Examine how it is constructed.

Teen News of the Future Home

Title

Contact Us

News Report of the Future talks about what the world will be like in the next 20 years. It invites teens to share their ideas and think about their future.

Introduction

Predictions: February 23, 2035 by Lea

Development

• With the help of an anti-aging drug called LLE (Long Life Expectancy), people will live 20 years longer. You will need to take this pill every day. Scientists predict that consumers will live an average of 120 years. This new discovery will change our world. April 3, 2035 by Nathan • Clothes will collect and will store solar energy. That energy will keep your clothes warm. These clothes will replace heating systems in houses. • Starbright Hotel will be the rst hotel on the moon. This hotel will be expensive. It will cost $3 million per night, per person. July 10, 2035 by Camille • Scientists now believe that the ozone layer over the Antarctic will return by 2050 to the way it was in 1980. This will mean a great victory for international co-operation.

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Unit 8

ninety-seven 97

Name:

Date:

Group:

September 12, 2035 by Gabriel • An electronic chip, placed under your skin, will hold information about your shopping habits. This chip will transmit this information to electronic billboards. These electronic billboards will be in the shopping centres and will display personalized advertisements. December 5, 2035 by Jade • 80 percent of the population will travel by bicycle. You will use cars only if you travel with more than one person. If you are alone in a car, you will pay a ne. • You will be able to send a 3D image of yourself everywhere on the planet. • Houses will produce as much energy as they use every day.

Conclusion

I do not believe that all these ctional news stories will happen in the next 20 years but it was fun to read the blog and share it with you.

3. Match the word with its synonym:

Vocabulary

a. billboard

costly

b. expensive

accumulate

c. store

money paid for breaking the law

d. ne

large poster

4. Check your understanding. Answer the questions. Use full sentences. a. Why do teens share their ideas on this blog? ____________________________________________________________________________________ b. What will the new drug do? ____________________________________________________________________________________ c. When will the ozone layer repaired? ____________________________________________________________________________________ d. What will the electronic chip do? ____________________________________________________________________________________ e. What will you be able to send everywhere on the planet? ____________________________________________________________________________________ 98 ninety-eight

News From the Future

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

5. Match the element of the text to its denition. Write the correct letter. Elements

Denition

1. Title

______

a) describes opinions or events

2. Introduction

______

b) says what the text is about

3. Development ______

c) repeats the topic/subject

4. Conclusion

d) presents the topic/subject

______

6. Circle the demonstrative pronouns and adjectives in the text “News of the Future.” Write them below. Pronouns

Adjectives

Grammar Flash This/that/these/those We call this, that, these and those demonstrative pronouns or demonstrative adjectives. We use demonstratives to point out an item. When this, that, these and those are followed by nouns, they are adjectives. (This story is untrue. These stories are untrue.)

Look Out!

This/these, that/those are the only adjectives that agree with their noun.

When they appear without a noun following them, they are pronouns. (This is my friend. These are my friends.)

Circle the demonstratives in the sentences. Write if they are adjectives or pronouns and if they are singular or plural. 1. These domes will cover cities. ________________________ 2. This science-ction movie is interesting. ________________________ 3. Those trees will survive. ________________________ Go to the Grammar File on page 182 for more practice.

4. This is my rst prediction. ________________________ 5. I read that story. ________________________ Reproduction prohibited © Chenelière Education Inc.

Unit 8

ninety-nine 99

FOCUS ON LISTENING

Name:

Date:

CD

C2

Group:

4. Is It Really Fiction? Does science ction become reality? Listen to a special book review program on the school radio. 1. Answer the questions. Use complete sentences. a. What science ction story do you like? __________________________________________________________ b. What is your favourite science ction movie? __________________________________________________________

Vocabulary

2. Before you listen to the school radio show, read the vocabulary and the sentences below.

escape: run away

a. Ariane and Kayen land in the middle of a dangerous situation.

orphan: child with no parents

b. Ariane tries to build a time machine.

orphanage: a place where children with no parents can live

c. A new girl named Kayen comes to school.

rails: train tracks

e. Kayen helps Ariane x the time machine.

skull: bone part of the head

d. Kayen tells Ariane that she is from the future.

3. Listen to this week’s book review on your school radio station. Put the events from the story in step 2 in the correct order as you listen. Write the correct numbers in the squares next to the sentences. 4. Answer the questions. Use complete sentences. a. Choose two words to describe the story. __________________________________________________________ b. Does the book sound interesting? Give one reason. __________________________________________________________ c. What do you think will happen at the end of the story? __________________________________________________________ d. Do you think this book predicts the future, even though it is ction? Give one reason. __________________________________________________________

100 one hundred

News From the Future

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Date:

Group:

5. Hello! Are You There?

C2

In the future, will you go visit other planets? 1. Read the statements below. Decide if you agree or disagree. Agree

Disagree

1. We can live on other planets. 2. We are the only living creatures in the universe.

FOCUS ON READING

Name:

3. It will be possible to visit another planet in the future. 2. Read about what a group of scientists think. Then answer the questions.

Vocabulary Every day, we send radio and TV waves from Earth out into space. Does anyone listen to all of that noise? Is there someone else out there making the same kinds of noises? Will we ever hear them? The SETI program (Search for Extraterrestrial Intelligence) is a group of scientists who say, yes, there is life out there in the universe. Think about it. Planets formed around our sun. There are billions of stars in the universe just like our own sun. There is a good chance that some of these stars have planetary systems, too.

For the past 40 years, SETI’s giant radio telescopes listened to the universe. They still listen. Now, SETI has a new program called SetiQuest. The power of the Internet will allow them to share the data they collect. They will let “citizen scientists” just like you and me scan the data. One day, people all over the world will get a chance to listen to space noises! If everyone helps, we will nd signs of life out there sooner.

waves: emissions noises: sounds scan: search using satellites

The universe is big. This will take time. Will we nally hear our neighbours? If we do, will we try to send a message?

a. What message will you send? Write it. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ b. Do you think we will nd life beyond our planet? Give one reason. _________________________________________________________________________________ _________________________________________________________________________________ c. What message do you think you will hear from space? Write it. _________________________________________________________________________________ _________________________________________________________________________________

Reproduction prohibited © Chenelière Education Inc.

Unit 8

one hundred and one 101

Date:

FOCUSON ONSPEAKING WRITING FOCUS

Name:

C3

Step 1

Project

Group:

Write your own News of the Future blog post.

Decide on a year in the future for your predictions. __________________ Choose 4 topics. Your personal life (friends, family, relationships) A career (job, type of work) Your home (type of house, place, environment) Travel (cars, trains, space jets, places) Activities (pastimes and hobbies ) Technology (inventions, innovations) Other of your choice _________________________________________

Step 2

Label each section of the graphic organizer with your topics. Brainstorm ideas for each topic in each section.

Model answer

City

3D movies

solar panels

Step 3 102 one hundred and two

Discuss your ideas with a classmate. Then, complete and organize your ideas. News From the Future

Reproduction prohibited © Chenelière Education Inc.

Date:

Step 4

Group:

Write the rst draft of your news blog post. Use the checklist to revise your work.

News of the Future In

Title Introduction

, my life will be very different from today.

FOCUS ON SPEAKING

Name:

Development

The Future:

Conclusion

Writing Checklist

Step 5

Write your nal copy. Collect your classmates’ news blog posts and save them in a safe place to read in 15 years.

Use the ideas from your graphic organizer. Use the future form of the verbs. Add sequence adverbs to organize your text. Apply correct punctuation and capitalization. Use your resources: dictionary, model texts, grammar references, your peers.

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Unit 8

one hundred and three 103

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up The Simple Future Learn About the Simple Future

The Affirmative To form the simple future of all the verbs, we

Go to the Grammar File on pages 144–146, and 158–159 and 169 for more information.

• add will before the base form of the verb (I will visit Rome.)

The Negative To form a negative form of the simple future, we • add not between will and the verb (You will not become rich.)

Yes/No Questions To form yes/no questions in the simple future with all verbs, we • use Will + subject + base verb + rest of question

Look Out!

The negative contra cted form of will not is wo n’t.

( Will + you + drive + a ying car in 10 years time?)

Information Questions To form information questions in the simple future with all verbs, we • use the question word + will + subject + base verb + rest of question (What + will + you + eat + in 10 years? Where + will + you + be + in 15 years?)

Practise A. Write the sentences in the future. 1. Toys walk, talk and answer questions. _________________________________________________________________________________ 2. You work as a technician. _________________________________________________________________________________ 3. Jack builds an energy-efcient house. _________________________________________________________________________________ 4. She ies a spaceship. _________________________________________________________________________________ 5. They have a computer network. _________________________________________________________________________________

one hundred and four 104 two

News From the Future

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

B. Write the sentences below in the negative form of the future. 1. I will become a doctor. _________________________________________________________________________________ 2. Nancy will be famous and have many friends. _________________________________________________________________________________ 3. They will own a large house. _________________________________________________________________________________

FOCUS ON SPEAKING

Name:

4. She will have six children. _________________________________________________________________________________ 5. You will go to the university to get a degree in Engineering. _________________________________________________________________________________

C. Write yes/no questions in the future tense to match the answers. 1. _______________________________________________ Yes, I will go to university. 2. _______________________________________________ No, they will not destroy the planet. 3. _______________________________________________ Yes, she will discover a cure for cancer. 4. _______________________________________________ No, we will not stop polluting. 5. _______________________________________________ Yes, he will become an astronaut.

D. Rewrite the following information questions in the future tense. 1. Where do you live? _________________________________________________________________ 2. What do you eat? __________________________________________________________________ 3. How do you travel? _________________________________________________________________ 4. How much does a car cost? _________________________________________________________ 5. What job do you have? ______________________________________________________________ 6. What type of clothes do you wear? ____________________________________________________ 7. What is your favourite sport? _________________________________________________________ 8. When do you exercise? _____________________________________________________________ 9. Who are your best friends? __________________________________________________________ Go to the Grammar File 10. What do you watch on television? ___________________________________________________ on pages 144–146, 158–159 and 169 for more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 8

one hundred and two ve 105

Name:

Date:

C2

Group:

Extra Reading

The Buttery Effect A buttery aps its wings on one side of the world. Weeks later, a storm happens on the other side of the world. Did this tiny change in the air pattern cause a big change in the weather?

This sounds scary, but the buttery effect can be a positive thing, too. Our small actions will lead to big, positive changes. For example, try to use a stainless steel drinking bottle for water instead of buying bottled water. What will your one small action change? Well, the production of plastic water bottles uses millions of barrels of oil every year. Buying water in a bottle is also very expensive. So, with one little action, you will save money. You will also contribute to fuel conservation.

Scientists think that the answer is yes. They call this phenomenon the “buttery effect.” One small action will You can also stop using chemical products to clean start a sequence of events that will lead your home. You can dissolve ingredients like to a big event. baking soda or vinegar in water. They can clean We see this effect in the environment, too. One just as well. You will help to keep chemicals out of small action will lead to disaster. Millions of small the water supply. You will also reduce plastic actions together will hurt our environment. Our storage bottle production. water and air are dirty. Our soil is full of When a lot of people make one little change, chemicals. Our forests will continue to disappear. it is like many butteries, apping their wings. Animal species will continue to be lost. Each Together, the changes we make will cause a species lost will cause a chain reaction in nature. positive chain reaction. One little change can lead The future of our planet is at risk. to a better future on Planet Earth.

Vocabulary dissolve: put in liquid

1. What is the buttery effect?

ap: move up and down

2. Name two things you can change.

3. How will your small changes make a big effect on the future?

106 one hundred and six

News From the Future

Reproduction prohibited © Chenelière Education Inc.

The Case of the The Case of the Net Nuisance Net Nuisance Name:

Date:

Group:

Unit In this unit, read and complete a mystery story. • Learn about the different elements in a mystery story. • Read and listen to a mystery story. • Practise grammar: capitalization and review of simple verb tenses.

Reproduction prohibited © Chenelière Education Inc.

9

Project Solve the mystery and write the end of the story. Grammar Close-Up Review the simple present, past and future verb tenses. Extra Reading Mini-Mystery: The Case of the Sidewalk Paw Prints Use clues in a mini-mystery to solve a crime.

Unit 1

two 107 one hundred and seven

STARTING POINT

Name:

Date:

C2

Group:

1. The Detective’s Toolkit What do detectives need to solve a mystery? 1. Read the words below. Use your dictionary to nd the denitions.

Vocabulary

Words

Denitions

a. witness b. clue c. proof d. alibi e. culprit f . suspect

Time to Talk • Choose a partner and talk about the situations in the photos. • Take turns describing one situation. • Guess which situation your partner is describing. • Use the vocabulary to help you.

2. Look at the four photos below. Write the words from the vocabulary above that can help you describe each photo. 1. 2. 3. 4.

2 1

3

108 one hundred and eight

4

The Case of the Net Nuisance

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2. The Mystery

Date:

Group:

FOCUS ON READING

Name:

C2

Someone wants to stop a sports tournament. Help Jack and Jade solve the mystery. 1. Look at the image and read the title of the story below. What do you think the story is about?

2. Read Chapter One of the story.

The Case of the Net Nuisance Chapter One: The Cut Net One cool Saturday morning in July, Jade came

weekend. I read it in the newspaper

to see her friend Jack. “Hi there, Jade,” Jack

yesterday.” “I didn’t read the article, Jade.

said, as she approached. “Hi,” she replied, a sad

Is there a security guard at the park?”

expression on her face. “What’s the matter?”

asked Jack. “Yes, there is a guard,” replied Jade.

Jack asked. He wasn’t used to seeing his friend

“He swears he didn’t see anyone go onto the

without a smile. “We have a big problem, Jack,”

eld after the games last night. Jack, we have

she said. “I think the FC Boreal soccer

to solve this mystery or there won’t be a

tournament will be cancelled this year.”

tournament this summer.” “If we work together,

“What?!” cried Jack. “Why? You and your team

Jade, we can solve this,” Jack replied. “I think it’s

worked so hard to get ready for it!” “I know,”

a good idea to start at the eld. Let’s go.”

she replied sadly. “Last night, someone cut the

Vocabulary

soccer nets at the eld here in Saint-Sauveur. This is the third time this summer. Every time

eld: an area outside to play a sport

the town replaces the nets, someone cuts them again. You can’t play soccer when there are holes

FC Boreal: name of soccer club

in the nets! The town doesn’t want to replace the nets again. They are expensive. They say

nuisance: irritating person or thing

they will cancel the big soccer tournament next

swears: promises Reproduction prohibited © Chenelière Education Inc.

Unit 9

one hundred and nine 109

Name:

Date:

Group:

3. Complete the information in the notebook. Notes: Detectives on the case: Crime: Where: When the crime happened: Consequences: Background Information: Who prepared for the tournament: Number of times the nets were cut: Reasons the town doesn’t want to replace the nets:

4. Circle the capitalized proper nouns in the story above.

Grammar Flash Capitalization Capital letters are used

Examples

• for the rst word of a sentence • for proper nouns (names, places, months, days, nationalities) • for the pronoun I • for all important words in titles

We knew we had a problem. Jack called me on the rst Tuesday in July. Jack is in my French class. He knows I can help solve the mystery. I read The Gazette every week.

Write the sentences with capital letters in the correct places. 1. jana and i went to calgary last july. ___________________________________________________________________ 2. we saw a man rob a jewellery store in banff. ___________________________________________________________________ 3. there was an article in the calgary herald the next day. ___________________________________________________________________ 4. the police asked if i understood english. _____________________________________________________________ 110 one hundred and ten

The Case of the Net Nuisance

Go to the Grammar File on page 193 for more practice.

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Date:

3. The Crime Scene

Group:

C2

FOCUS ON LISTENING

Name:

CD

Investigate the crime scene for clues. 1. What clues or kinds of clues do you think will help Jack and Jade solve this mystery? Write down your answer.

2. Before you listen to Chapter Two, The Crime Scene, match the words to their denitions. Elements

Vocabulary

Denition

1. erased

______

a) impressions of feet in the ground

2. goal post

______

b) has a thin edge that cuts

3. footprints

______

c) made disappear

4. fresh

______

d) wet earth

5. mud

______

e) one of two poles on the sides of a goal

6. sharp

______

f ) new and different

3. Listen to Chapter Two of The Case of the Net Nuisance. Then, write the clues in the notebook.

Chapter Two Clue #1: ____________________________

Location: ___________________________

Clue #2: ____________________________

Location: __________________________

Person to question: ______________________________

4. Place the events from Chapter Two in order. ______ Jade and Jack decide to go talk to the guard. ______ The culprit cut the nets and made a fresh footprint. ______ They nd clue #2. ______ Jade and Jack arrive at the eld. ______ They nd clue #1. ______ It rained and erased the footprints from the game. ______ Everybody went home after the last soccer game. Reproduction prohibited © Chenelière Education Inc.

Unit 9

one hundred and eleven 111

FOCUS ON READING

Name:

Date:

C2

Group:

4. Identifying the Suspects Jade and Jack start looking for the culprit. 1. Why do you think someone cut the nets in the story? Write down your answer.

2. Read Chapter Three, presented as a photo story.

Chapter Three: The Security Guard Do you have any idea who cut the nets?

No, I watch the park every night, except on Tuesdays and Wednesdays. After 11 p.m., nobody can come in.

Do you have any suspects?

112 one hundred and twelve

I have some ideas. First, there is a neighbour who always complains about the noise from soccer games.

The Case of the Net Nuisance

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Name:

Date:

Then there are the kids in the skate park. They hate all the extra people around when there are soccer games.

Group:

I wonder what size shoes this guard wears.

Is that a knife?

If I can do anything else, just ask.

Okay, thanks for your help. 3. Complete the information in the notebook.

Suspect A: __________________________________________________________________ Reason: ____________________________________________________________________

Suspect B:

__________________________________________________________________

Reason: ____________________________________________________________________

Suspect C:

__________________________________________________________________

Reason: ____________________________________________________________________

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Unit 9

one hundred and thirteen 113

FOCUS ON SPEAKING

Name:

Date:

C1

?

Group:

5. Questioning the Suspects What information do the detectives need to know about their suspects? 1. Read the introduction to Chapter Four below.

Chapter Four: The Suspects INTRODUCTION “I’m not sure if I trust the guard,” Jack said. “He seems nice,” said Jade. “He said he wanted to help us.” “A good cover,” Jack replied. “I think it’s time to talk to the suspects. If they want to talk, that is.” “Okay,” said Jade. “Let’s go.” 2. Work with two classmates. Each of you chooses a different suspect. Read and underline important information about that suspect as you read. 3. Write information in the notebook about your suspect.

SUSPECT A: The Neighbour Jack and Jade knocked on the door of the neighbour’s house. A pleasant woman answered. “Yes, can I help you?” she asked. “I hope so,” responded Jack with a smile. “We wanted to ask you if you know anything about the vandalism at the soccer eld.” “Oh, the soccer eld,” the woman frowned. “That noisy place. I heard that someone cut the nets. Sometimes the games can be very loud,” she said, “but I don’t agree with vandalism.” “Did you see anything odd happen that night?” Jade asked. “Well,” said the woman, “I did see someone late that night on the eld, but it was too dark to see if it was a man or a woman. Maybe it was the culprit.” “Is there anyone else here who saw anything?” asked Jack. “Well, my husband took a walk that night, but he didn’t say that he saw anything,” she replied. “Okay, thank you for your time,” Jack said.

Vocabulary cover: way to hide something odd: unusual 114 one hundred and fourteen

The Case of the Net Nuisance

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Name:

Date:

Group:

SUSPECT B: The Skate Park Jack and Jade arrived at the skate park. They saw three teenagers with their skateboards at a picnic table. “Hi,” Jade said. “Can we talk to you for a few minutes?” “What do you want?” one of the boys said. “It’s about the soccer nets,” Jack responded. “Do you guys have any idea who cut them?” “We don’t know who did it,” one boy said. “We like to hang out here, but we don’t care about soccer, except when there are too many people around.” “Where were you last night when this happened?” asked Jack. “We were at work at the donut shop. It’s open all night. You can ask our boss if you want.” “Okay, Thank you,” said Jade.

SUSPECT C: The Security Guard Jack and Jade arrived at the security ofce at the park. “Hello,” said the guard. “You’re back. Did you nd the person who cut the nets?” “ Not yet,” replied Jade. “We have to investigate some more.” “Yes,” said Jack. “You told us to come back to see you if need help. Can I ask you a question?” The guard frowned. “Yes,” he said. “But I told you everything I know yesterday.” Jack looked the guard in the eye, “Were you at work here the three times the nets were cut?” The guard hesitated. “Yes,” he nally responded. “I have another question,” said Julie. “What size shoes do you wear?” The guard looked confused. “You kids are bizarre,” he said. “I wear a size 9. Now I think it’s time for you to leave. I have some things to do.”

4. Find the information about your suspect. Report the information to your teammates. Complete the notebook as your teammates report on their suspects.

Suspect A: ____________________________________________________________________ Location at the time of the crime: _________________________________________________ Alibi: yes no

Suspect B: ____________________________________________________________________ Location at the time of the crime: _________________________________________________ Alibi: yes no

Suspect C: ____________________________________________________________________ Location at the time of the crime: _________________________________________________ Alibi: yes no

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Unit 9

one hundred and fteen 115

FOCUSON ONSPEAKING WRITING FOCUS

Name:

Date:

C3

Step 1

Project

Group:

Solve the mystery: Write the end of the story.

Choose a culprit. Use the information from Task 5.

Give two reasons for your answer:

Step 2

Decide how you will present the end of the story. Write a text.

Use appropriate software to produce your ending.

Write a script and record it. Take photos and make a photo story.

Step 3

116 one hundred and sixteen

Use the graphic organizer to help you plan the end of the story.

The Case of the Net Nuisance

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Date:

Step 4

Write the rst draft of your ending.

Step 5

Present your story to the classmates on your team or to the teacher for feedback before you create the nal version. Make changes to improve your rst draft.

Group:

FOCUS ON SPEAKING

Name:

Writing Checklist Refer to your plan as you write. Be sure to include information from the story. Check your verbs. Use capital letters in your texts where needed. Use your resources: information from tasks, dictionary, Grammar Flash.

Step 6

Create your nal version. Present it to your classmates.

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Unit 9

one hundred and seventeen 117

FOCUS ON SPEAKING

Name:

Date:

Group:

Grammar Close-Up Review of Simple Verb Tenses Go to the Grammar File on pages 122–148 for more practice.

Learn About the Simple Verb Tenses Use the simple verb tenses to talk about events in the past, present and future.

The verb to be simple present afrmative

I am

simple past

future

I/he/she/it was

I/you/he/she/it/they/ we will be

he/she/it is

negative

you/they/we are

you/they/we were

I am not/ ’m not

I was not/wasn’t

he/she/it is not/isn’t

they were not/weren’t

I/you/he/she/it/they/ we will not be/won’t be

Other verbs simple present

simple past

future

afrmative of regular verbs

I/you/they/we like

I/you/he/she/it/they/ we liked

I/you/he/she/it/they/ we will like

afrmative of irregular verbs

I/you/they/we take

I/he/she/it/you/they/ we took

I/you/he/she/it/they/ we will take

negative

I/you/they/we do not see/don’t see

I/you/he/she/it/they/ we did not see/ didn’t see

I/you/he/she/it/they/ we will not see/ won’t see

he/she/it likes

he/she/it takes

he/she/it does not see/doesn’t see

Practise A. Read the text. Put a square around the verbs in the simple present. Circle verbs in the simple past. Underline the verbs in the future. Jade and Jack have a problem to solve. Someone cut the nets at the soccer eld. They want to nd the culprit, or the town will cancel the soccer tournament. They start with the security guard. He says he didn’t see anything. Jack and Jade talk to other suspects. Nobody saw anything suspicious happen. It will be a very big challenge to solve this mystery. How many verbs did you nd in the: simple present? ______ simple past? ______ future? ______ one hundred and eighteen 118 two

The Case of the Net Nuisance

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Date:

Group:

B. Complete the sentences with verbs in the simple present or the simple past. 1. Last night, a thief (walk) _____________ into the electronics store. The owner (call) ___________ the police. The police (arrest) __________________ the thief before he (run) ____________ away. 2. Every day the security guard (check) __________________ the building. He (verify) __________________ that everything (be) __________________ is in good condition. 3. The security cameras at my school (lm) __________________ the school yard. The administration (want) __________________ to make sure the students (be) __________________

FOCUS ON SPEAKING

Name:

safe. Last week there (be) __________________ an incident, but they (catch) __________________ the culprit by using the security cameras.

C. Complete the story with verbs in the simple present, simple past or the future.

The Ghost of the Dirty Socks It (be) _________ a dark, rainy night. Jamie (be) _________ asleep in bed. A ghost (slip) ___________ into the room. It (start) ____________ making noises. “Who is there?” (yell) ____________ Jamie. “It (be) ____________ me,” (say) ____________ the ghost. “The ghost of your dirty socks.” “Dad!” Jamie (cry) __________. “I (know) __________ it (be) _________ you!” The ghost (start) ____________ to laugh. “OOooooo. I (stop) ____________ haunting you when you (clean) ____________ your room. Ooooooooo!” “Okay, ne,” Jamie (say) ____________. “If you just (let) ____________ me sleep, I (promise) ____________ I (clean) ____________ my room tomorrow.” “OOooooo, that (sound) ____________ like a good idea,” (say) ____________ the ghost. “GooOOood night, Jamie!”

D. Complete the sign with verbs in the simple present, simple past or the future. Use the verbs in the word bank.

LOST! Please help me look for my dog.

Word Bank nd

have

disappear

be

give

see

He ___________ chocolate brown fur and small golden eyes. His name __________ Pretzel. He _________________ last Saturday. I _______________ a reward

to the person who _______________ him. If you _____________ Pretzel, please call (450) 555-1212.

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Unit 9

one hundred and nineteen two 119

Name:

Date:

C2

Group:

Extra Reading

Mini-Mystery: The Case of the Sidewalk Paw Prints Tim came home from school to nd his father in a very bad mood. “My construction team repaired the sidewalk in front of the high school for the fth time this spring,” Tim’s father said. “And for the fth time, someone walked their dog right through it. It’s ruined!” He continued, “ The prints are huge, and they will make the sidewalk crack. It costs the town money every time we repair it.”

Tim ate his snack as he looked out the window. He saw Lucy, a new girl at school, walking her Great Dane. It looked more like the dog walked Lucy, tugging her along the sidewalk.

and very deep, that’s for sure,” her father responded. “It was probably a very heavy dog. Why? Do you know what kind of dogs Sarah and her friends have? Are any of them really big?”

“Did you check with anyone around to nd out if they saw anything unusual?” Tim asked. “Yes, of course,” answered his father. “The neighbour across the street said that right after we made the last repair, she saw Sarah Rawson and two of her friends walking their dogs nearby, but she didn’t see them do it. Anyway, it is impossible to tell which one stepped in the cement.”

“Sarah has a miniature bulldog and a fox terrier. Her friend Ellen has a cocker spaniel, and he’s kind of small.”

“What do the prints look like?” asked Tim. “Well, they’re big

Vocabulary

“The neighbour said there was another girl with Sarah. I wonder who it was?” asked Tim’s father. Tim thought for a minute. He remembered that Sarah talked to new neighbours who had just moved to town. Then it came to him. “Dad, I think I know who the culprit is...”

1. Which words in the title of the story tell you what this mystery is about?

deep: going far down ruined: destroyed

2. What kind of clues does Tim use to try to solve the case?

tugging: pulling

3. Who is the culprit in this case? How does Tim know?

120 one hundred and twenty

The Case of the Net Nuisance

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2 Grammar Grammar Files Files Section

QUESTIONS

VERBS

SENTENCE BUILDERS

Simple Present ........................ 122

Yes/No Questions ................... 153 Nouns .................................... 171

Simple Past ............................. 133

Information Questions.............. 161 Pronouns................................. 177

Future With Will and Going to ........................... 144

Adjectives................................ 179

Imperatives.............................. 149

Pronouns or Adjectives (Demonstratives)...................... 182

Modals .................................... 151

Adverbs................................... 183 Sequence Adverbs and Ordinal Numbers .............. 184 Prepositions ............................ 185 Articles .................................... 189 Punctuation ............................. 191 Capitalization ........................... 193 Regular Verbs.......................... 194 Common Irregular Verbs.......... 195

Reproduction prohibited © Chenelière Education Inc.

one hundred and twenty-one 121

Name:

Date:

Simple Present

Group:

Verb to be

Affirmative We use the verb to be in the simple present for facts and present states. Memorize the three forms: am, is, are.

VERBS

Plural

Singular

Subject

Verb

Look Out!

Example

I

am

I am good at math.

You

are

You are a good athlete.

She/He/It

is

She/He/It is very tall.

We

are

We are 12 years old.

You

are

You are nice kids.

They

are

They are $2 each.

Use the verb to be to describe age, size weight, height and , pric

e.

Practise A. Circle the correct form of the verb to be.

I (am/is/are) 13 years old. My birthday (am/is/are) in September

Nadim (am/is/are) 12 years old. His birthday (am/is/are) in January.

Julie

Elliot

Min-Su

Elliot, your birthday (am/is/are) three months before Nadim’s birthday.

Julie’s birthday (am/is/are) ve months after our birthday.

Nadim

Annie and Charles

Charles and Annie (am/is/are) twins. Their birthday (am/is/are) one month after Elliot’s birthday.

B. Place the students’ birthdays on the timeline. dim

Before January 122 one hundred and twenty-two

August

July

June

May

April

March

February

January

December

November

October

September

Na

After January Grammar File

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

C. Circle the subject of each sentence. Complete the sentences with the verb to be.

From: [email protected] Subject: Penpal To: [email protected]

Hi, is My name ________ Mariya. I ________ 12 years old. I ________ from Ukraine. My friend, Nadia, ________ from Romania. She ________ 13 years old. We ________ in Grade 7. Our school ________ small. We ________ on the school volleyball team. We ________ good players. Volleyball practice ________ every Tuesday after school, in the gym. Nadia and I ________ also in the same gymnastics class. Sports VERBS

________ our favourite activities. Please write to me soon. Mariya

D. Write a message to Mariya. Use the verb to be. Refer to the model above for help.

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Simple Present

one hundred and twenty-three 123

Name:

Date:

Simple Present

Group:

Verb to be

Contractions of the Affirmative We often combine the subject noun or pronoun and the verb, and delete a letter. We replace the deleted letter with an apostrophe (‘). + Verb

=

I

+

= I’m

You

+

She/He/It

= She’s/He’s/It’s

The boy/Sam

+ Xis + Xis

We

+

= We’re

You

+

are X are X

They

+

are X

= They’re

Plural

VERBS

Singular

Subject

am X are X

Contraction

= You’re

Look Out!

Put the apost rop in the right pla he ce.

= The boy’s/Sam’s

= You’re

Practise A. Underline the subject and verb in each sentence. Write the contraction above them. He’s 1. He is a very good swimmer.

6. Aida is a very good soccer player.

2. They are funny.

7. It is very cold today.

3. We are in the school choir.

8. Maxine is a fast runner.

4. I am a good singer.

9. My cat is very fat.

5. You are my best friend.

10. She is twelve next week.

B. Complete the sentences with the verb to be. Use the contracted form. ’m 1. I ________ calm.

5. They ________ sad.

2. She ________ nervous.

6. We ________ hungry.

3. He ________ tall.

7. It ________ difcult.

4. You ________ ready.

8. I ________ happy.

124 one hundred and twenty-four

Grammar File

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Name:

Date:

Simple Present

Group:

Verb to be

Negative To form a negative sentence, we add not after the verb to be. Verb + not

Example

I

am not

I am not sad.

You

are not

You are not very busy.

She/He/It

is not

She/He/It is not cold.

We

are not

We are not happy.

You

are not

You are not hungry.

They

are not

They are not soccer fans. VERBS

Plural

Singular

Subject

Practise A. Rewrite the sentences in the negative. I am not in elementary school. 1. I am in elementary school. _______________________________________________________ 2. David is afraid of snakes. ________________________________________________________ 3. You are very good at math. ______________________________________________________ 4. Josh and Anna are hockey fans. __________________________________________________ 5. Angela is a bad person. _________________________________________________________ 6. Rory and I are good guitar players. ________________________________________________ 7. Alex and I are neighbours. _______________________________________________________ 8. Nabila is my best friend. _________________________________________________________ 9. Carla is my coach. ______________________________________________________________ 10. The arena is empty. _____________________________________________________________

B. Write three negative sentences with the verb to be in the simple present. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________

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Simple Present

one hundred and twenty-ve 125

Name:

Date:

Simple Present

Group:

Verb to be

Contractions of the Negative We can make negative contractions of the verb to be in two ways: combine the subject and verb OR combine the verb and not. + Verb

=

I

+

= I’m not

You

+

She/He/It

+ Xis

= She’s/He’s/It’s not

We

+

= We’re not

You

+

are X are X

They

+

are X

= They’re not

VERBS

Plural

Singular

Subject

am X are X

Contraction

= You’re not

= You’re not

Look Out!

Singular

Subject

Plural

Verbs with I ca nn combined this ot be way.

Verb + not X =

—

Contraction

—

+

—

=

—

You

are

+

You aren’t

She/He/It

is

+

not X = not X =

We

are

+

We aren’t

You

are

+

not X = not X =

They

are

+

not X =

They aren’t

She/He/It isn’t

You aren’t

Practise Write negative sentences with a word or phrase from each column. Use the contracted form of the verb to be.

Subject

Rest of Sentence

Axel and Joey

a serious person

You

a great DJ

Evanne

at home

I

at the party

Jamie

bad dancers

They

good

We

happy

She

in the band

126 one hundred and twenty-six

Subject

Grammar File

+ to be +

not

+

Rest of Sentence

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Simple Present

Group:

There is and There are

We use there is and there are to identify things. When a sentence begins with There is or There are, the verb agrees with the noun that follows it. v.

n.

There is a dog. (singular) v.

n.

There are two dogs. (plural)

Practise

In my bedroom _______________ a large bed. _______________ two cats sleeping on my bed. _______________ a chair in the corner. _______________ many clothes on the oor.

VERBS

A. Complete the text with there is and there are. Circle the nouns that agree with the verbs.

_______________ a desk. _______________ a computer on the desk. _______________ two windows. Outside, _______________ a big tree. _______________ some birds sitting in the tree.

The Skateboarder

B. Look at the picture. Write eight sentences about it. Use There is and There are.

There is a room. 1. ___________________________________

5. ___________________________________

2. ___________________________________

6. ___________________________________

3. ___________________________________

7. ___________________________________

4. ___________________________________

8. ___________________________________

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Simple Present

one hundred and twenty-seven 127

Name:

Date:

Simple Present

Group:

Other Verbs

Affirmative We use other verbs in the simple present for facts, habits and feelings. The base form of the verb is used for the simple present.

Look Out!

VERBS

Plural

Add an s to the base form of for the third person sin verbs gular.

Singular

Subject

Verb

Example

I

like

I like chocolate.

You

read

You read a lot of books.

She/He/It

walks

She/He/It walks fast.

We

love

We love hockey.

You

swim

You swim well.

They

play

They play basketball at recess.

Follow these spelling rules. Verbs Ending With

Examples

Rule

a consonant + y

y, try, study

ch, o, s, sh, x, z

search, do, pass, Add es. wash, x, buzz

Change y to i and add es.

Result ies, tries, studies

Look Oulsto!takes

have a The verb to the third person a nal s in becomes has. singular. It ew dog. I have a n dog, too. a new Roger has

searches, does, passes, washes, xes, buzzes

Practise A. Complete the sentences with verbs from the word bank. Use the correct form of the simple present.

Word Bank

1. Jill _________________________ shopping on Saturdays. 2. Morgan _________________________ football to soccer.

buy

prefer

3. Amy _________________________ every winter.

chase

read

4. Allison and Gregory _________________________ at the station.

dislike

ride

enjoy

ski

hope

sleep

like

walk

7. We _________________________ that Susan arrives soon.

love

want

8. Caroline _________________________ a dog.

meet

5. I _________________________ to learn new songs. 6. Malik _________________________ large groups.

128 one hundred and twenty-eight

Grammar File

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Name:

Date:

Group:

9. Pierre _________________________ late on weekends. 10. Mary and I _____________________________ cookies. 11. Aisha and Sam _________________________ bicycles to school. 12. The dog _________________________ cars. 13. They _________________________ to the arena. 14. Joshua _________________________ adventure stories. 15. I _________________________ chocolate at the store.

VERBS

B. Complete the sentences with the verbs in parentheses. Use the correct form of the simple present. Refer to the tables on page 128 for help.

1. Nick (h av

e) __________ __________ th ree broth ers. ____________ ________ hoc 3. He (stu key every S dy) ________ aturday nig ____________ ht. for one hour 4. He (go) every night. ____________ ________ to h ockey practi 5. He (try ce on Friday ) ___________ _________ to nigh ts. score in ever y game. 2. He (wa tch)

ey. ______________ hock __ __ __ ) y la (p ia 1. Nad well. __ the puck very __ __ __ __ __ __ __ __ y night. 2. She (pass) __ of homework ever r u ho e on __ __ __ ____________ 3. She (do) __ brother. ________________ a __ __ e) av (h tice. he S 4. e after hockey prac m ho __ __ __ __ __ __ ) ________ 5. She (hurry

C. Answer this question: What two things do Nick and Nadia have in common?

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Simple Present

one hundred and twenty nine

129

Name:

Date:

Simple Present

Group:

Other Verbs

Negative To form a negative sentence, we add do + not or does + not before the verb.

VERBS

Plural

In the third nds with singular, do e does. s. It becomes

Singular

Look Opeurston!

Subject

do + not

Main Verb

Example

I

do not

want

I do not want to go.

You

do not

need

You do not need more clothes.

She/He/It

does not

like

She/He/It does not like snow.

We

do not

study

We do not study every night.

You

do not

work

You do not work together very well.

They

do not

have

They do not have a lot of homework.

Practise Complete the sentences with the verbs in parentheses. Use the negative form of the simple present. does not want 1. My little brother, Nils, is at his rst ski class. He (want) ________________________ a lesson. He says that he (need) ________________________ any help. My parents (believe) ________________________ him. Nils (ski) ________________________ very well. 2. Kayley (like) ________________________ vegetables. Her friend Maggie (eat) ________________________ meat. They (drink) ________________________ milk. It (make) ________________________ it easy for the girls to go out to eat. 3. Ming and Dave (use) ________________________ their cellphones in school. The principal at Westminster High School (allow) ________________________ it. Some students (agree) ________________________ with the rule. They (think) ________________________ that it is fair. The principal (want) ________________________ to change the rule. 4. I (listen) ________________________ to a lot of music and I (play) ________________________ games on my computer. My friend Nathan (like) ________________________ computer games. We like to watch TV but we (enjoy) ________________________ reality shows. We prefer movies.

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Name:

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Simple Present

Group:

Other Verbs

Contractions of the Negative We form negative contractions by combining do + not or does + not. We replace the o in not with an apostrophe. do

+

not = not X not X not X

=

I don’t

=

You don’t

=

She/He/It doesn’t

not X not X not X

=

We don’t

=

You don’t

=

They don’t

I

do

+

You

do

+

She/He/It

does

+

We

do

+

You

do

+

They

do

+

Contraction

VERBS

Plural

Singular

Subject

Practise A. Rewrite the sentences in the negative. Use don’t or doesn’t. 1. My mother drives me to school every morning. My mother doesn’t drive me to school every morning. ______________________________________________________________________________ 2. Heather misses band practice on Tuesdays. ______________________________________________________________________________ 3. I eat a lot of hamburgers. ______________________________________________________________________________ 4. They work very hard in English class. ______________________________________________________________________________ 5. Dominic ies to France every summer. ______________________________________________________________________________ 6. Charles and François like helping Susan. ______________________________________________________________________________ 7. Alice and I play basketball on the weekends. ______________________________________________________________________________ 8. You speak English very well. ______________________________________________________________________________ Reproduction prohibited © Chenelière Education Inc.

Simple Present

one hundred and thirty-one 131

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B. Complete the text with the verbs in parentheses. Use the correct form of the simple present.

is This (be) ____________________ my cat, Grizzly. Grizzly (be, negative) ____________________ like other cats. He (look) ____________________ normal, but he (behave) ____________________ very badly sometimes. First, he (like) ____________________ to sleep in the middle of

VERBS

my bed. There (be) ____________________ no room for me. In the morning he (wake up) ____________________ very early. He (be, negative) ____________________ quiet or polite. He (want) ____________________ food immediately. He (meow) ____________________ and (cry) ____________________ until we (feed) ____________________ him. Then he (refuse) ____________________ to go outside. He (like, negative) ____________________ the cold. He (prefer) ____________________ to stay in the house all day. He (lie) ____________________ on the carpet. He (have) ____________________ an enormous stomach. Grizzly (behave, negative) __________________________ very well, but he (be) ____________________ our cat and we (love) ____________________ him.

C. Write a short text about your favourite animal or pet.

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Name:

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Simple Past

Group:

Verb to be

Affirmative We use the verb to be in the simple past for completed facts, states or descriptions. Common time markers include yesterday, last night, last week, last month and last year. Memorize the two forms: was and were. Verb

Example

I

was

I was hungry.

You

were

You were funny in the show.

She/He/It

was

She/ He/It was very busy.

We

were

We were at Mark’s house.

You

were

You were the best players in the game.

They

were

They were my neighbours before I moved.

VERBS

Plural

Singular

Subject

Practise A. Underline the subject in each sentence. Circle the correct form of the verb to be.

MONTRÉAL ALOUETTES VICTORIOUS November 30, 2009

Saskatchewan Roughriders fans z very unhappy at the end of the Grey Cup nal last Sunday. The Montréal Alouettes was/were able to win at the last second. 1949 was/were the rst year that the Alouettes won the Grey Cup. They was/were also successful in 1970, 1977 and 2002. The Montréal fans was/were very happy. Earl Grey was/were the person who donated the rst trophy. He was/were an early Governor General of Canada. He was/were also a football fan. The rst trophy was/were not expensive. It cost only $48. At that time, there was/were only eight teams competing for the cup. Most of them was/were from Ontario. They was/were amateur teams. Those rst games was/were the beginning of the long and glorious story of football in Canada.

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Simple Past

one hundred and thirty-three 133

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B. Complete the sentences with subjects from the box.

Subjects His name I The kids in Cycle Three My best friend My job My school Our class pet Our teacher

VERBS

She We

I 1. _________________________ was small in kindergarten. 2. _________________________ was in my class. 3. _________________________ was Matthew. 4. _________________________ were always together. 5. _________________________ was on my street. 6. _________________________ was nice to us. 7. _________________________ was very tall. 8. _________________________ were like giants. 9. _________________________ was a hamster. 10. _________________________ was to feed the hamster.

C. Write ve sentences about your school. Use the verb to be in the simple past. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________

D. Complete the sentences with the correct form of the verb to be. Use the simple past or the simple present. Underline the time markers for help. was 1. Yesterday I ____________ too tired to do my chores. 2. My homework ____________ too difcult today. 3. Amy and Adam ____________ in the school concert last year. 4. Bernice and Melishia ____________ best friends now. 5. I ____________ the best hockey player on the team this season. 6. My dog ____________ the only one to nish the last training course. 7. The Canadiens ____________ in the playoffs last year. 8. Last week there ____________ an earthquake in Haiti.

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Simple Past

Group:

Verb to be

Negative To form a negative sentence, we add not after the verb to be. Verb + not

Example

I

was not

I was not tall.

You

were not

You were not very happy.

She/He/It

was not

She/He/It was not heavy.

We

were not

We were not on time.

You

were not

You were not angry at him.

They

were not

They were not interested in the movie.

Contractions of the Negative To form the negative contraction of the verb to be in the simple past, we replace was not and were not with wasn’t and weren’t.

Look Out!not

e o in We replace th rophe. st o with an ap

VERBS

Plural

Singular

Subject

I wasn’t tall. He wasn’t heavy. We weren’t on time.

Practise A. Complete the sentences with the verb to be in the simple past. Use the full negative form.

January 18 Dear Diary, was not I ____________ happy with my mark in science last term. It ____________ very good. The teacher ____________ pleased with my progress. I ____________ serious in class. My parents ____________ very happy. I ____________ able to watch TV for a month. It ____________ funny. My science class ____________ a good place to socialize. Today I got my new report card. My parents ____________ angry. It ____________ bad!

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Simple Past

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B. a) Unscramble the words to make sentences (subject + verb + rest of sentence). b) Rewrite the sentences in the negative. Use the full form or the contraction. 1. busy / I / was / last weekend I was busy last weekend. a) ____________________________________________________________________________ I was not / wasn’t busy last weekend. b) ____________________________________________________________________________ 2. at the game / was / yesterday / Daniel a) ____________________________________________________________________________ b) ____________________________________________________________________________ 3. were / about our French test / We/nervous

VERBS

a) ____________________________________________________________________________ b) ____________________________________________________________________________ 4. Eva and Liam / at school today / were a) ____________________________________________________________________________ b) ____________________________________________________________________________ 5. happy / You / were / this morning a) ____________________________________________________________________________ b) ____________________________________________________________________________ 6. were / Luka and Michael / on Saturday / at the festival a) ____________________________________________________________________________ b) ____________________________________________________________________________ 7. this morning /at school / very early / I / was a) ____________________________________________________________________________ b) ____________________________________________________________________________ 8. the best runner on the team / was / Michael / last year a) ____________________________________________________________________________ b) ____________________________________________________________________________

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Simple Past

Group:

There was and There were

We use there was or there were to refer to something in the past. When a sentence begins with There was or There were, the verb agrees with the noun that follows it. v.

Look Ouingtu!lar.

is s There was is plural. There were

n.

There was a snowstorm last night. v.

n.

There were two snowstorms last week.

Articles for Sale!

Look at the articles for sale. Use There was and There were to describe what you see.

VERBS

Practise

There were some boots. 1. ___________________________________

5. ___________________________________

2. ___________________________________

6. ___________________________________

3. ___________________________________

7. ___________________________________

4. ___________________________________

8. ___________________________________

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Simple Past

one hundred and thirty-seven 137

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Date:

Simple Past

Group:

Regular Verbs

Affirmative We use verbs in the simple past for completed actions. To form the simple past of most verbs, we add d, ed or ied to the base form. We call these verbs regular verbs.

VERBS

Verbs Ending With

Examples

Rule

Result

e, ee or ie

love, agree, die

Add d.

loved, agreed, died

a vowel + y

play, stay

Add ed.

played, stayed

a consonant + y

cry, try

Change y to i and add ed.

cried, tried

a vowel + a consonant

admit, prefer, stop

Double the last consonant and add ed.

admitted, preferred, stopped

a vowel + a double consonant

call, pass, yell

Add ed.

called, passed, yelled

an unstressed syllable

enter, wonder

Add ed.

entered, wondered

Practise A. Change the verbs to the simple past. Write them in the correct section. Refer to the table above for help.

Verbs agree

live

beg

plan

believe

push

brush

regret

cry

shop

enjoy

stay

fry

study

lie

work

138 one hundred and thirty-eight

+d + ed

y + ied

Double consonant + ed

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B. Complete the message with the verbs in parentheses. Use the correct form of the simple past. Refer to the table on page 138 for help.

From: Jasmine Subject: My Crazy Day To: Jean-Philippe

Hi JP! happened Something crazy (happen) _______________ to me yesterday. As my grandmother and I (start) _______________ our walk along the street, a guy suddenly (appear) _______________ in front of us. He (push) _______________ my grandmother.

_______________ her purse. He (jump) _______________ over the fence and (disappear) _______________ .

VERBS

She (cry) _______________ out and (kick) _______________ his leg. Then he (grab)

I (comfort) _______________ my poor grandmother and immediately (call) _______________ the police on my cellphone. They (arrive) _______________ in seconds and (chase) _______________ the thief. The police (stop) _______________ the thief and (arrest) _______________ him on the next block. They (return) _______________ my grandmother’s purse and she (thank) _______________ them. We (walk) _______________ home and (order) _______________ a pizza for supper. What a day! Jass

C. Write ve sentences in the simple past. Use regular verbs. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________

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Simple Past

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Simple Past

Group:

Irregular Verbs

Affirmative Irregular verbs have different forms in the past tense. Here are some common irregular verbs:

VERBS

Plural

Singular

To do

To have

To see

To write

To read

I did

I had

I saw

I wrote

I read

You did

You had

You saw

You wrote

You read

She/He/It did

She/He/it had

She/He/It saw

She/He/It wrote

She/He/It read

We did

We had

We saw

We wrote

We read

You did

You had

You saw

You wrote

You read

They did

They had

They saw

They wrote

They read

Practise A. Complete the crossword puzzle with the past forms of the verbs in the clues.

1 M

3

2

4

5

A

6 7

8

D E

9 10 11 12 13 14

15 16

17 19

18 20 22

21

Down 1. 2. 4. 5.

make win get meet

140 one hundred and forty

6. 7. 11. 13.

bring take steal teach

Across 15. eat 16. leave 19. ride

Grammar File

3. 8. 9. 10.

become drive run sell

12. 14. 17. 18.

speak think read fall

20. write 21. go 22. tell

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Name:

Date:

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B. Read the newspaper story. Circle the regular verbs and underline the irregular verbs.

Sunday, December 6, 2009

Girl Saved Family From House Fire Calgary, Alberta An 11-year-old girl saved her family from a terrible house re in Calgary on Saturday. The re destroyed ve houses and damaged two others.

She woke everyone up when she saw a strange light outside. The light came from a re in the house next door.

VERBS

Carlie Stobbe lived in one of the houses with her family.

“It was scary,” Carlie said. “I yelled, ‘Fire!’ My brother ran outside. My parents hurried behind me and my brother.” Carlie’s mother felt they were very lucky that the girl got up when she did. A big blizzard made it difcult to stop the ames but reghters nally put the re out. It was too late to save Carlie’s house. It burned down completely.

C. Write the verbs from the news article in the correct columns. Add the base form.

Regular Verbs Simple past

saved

Base form

to

save

Irregular Verbs Simple past

woke

Base form

to

to

to

to

to

to

to

to

to

to

to

to

to

wake

to to to

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Simple Past

one hundred and forty-one 141

Name:

Date:

Simple Past

Group:

Regular and Irregular Verbs

Negative

To form a negative sentence in the simple past, we add did + not before the base form of both regular and irregular verbs. The table compares the afrmative and the negative forms.

Plural

VERBS

Singular

Afrmative

Negative

I liked the new movie.

I did not like the new movie.

You worked hard yesterday.

You did not work hard yesterday.

She/He/It went to California last summer.

She/He/It did not go to California last summer.

We did our homework.

We did not do our homework.

You won the English prize.

You did not win the English prize.

They brought a pizza to the party.

They did not bring a pizza to the party.

Contractions of the Negative To form the negative contraction of the verb in the simple past, we replace did not with didn’t. We replace the o in not with an apostrophe. I didn’t like the new movie. She/He/It didn’t go to California last summer. We didn’t do our homework.

Practise A. Underline the verbs. Rewrite the sentences in the negative. Use contractions. Eliane’s parents didn’t go out. 1. Eliane’s parents went out. _________________________________________________________ 2. Her friends came over. ____________________________________________________________ 3. Things got out of control. __________________________________________________________ 4. Mario threw a pillow. ______________________________________________________________ 5. The pillow broke the vase. _________________________________________________________ 6. Laurie hid the pieces of the vase. ___________________________________________________ 7. Pierre-Alex told a lie. ______________________________________________________________ 8. Eliane’s parents got angry. _________________________________________________________ 9. Eliane’s parents punished her. ______________________________________________________ 10. Her parents took away her computer. _______________________________________________

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B. Read the list of activities below. Put a checkmark beside the activities that you did last weekend. Write a sentence about each activity. Use the afrmative or the negative. Refer to the table on page 142 for help. I got up / did not get up very early. 1. ______________________________________________

babysit a child se visit a friend’s hou ride my bike read a book t eat at a restauran help my parents

2. ______________________________________________ 3. ______________________________________________ 4. ______________________________________________ 5. ______________________________________________ 6. ______________________________________________ 7. ______________________________________________ 8. ______________________________________________ 9. ______________________________________________ 10. ______________________________________________

VERBS

√ get up very early clean my room play a sport instrument practise a musical study English prepare a meal watch a movie

11. ______________________________________________ 12. ______________________________________________ 13. ______________________________________________ 14. ______________________________________________

go to bed late

C. Complete the joke with the simple past of the verbs in parentheses. Decide which form is appropriate for each verb: the afrmative or the negative. Refer to the table on page 142 for help. walked A man (walk) _______________ into a store. There (be) _______________ a cute dog sitting in the corner. The man (ask) _______________ the cashier, “Does your dog bite?” “No,” (say) _______________ the cashier. The man (bend) _______________ down and (pat) _______________ the dog. Suddenly, the dog (bite) _______________ his hand very hard. “Hey!” (cry) _______________ the man. “You (tell) _______________ me that your dog (bite) _______________ .” “That’s not my dog,” (answer) _______________ the cashier.

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Simple Past

one hundred and forty-three 143

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Future

Group:

With will

Affirmative We use the simple future for future actions and states. To form the simple future, we place will before the base form of the verb. Common time markers include later, tonight, tomorrow, in a day/week/month, next week, next month and next year.

Plural

VERBS

Singular

Subject

will

Verb

Example

I

will

be

I will be in Montréal tomorrow.

You

will

have

You will have fun at the party tonight.

She/He/It

will

stop

She/He/It will stop soon.

We

will

start

We will start training next week.

You

will

see

You will see her later.

They

will

be

They will be a good addition to the team.

Contractions of the Affirmative To form the contraction of the simple future, we combine the subject and will. We replace the wi in will with an apostrophe. I’ll be in Montréal tomorrow. It’ll stop soon. They’ll be a good addition to the team.

Practise A. Write sentences about what snowboarders will do at the camp. Use the future with will.

Snowboard Camp Come to the MegaMount Snowboard Camp during spring break! will learn from professionals. 1. They ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ • • • • • • •

Learn from professionals. Ride beautiful trails. Practise jumps. Learn to ride the halfpipe. Enjoy the warm spa. Meet new friends. Have fun.

4. ______________________________________________ 5. ______________________________________________ 6. ______________________________________________ 7. ______________________________________________

Call us today for more information! 555-555-1212 144 one hundred and forty-four

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B. Complete the dialogue with the contracted form of the simple future. Underline the main verbs. They’ll Aaru: Sabina and Steve will soon be back from Rome. (They)___________ arrive next week. Cindy: (You) ___________ pick them up at the airport. Aaru: (I)___________ use my mother’s car. Cindy: (We)___________ go together. Aaru: (We) ___________ meet them at the arrival gate. Cindy: At what time? Aaru: (They) ___________ land at 10:30. Cindy: Then (They)___________ get their bags and go through customs. VERBS

Aaru: Steve said (he)___________ have lots of bags. Cindy: (I)___________ be happy to see Sabrina. Aaru: (She)___________ be happy to see us. Cindy: (We)___________ have a party to welcome them. Aaru: (They)___________ be surprised.

C. Write a paragraph about your plans for the summer. Use the future with will.

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Future

one hundred and forty-ve 145

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Date:

Future

Group:

With will

Negative To form the negative of the simple future, we place not between will and the main verb.

VERBS

Plural

Singular

Subject

will + not

Verb

Example

I

will not

eat

I will not eat my vegetables.

You

will not

walk

You will not walk to school.

She/He/It

will not

be

She/He/It will not be here next year.

We

will not

buy

We will not buy any more CDs.

You

will not

get

You will not get your work done.

They

will not

give

They will not give us any cookies.

Contractions of the Negative To form the negative contraction of the simple future, we replace will not with won’t. I won’t eat my vegetables. She won’t be there next year. They won’t give us any cookies.

Practise Separate the words and write down the sentences. Then rewrite them in the contracted form. 1. Iwillnotcleanmybedroomtoday. I will not clean my bedroom today. a) ____________________________________________________________________________ won’t clean my bedroom today. b) I____________________________________________________________________________ 2. Wewillnotgotothecinematonight. a) ____________________________________________________________________________ b) ____________________________________________________________________________ 3. Susanwillnotdoherhomework. a) ____________________________________________________________________________ b) ____________________________________________________________________________ 4. Janetwillnotbehappywithmyproject. a) ____________________________________________________________________________ b) ____________________________________________________________________________

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Future

Group:

With going to

Affirmative We can also use the verb to be + going to with the base form of the verb for future events and states. to be + going to

Verb

Example

I

am going to

be

I am going to be 13 years old tomorrow.

You

are going to

see

You are going to see the dentist in the morning.

She/He/It

is going to

eat

She/He/It is going to eat everything.

We

are going to

leave

We are going to leave now.

You

are going to

work

You are going to work together this year.

They

are going to

win

They are going to win the tournament.

Contractions of the Affirmative

VERBS

Plural

Singular

Subject

We often use the contacted form of to be with going to. I’m going to be 13 years old tomorrow. You’re going to see the dentist in the morning. She’s going to eat everything.

Practise A. Complete the message with the verbs in parentheses. Use the future with going to.

Hi Esther, are going to have We (have) ______________________ a great evening. First, you (meet) _____________ ____________ my friend Stephanie. She (buy) _____________________ tickets for the concert. We (take) ______________________ the metro downtown.We (eat) ______________________ at the new sushi restaurant. Stephanie’s friends David and Philippe (meet) ______________________ us there. After supper, we (go) ______________________ to the concert together. We (have) ______________ ____________ a blast! See you soon, Julie

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Future

one hundred and forty-seven 147

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Date:

Future

Group:

With going to

Negative To form a negative sentence with going to, we add not after the verb to be.

VERBS

Plural

Singular

Subject

to be + not + going to

Verb

Example

I

am not going to

be

I am not going to be 13 years old tomorrow.

You

are not going to

see

You are not going to see the dentist today.

She/He/It

is not going to

eat

She/He/It is not going to eat everything.

We

are not going to

leave

We are not going to leave now.

You

are not going to

work

You are not going to work together this year.

They

are not going to

win

They are not going to win the tournament.

Contractions of the Negative We often use the contracted form of the verb to be with going to in the negative. I’m not going to be here tomorrow. She’s not going to eat everything. We’re not going to leave now.

Practise A. Choose words from the lists to make logical sentences. Use the negative form of the future with going to. Subject

Verb

Rest of Sentence

Jeremy

to watch

at 10:30.

You and Dominic

to work

the game tomorrow.

Ellen and Jay

to eat

sh tonight.

Marc-Andre and I

to make

a chocolate cake.

Clara

to leave

on this project.

Jeremy is not / isn’t going to watch the game tomorrow. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________

148 one hundred and forty-eight

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Imperatives Affirmative We use imperatives to tell someone what to do. The imperative is the base form of the verb without a subject. Verb

Look Out!

Example

ve Imperatives do not ha . es ns te different

to do

Do your homework.

to clean

Clean your bedroom.

to turn

Turn left.

Negative

Do not

Verb

VERBS

To form a negative imperative, we put do not before the verb. Example

Do not

forget

Do not forget to call me.

Do not

talk

Do not talk during the exam.

Contractions of the Negative We often use the contracted form don’t with imperatives. Don’t forget to call me. Don’t talk during the exam.

Practise A. Write a negative imperative for each sign. Use the word bank for help.

Word Bank

1.

2.

3.

4.

5.

dive eat run smoke swim

1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________

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Imperatives

one hundred and forty-nine 149

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B. Write the following directions. Use the word bank for help.

Word Bank turn right turn left go north go south go east

VERBS

go west

1. From the school to the swimming pool Go south on Neil Street. Turn right on Birch Avenue. Turn left on Oak Street. ______________________________________________________________________________ 2. From the swimming pool to the football eld ______________________________________________________________________________ 3. From the clinic to the park ______________________________________________________________________________ 4. From the bank to the shoe store ______________________________________________________________________________ 5. From the gas station to the grocery store ______________________________________________________________________________ 6. From the tennis courts to the football eld ______________________________________________________________________________ ______________________________________________________________________________ 7. From the park to the school ______________________________________________________________________________ ______________________________________________________________________________ 8. From the grocery store to the tennis courts ______________________________________________________________________________ ______________________________________________________________________________

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Modals

Group:

Can/Can’t

To express ability or possibility in the present, we place can before the base form of the verb. For the negative, we use cannot or the contraction can’t. I can do my work later.

I cannot/can’t do my work later.

You can run quickly.

You cannot/can’t run quickly.

They can visit us on Friday.

They cannot/can’t visit us on Friday.

Practise

VERBS

A. Complete the conversation with can and can’t. Jane: It’s Luc’s birthday next weekend. can Tom: We ____________ have a party for him. Jane: It ____________ be on Friday. He has a hockey game. Tom: We ____________ have it on Saturday. Jane: We ____________ have the party at my house. It’s too small. Tom: We ____________ have it at the community centre. It’s open on Saturday. Jane: We ____________ use the party room. Tom: Good idea. We ____________ bring food. Jane: We ____________ bring peanuts. Luc is allergic to them. Tom: We ____________ bring chips and popcorn. Jane: This will be fun!

B. Write four things you can do well and three things you can’t do well.

Things I Can Do Well

Things I Can’t Do Well

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Modals

one hundred and fty-one 151

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Modals

Group:

Must and Have to

To express obligation in the present, we place must or have to before the base form of the verb. For the negative, we use must not and do/does not have to. The contractions are mustn’t, don’t have to and doesn’t have to.

VERBS

Afrmative

Negative With must

Negative With have to

I must / have to go to school now.

I must not go to school now.

I do not have to go to school now.

You must / have to go to hockey practice.

You must not go to hockey practice.

You do not have to go to hockey practice.

He must / has to eat his vegetables.

He must not eat his vegetables.

He does not have to eat his vegetables.

Look Oinudtic!ate that

ot to 1. Use must n ould not be done. g somethin sh icate have to to ind 2. Use do not no obligation. that there is

Practise A. Read the note. Write sentences about what Nick must and must not do.

must feed the hamster. 1. He __________________________________________________ 2. __________________________________________________

Dear Nick, I hope you had a nice day. Don’t forget to:

3. __________________________________________________ 4. __________________________________________________ 5. __________________________________________________

• feed the hamster

6. __________________________________________________

• study English

7. __________________________________________________

• practise the guitar • take the dog out

B. Write down two things that you have to do and two things that you do not have to do.

Don’t: • invite friends over

1. __________________________________________________

• chat on the computer

2. __________________________________________________

• eat all the cookies

3. __________________________________________________ 4. __________________________________________________

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Yes/No Questions

Group:

Simple Present Verb to be

Yes/no questions are questions that we answer with yes or no or with words that mean the same, such as okay, right, sure and not really. To form yes/no questions in the simple present with the verb to be, we follow this word order: verb to be (present tense) + subject + rest of the question.

Plural

Singular

Verb to be Subject Rest of the Question

Short Answers*

Am

I

a good dancer?

Yes, you are.

No, you are not.

Are

you

hungry?

Yes, I am.

No, I am not.

Is

she/he/it

sick today?

Yes, she/he/it is.

No, she/he/it is not.

Are

we

ready to go?

Yes, we are.

No, we are not.

Are

you

on the same team?

Yes, we are.

No, we are not.

Are

they

our new coaches?

Yes, they are.

No, they are not.

* In conversations, we often answer questions with this short form of the afrmative or negative.

Practise

Verb to be + subject + rest of question? Are they strange people? 1. They are strange people. __________________________________________________________ 2. You are my friend. ________________________________________________________________ 3. I am patient with you. _____________________________________________________________

QUESTIONS

Write the sentences as yes/no questions. Follow the correct word order.

4. You and I are the same age. ________________________________________________________ 5. Jenn and Aline are sisters. _________________________________________________________ 6. Henry is a good swimmer. _________________________________________________________ 7. Chuck and Ali are at home. ________________________________________________________ 8. It is a nice day. ___________________________________________________________________ 9. Maher and you are enemies. _______________________________________________________ 10. Your ski is broken. ________________________________________________________________ 11. Shelby is in your class. ____________________________________________________________ 12. We are very late for supper. ________________________________________________________

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Yes/No Questions

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Yes/No Questions

Group:

Simple Present Other Verbs

To form yes/no questions in the simple present with other verbs, we follow this word order: do/does + subject + main verb (base form) + rest of the question. Do/Does Subject

Main Rest of the Verb Question

Short Answers

Do

I

need my books?

Do

you

want a sandwich? Yes, I do.

Does

she/he/it seem happy?

Do

we

have

Do

you

Do

they

a DVD?

Yes, you do.

No, you do not. No, I do not.

Yes, she/he/it does. No, she/he/it does not. Yes, we do.

No, we do not.

work together?

Yes, we do.

No, we do not.

want to come?

Yes, they do.

No, they do not.

Look Ourt!

Use does fo . she, he and it Do not add s rb. to the main ve

Practise A. Complete the dialogues with do, does, do not and does not. Do Chris: Hey, Alex. _________ you have a hockey practice tonight?

QUESTIONS

Alex: No, I _________ . I have one tomorrow. Chris: _________ Ravi have a practice? Alex: Yes, he _________ . Chris: I need a lift. I’ll call him! _________ you know his number? Alex: Yes, I _________ . It’s 555-1111.

Do Anouk: Hi, Job. _________ you have any money? Job: Yes, I _________ . _________ you need some? Anouk: Yes, I _________ . I _________ have my lunch. Job: No problem! How much _________ you need? Anouk: I _________ know. How much _________ a hot dog cost?

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Do Cynthia: Reeti, _________ you want to come over to my house tonight? Reeti: Yes, I _________ . Do you want me to bring some music? Cynthia: Sure. _________ your sister want to come, too? Reeti: No, she _________ . She is busy. Cynthia: Okay. I _________ have any food. I’ll stop at the grocery store. Reeti: _________ you want me to bring some? Cynthia: No, I _________ . See you later.

B. Complete the dialogue with the missing yes/no questions and answers. What is the mystery animal? ____________________ Is it big?

Yes, it’s big.

Does it bite?

Yes, it

.

?

Yes, it eats other animals.

?

Yes, it’s scary.

Is it a dinosaur? ? Does it live in rivers and swamps? ?

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No, it isn’t hairy.

No,

.

.

Yes, it’s a reptile. Yes, it

.

.

QUESTIONS

?

Yes, it’s alive today.

Yes/No Questions

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Yes/No Questions

Group:

Simple Past Verb to be

To form yes/no questions in the simple past with the verb to be, we follow this word order: verb to be (past tense) + subject + rest of the question.

Plural

Singular

Verb to be Subject Rest of the Question

Short Answers

Was

I

early?

Yes, you were.

No, you were not.

Were

you

sick yesterday?

Yes, I was.

No, I was not.

Was

she/he/it

on time?

Yes, she/he/it was. No, she/he/it was not.

Were

we

in the right place?

Yes, we were.

No, we were not.

Were

you

busy last night?

Yes, we were.

No, we were not.

Were

they

ready?

Yes, they were.

No, they were not.

Practise A. Write yes/no questions with words from the word bank. Use was or were. 1. Were you at the party last night? 2.

QUESTIONS

3. 4. 5.

Subject

Rest of Sentence

Zach

sad

you

in the same class last year

Sami and Elie

ready

I

very fast

they

at the party last night

6.

the principal

able to come

7.

the game

good friends

8.

you and I

angry

9.

your trip

noisy

10.

the race

here yesterday

B. Choose three of the questions above. Write a positive and a negative answer. Positive

Negative

1. 2. 3.

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Yes/No Questions

Group:

Simple Past Other Verbs

Plural

Singular

To form yes/no questions in the simple past with other verbs, we follow this word order: did + subject + main verb (base form) + rest of the question. Did

Subject

Main Verb

Rest of the Question

Short Answers

Did

I

nish

all the work?

Yes, you did.

No, you did not.

Did

you

enjoy

your lunch?

Yes, I did.

No, I did not.

Did

she/he/it

arrive

safely?

Yes, she/he/it did. No, she/he/it did not.

Did

we

forget

to call him?

Yes, we did.

No, we did not.

Did

you

buy

some new shoes?

Yes, we did.

No, we did not.

Did

they

open

their presents?

Yes, they did.

No, they did not.

Practise A. Unscramble the words to make yes/no questions. Did you go to the dance? 1. did/the dance/to/go/you/? _______________________________________________________

3. they/about me/did/ask/? _________________________________________________________

B. Write yes/no questions for these answers. 1. I played paintball last weekend.

QUESTIONS

2. see/my friends/there/you/did/? ____________________________________________________

Did you play paintball last weekend?

2. I went with my school friends. 3. We went to the new paintball park. 4. We had fun. 5. Our team didn’t win. 6. It cost a lot of money. 7. My parents didn’t pay for it. 8. We stayed for a long time. 9. We went to a restaurant after paintball. 10. We didn’t have pizza.

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Yes/No Questions

Yes/No Questions

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Yes/No Questions

Group:

Future With will

To form yes/no questions in the future with will, we follow this word order: will + subject + main verb (base form) + rest of the question.

Plural

Singular

Will

Subject

Main Verb

Rest of the Question

Short Answers

Will

I

get

some help?

Yes, you will.

No, you will not.

Will

you

help

me?

Yes, I will.

No, I will not.

Will

she/he/it

be

here on time?

Yes, she/he/it will.

No, she/he/it will not.

Will

we

arrive

at the same time?

Yes, we will.

No, we will not.

Will

you

compete

against each other?

Yes, we will.

No, we will not.

Will

they

win

the tournament?

Yes, they will.

No, they will not.

Practise A. Choose words from the word bank. Write yes/no questions about a friend’s summer vacation plans. Use the future with will. Add a short answer.

QUESTIONS

Word Bank clean your bedroom cut the grass eat hot dogs get a summer job

Questions 1. Will you get a summer job?

go to the beach play a sport read a book sleep late

spend time with friends stay up late travel visit family

Answers Yes, I will. / No, I will not.

2. 3. 4. 5. 6. 7. 8. 9. 10.

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B. Read Kerry’s and Sherrill’s vacation itineraries. Answer the questions with short answers.

port ATTENTION: Be at the air

two hours before your

ight.

Itinerary: Kerry Bates Date: March 5 Flight: CubaAir 376 10:15 Depart from Montreal: ba: 14:00 Arrival in Havana, Cu Hotel: Havana Paradise Taxi to hotel: Included ur ight.

rt two hours before yo

po ATTENTION: Be at the air ji Itinerary: Sherrill Chan Date: March 5

Flight: CubaAir 378 10:30 Depart from Montreal: ba: 14:15 Arrival in Havana, Cu Hotel: Havana Paradise

1. Will Kerry and Sherrill travel on the same day? Yes, they will. 2. Will they be on the same airplane? 3. Will Kerry be at the airport at 13:00?

QUESTIONS

ed Taxi to hotel: Not Includ

4. Will Sherril’s plane leave fteen minutes after Kerry’s? 5. Will they see each other at the airport? 6. Will Sherrill arrive in Havana before Kerry? 7. Will they stay at the same hotel? 8. Will Kerry take a taxi to the hotel? 9. Will Kerry go to school on March 5? 10. Will Sherrill and Kerry go swimming in Cuba?

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Yes/No Questions Can and May We use can to ask yes/no questions about ability and permission. We also use may to ask for permission. It is more polite and formal than can. To form yes/no questions in the simple present with can and may, we follow this word order: can/may + subject + verb (base form) + rest of the question. Ability – can

Short Answers

Can I help you?

Yes, you can.

No, you cannot.

Can we nish this tomorrow?

Yes, you can.

No, you cannot.

Permission – can/may

Look Ouf tca!n

o The negative nnot ca : rd o is one w

Short Answers

Can/May I go to the washroom, please?

Yes, you can/may.

Please may I have a cookie?

Yes, you may.

No, you cannot / may not.

No, you may not.

Practise A. Unscramble the words and add can or may to make yes/no questions. Write permission or ability beside each question.

QUESTIONS

May/Can + subject + verb + rest of question? 1. Please/your calculator?/I/use

Please may I use your calculator?

permission

2. a plane?/he/y 3. Please/borrow/your scooter?/I 4. play/the guitar?/they 5. I/use/please?/your cellphone, 6. the book?/share/we 7. have/we/an extra practice? 8. I/Please/some water?/have 9. well?/sing/she 10. the work/they/do/alone? 11. on Saturday?/meet/we 12. very fast?/Sasha/run

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Information Questions

Group:

Question Words

We use questions that start with question words to ask for information. Question Word

To Ask About

Example

Look Ouwhta!t with

Who

identity of persons

Who is your friend?

What

identity of things and events

What is on the table? What subject do you like?

Where

place

Where is the school?

When

time

When is the party?

Why

reason

Why are you angry?

How

manner, means, degree

How do you make spaghetti?

se We can also u me, what ti t a h w : n a nou t movie? a h w r, u lo co

We can also use how with an adjective or adverb to ask questions. To Ask About

Example

How much

quantity (uncountable nouns)

How much money do you have?

How many

quantity (countable nouns)

How many kilometres do you run?

How old

age

How old are you?

How big/tall/high/small

size

How tall is your brother?

How long

duration/length

How long is the practice?

How often

frequency

How often do you train?

How far

distance

How far away is the school?

Practise

QUESTIONS

How + Adjective/Adverb

A. Complete the two email messages with question words. Use the chart for help.

From: Jasmine To: Jean-Philippe Subject: Need info

Hey there, JP. When I need to ask you some things about the school dance next week. ____________ will it start? ____________ will people put their coats? ____________ do you want me to bring? ____________ will sell the tickets at the door? Let me know! Jass

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From: Jean-Philippe To: Jasmine Subject: Need info

Hi Jass, The dance will start at 8 p.m., in the gym. People can put their coats in the locker rooms. ____________ time can you arrive to help me? ____________ do we buy decorations? At the mall? ____________ will you have time to buy them? ____________ colour balloons do you want to buy? ____________ will help us decorate? Ask Julie if she can sell tickets at the door. Talk to you later, JP

B. Complete the questions with the correct word. Use the answers and the words in the word bank for help. You can use the words more than once.

Word Bank big

old

far

wide

long

high

many

small

often

QUESTIONS

Questions

much

Answers

often 1. How ____________ do we change our clocks?

Twice a year.

2. How ____________ is an atom?

Very small.

3. How ____________ away is the moon?

384 403 kilometres.

4. How ____________ is Mount Everest?

8 848 metres.

5. How ____________ is a professional soccer game?

90 minutes.

6. How ____________ provinces are there in Canada?

Ten.

7. How ____________ does one litre of water weigh?

One kilogram.

8. How ____________ is the earth?

6 378 kilometres in diameter.

9. How ____________ is your new puppy?

Two years old.

10. How ____________ is a CFL football eld?

65 yards wide.

11. How ____________ time do we have?

About 30 minutes.

12. How ____________ players are there on a hockey team?

22 in the NHL.

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Information Questions

Group:

Simple Present Verb to be

To form information questions in the simple present with the verb to be, we follow this word order: question word + verb to be (present tense) + subject + rest of the question. Question Word

Verb to be

Subject

Who

is

your teacher?

What

is

that

What movie

is

your favourite?

Where

is

Jimmie

When

is

recess?

Why

are

you

How

are

they?

How wide

is

the river?

Rest of the Question

under the table? today? angry?

Practise

What is 1. _______________ your name?

4. _______________ your favourite city?

2. _______________ tall ________ the big tree?

5. _______________ the hockey game?

3. _______________ your best friend?

6. _______________ they sad?

B. Write three questions to ask a classmate. Use different question words and the present tense of the verb to be.

QUESTIONS

A. Complete the questions with question words and the present tense of the verb to be.

1. 2. 3.

C. Ask your classmate the questions. Write down the answers. 1. 2. 3. Reproduction prohibited © Chenelière Education Inc.

Information Questions

one hundred and sixty-three 163

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Information Questions

Group:

Simple Present Other Verbs

To form information questions in the simple present with other verbs, we follow this word order: question word + do/does + subject + verb (base form) + rest of the question. Question Word Who

do/does do

Subject you

Who (= subject)

Main Verb

Rest of the Question

know

on your street?

likes

to ski?

What

does

he

want?

What music

do

you

like?

What (= subject)

happens

in the movie?

Where

do

Rob and Annie

live?

When

does

it

start

to snow?

Why

do

they

walk

fast?

How

do

you

make

soup?

How fast

do

you

run?

Look Otuistth!e

If who or wha rmative e af subject, use th e verb. th f o form

Practise

QUESTIONS

A. Match the question openings and endings. Write the letter of the ending on the line. Opening

Ending

1. How do you

c ______

a) buy your clothes?

2. How early do

______

b) nish your homework?

3. What does

______

c) get to school?

4. When do you

______

d) he play hockey with?

5. Where do you

______

e) Tara leave for Toronto?

6. Who

______

f) needs a new book?

7. Who does

______

g) your friends prefer?

8. Why do

______

h) she like for lunch?

9. When does

______

i ) they always wear hats?

______

j) you wake up in the morning?

10. What music do

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B. Unscramble the words to make information questions. Punctuate the questions correctly.

1. you/do/go/where/after school

Where do you go after school?

2. the children/why/shout/so loudly/do 3. CDs/you/have/how many/do 4. have/for breakfast/Martin/does/what 5. start/game/does/the/when

C. Read Maria’s letter and answer the questions that follow.

s the nce? What wa ra F e k li u o y ou So how do e? When do y k li s ri a P to train journey to London? go back home e g! I have a fre n ri o b -o -o -o s ym School is so there’s no g u  s a h y o R . period. Ms class. . you n ext week ee s ll I’ . y p p a we I hope you’re h ou as soon as y ll a c ll I’ ! it a I can’t w on. arrive in Lond

QUESTIONS

Dear JoJo,

Maria

1. What does Maria call her friend?

JoJo

2. Where does her friend live? 3. How does her friend travel to Paris? 4. Why does Maria have a free period? 5. What does Ms. Roy have? 6. What does Ms. Roy teach? 7. How does Maria hope her friend feels?

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Information Questions

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Information Questions

Group:

Simple Past Verb to be

To form information questions in the simple past with the verb to be, we follow this word order: question word + verb to be (past tense) + subject + rest of the question. Question Word

Verb to be

Subject

Rest of the Question

Who (= subject)

was

What

was

What (= subject)

was

Where

was

the dog

last night?

When

was

it

time to leave?

Why

was

he

angry?

How

were

they

different?

How long

was

the movie?

here yesterday? that?

Look Ouotr w!hat

on Channel 6?

ho Sometimes w ject. su is the b

Practise

QUESTIONS

A. Circle the question words and underline the verbs. Rewrite the verbs in the present tense. is 1. How far was it to the park? _______

4. When was the soccer tournament? ______

2. How was I to know? _______

5. Where was your friend’s house? _______

3. What sports were your favourites? _______

6. Who was your history teacher? _______

B. Write three information questions to ask a classmate about elementary school. Use question words and the past tense of the verb to be. 1. 2. 3.

C. Ask a classmate the questions. Write down his or her answers. 1. 2. 3. 166 one hundred and sixty-six

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Information Questions

Group:

Simple Past Other Verbs

To form information questions in the simple past with other verbs, we follow this word order: question word + did + subject + verb (base form) + rest of the question. Question Word

did

Subject

Main Verb

Rest of the Question yesterday?

Who

did

you

call

What

did

he

want?

What CD

did

you

buy?

Where

did

you

leave

When

did

we

meet?

Why

did

you

want

to leave?

How

did

you

do

it?

How far

did

they

run?

Look Outto!

your glasses?

Don’t forget in leave the verb . the base form

Practise Read the Fun Medieval Facts. Write the missing questions.

In medieval times, people took baths once in a year, in May. Weddings took place in June, so people did not smell too bad. The bride carried owers to hide any odours. This is the

QUESTIONS

1.

origin of why brides carry owers today.

Questions

Answers

When did people take baths? a. ___________________________________________

People took baths in May.

b. ___________________________________________

The bride carried owers.

c. ___________________________________________

She carried owers to hide any odours.

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2.

Group:

If you broke your arm before 1900, you did not go to the doctor. You went to the barber, the person who cut men’s hair! Barbers did many medical procedures. They xed broken bones, pulled out rotten teeth and treated wounds.

QUESTIONS

Questions

Answers

a.

People went to the barber for medical procedures before 1900.

b.

Someone who cuts men’s hair.

c.

Barbers xed broken bones, pulled out teeth and treated wounds.

3.

In medieval times, everyone was a potential enemy. When two people approached each other, they presented their open right hands. This showed that they did not have any weapons. This action became the modern handshake.

Questions

Answers

a.

People approached each other with open right hands.

b.

To show that they did not have any weapons.

c.

It became the modern handshake.

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Information Questions

Group:

Future With will

To form information questions in the future with will, we follow this word order: question word + will + subject + verb (base form) + rest of the question. Question Word

will

Subject

Main Verb

Rest of the Question

Who

will

I

invite

to my party?

What What clothes

will will

you you

make

for supper?

Where

will

she

be

tonight?

When

will

it

stop

snowing?

Why

will

you

go

by bike?

How How soon

will

we

get

to school?

will

they

leave?

take?

Practise

From: Jasmine To: Jean-Philippe Subject: Need info

Hey JP, what’s up? Thanks for the invitation to your chalet this weekend. I have a few where will we meet questions: On Friday, (where, we, meet) ________________________________? (when, we, arrive) ________________________________ at the chalet? (who, be)

QUESTIONS

Complete the email message with questions about the future.

_________________________ there? (what, we, do) ____________________________ all weekend? (who, drive) _____________________________ us to the chalet? (what, I, need) ___________________________? (when, you, answer) ____________________________ me? Let me know! Jass

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Information Questions

Group:

With can

To form information questions with can, we follow this word order: question word + can + subject + verb (base form) + rest of the question. Question Word

can

Subject

Main Verb

Rest of the Question

Who

can

I

invite

to my party?

What

can

you

make

for supper?

Where

can

she

buy

fresh vegetables?

When

can

we

go

home?

Why

can

she

miss

school?

How

can

we

get

to the beach?

How soon

can

they

start

their journey?

Practise Complete the questions in these jokes. Add can to the words in parentheses. What can you hold 1. (what/you/hold) ____________________________________ without touching it? A conversation. QUESTIONS

2. (what, you, catch) ____________________________________ but not throw? A cold. 3. (how, you, make) ____________________________________ seven even? Remove the s. 4. (where, you, nd) ____________________________________ August before July? In the dictionary. 5. (where, you, nd) _______________________________ Timbuktu? Between Timbukone and Timbukthree! 6. (what, you, wear) ________________________________ that never goes out of style? A smile! 7. (where, you, nd) _______________________________ an ocean with no water? On a map.

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Nouns

Group:

Types

We use nouns to identify people, places and things. There are four types of nouns: common nouns, proper nouns, abstract nouns and collective nouns. Common nouns identify physical things: cat, pencil, school, teacher. Proper nouns identify specic people, places, days, months, holidays and nationalities: Elizabeth, Japan, Banff National Park, Saturday, January, Labour Day, Chinese. They always start with a capital letter. Abstract nouns identify feelings, qualities and concepts: happiness, fun, result. Collective nouns represent more than one person or thing: herd, pair, team.

Practise A. Match the common nouns below with corresponding proper nouns from the word bank.

Word Bank Alberta

English

Pacic

American

March

Stanley Park

Andrew

Oak Street

Thursday

Elizabeth

Oak Street High School

Vancouver

Vancouver 1. city _____________________________________________________ 2. day ______________________________________________________ 3. female name ______________________________________________ 4. language ________________________________________________

6. month ____________________________________________________ 7. nationality ________________________________________________ 8. ocean _____________________________________________________ 9. park _____________________________________________________ 10. province __________________________________________________ 11. school ___________________________________________________ 12. street ____________________________________________________

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Nouns

SENTENCE BUILDERS

5. male name __________________________________________________

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B. Jasmine forgot to use capital letters for the proper nouns in her journal. Circle the proper nouns.

Dear Diary, After my skiing accident on thursday I went to see my doctor. dr. shields says I have a torn ligament in my knee. My ski coach, roberto, was very disappointed. We worked really hard all season to prepare for the acrobatic competition at mont gabriel. The competition starts on march 1, in just two weeks. Well, it looks like I won’t be there. But grandma said she will take me to orida for a week to relax. I guess life isn’t too bad!

C. Write the circled words in the chart below. Use capital letters where needed. Day

Name

Place

Month

Thursday

SENTENCE BUILDERS

D. Underline the abstract nouns in the chart below. courage

cup

danger

diving

friend

friendship

hope

house

letter

luck

perfection

practice

E. Match each common noun with the appropriate collective noun. Use the nouns in the box. 1. cows

_________________

4. mittens _________________

2. players

_________________

5. birds

3. students _________________

172 one hundred and seventy-two

_________________

6. people _________________

Collective Nouns class herd ock

Grammar File

pair group team

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Name:

Date:

Nouns

Group:

Plurals

We add a nal s to most nouns to make them plural. Follow these rules. Rule

Examples

Plural

For most nouns, add s.

house, pen, play, ruler, tree

houses, pens, plays, rulers, trees

For nouns ending with consonant + y, drop the y and add ies.

baby, country

babies, countries

For nouns ending with ch, o, s, sh or x, add es.

watch, potato, kiss, dash, box

watches, potatoes, kisses, dashes, boxes

For most nouns ending with f or fe change f or fe to ves.

wolf, knife

wolves, knives

Exceptions:

chief, roof

chiefs, roofs

Some nouns change their form in the plural.

children, men, women, child, man, woman, goose, mouse, foot, tooth geese, mice, feet , teeth

Some nouns do not change in the plural.

deer, sh, salmon, sheep

deer, sh, salmon, sheep

Some nouns are always plural.

jeans, scissors

jeans, scissors

Practise A. Write the plural of these nouns in the correct section of the chart below.

Add s

Add es

Drop the y and add ies

Change f or fe to ves

Change their form

Do not change

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Nouns

SENTENCE BUILDERS

ant, ball, banana, box, candy, car, clue, cross, day, dress, family, leaf, life, lunch, party, raspberry, river, salmon, shelf, shoe, tomato, tooth, toy, video, wish, woman

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B. Complete the crossword puzzle with the plural form of the nouns.

Down 1. 2. 5. 6. 8. 10. 11. 16. 18. 20. 21. 22. 26.

box dancer rabbit deer goose child city sandwich foot witch chief tomato mouse

Across 3. 4. 7. 9. 12. 13. 14. 15. 17. 19. 23. 24. 25. 27. 28.

fox story woman scarf bush tornado life elf man dish tooth country problem key teenager

2

1

3

5 6

7

4

8 10

9 11 12

13 16 14

15

17 18

20 19

21

SENTENCE BUILDERS

22 23 24 25

26

27

28

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Name:

Date:

Nouns

Group:

Countable and Uncountable

We can put a number or an indenite article (a, an) in front of a countable noun: an apple, a car. A countable noun has a plural form: two books, three cars, ten sheep. We cannot put a number or an indenite article in front of an uncountable noun: advice, information, work. It does not normally have a plural form. Some nouns can be either countable or uncountable, depending on their meaning. Countable: The detective found some hairs at the scene of the crime. Uncountable: Yesterday I washed my hair.

Practise A. Write C next to the countable nouns in the table. Write U next to the uncountable nouns. Write C and U if they are used as both. apple

C

coffee

money

bowl

homework

string

child

ice

trouble

chocolate

information

water

B. Complete the sentences with the nouns in the table. Put the countable nouns in the plural if necessary. apples 1. Ali gave me two big red _______________. 2. Joe loves hot _______________. 3. I made three cups of _______________. 4. The teacher gave us a lot of _______________ today.

6. Chantal served three _______________ of soup. 7. There are only six _______________ playing in the schoolyard. 8. Joel put some _______________ in my glass. 9. We will need more _______________ to buy school supplies. 10. Two of my guitar _______________ snapped. 11. The librarian gave me all the _______________ I needed for the project on whales. 12. You should drink eight glasses of _______________ a day.

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Nouns

SENTENCE BUILDERS

5. We got into _______________ for not doing our homework.

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Nouns

Group:

Possessive Form

We indicate possession by adding ’s to the end of a singular noun or a plural noun that does not end with s. the man’s dog, Cindy’s jeep, Canada’s cities the children’s playground, the sheep’s tails We add an apostrophe to the end of a plural noun that ends with s. my parents’ house, the girls’ hockey team We use this possessive form mainly for people, animals and regions. For inanimate objects, we use of. the front wheel of my bicycle, the door of my house

Practise Rewrite the sentences with the correct possessive form of the underlined words. 1. The new car of your father is really fast. Your father’s new car is really fast. ______________________________________________________________________________ 2. The new haircut of Janis is beautiful. ______________________________________________________________________________ 3. The girlfriend of my brother had a party last night. ______________________________________________________________________________ 4. The front tire of my mountain bike is at again. ______________________________________________________________________________ 5. The dog of my friends chased the cat of my neighbour.

SENTENCE BUILDERS

______________________________________________________________________________ 6. I think that the voice of the woman is very beautiful. ______________________________________________________________________________ 7. Mom wants you to clean the cage of your canary this weekend. ______________________________________________________________________________ 8. In winter, the climate of Bermuda is warmer than the climate of Canada. ______________________________________________________________________________

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Pronouns

Group:

Subject

We use personal pronouns to replace nouns in a sentence. Subject pronouns replace subject nouns. Singular

I

you

Plural

we

you

she

he

it

Look laOceus tth!e third person

they rep The pronoun oth males and females. plural for b on. n live in Lond Isabelle and Jo ere last year. They moved th

they

Practise A. Underline the subject in each sentence. Write the appropriate subject pronoun above the subject. She 1. Pauline sent me a long email about her trip to Mexico. 2. Patrick and his sister always take the bus to school. 3. The cat slept quietly. 4. You and Ellie can come to my house tonight. 5. Saturday night, my friends and I watched the hockey game.

B. Complete the conversation with subject pronouns. you want to come over to my house later? _______ can work on our science Guy: Do _______

project. _______ is due on Monday. Anna: _______ am not sure. Do ________ know Lizzie and Roxanne?

Anna: That’s right. ________ told me that ________ have an extra practice this afternoon. Guy: Oh. Too bad. The science teacher was away today but she left a message—

________ must not forget about the project. Anna: I know that ________ is important. Can ________ work on it this weekend? Pronouns

Guy: Maybe my father can drive me to your house. ________ just got back from a trip. Anna: Okay. ________ will call you tomorrow morning. Bye! Guy: Bye.

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Pronouns

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SENTENCE BUILDERS

Guy: Yes. ________ are on your soccer team.

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Pronouns

Group:

Object

Object pronouns replace nouns that are the object of a verb or a preposition. Singular

me

you

Plural

us

you

her

him

it

them

Jack has new skis. His mother bought them.

Practise A. Match the object pronouns from the chart above with the subject pronouns. Singular Plural

I: me

you:

we:

you:

she:

he:

it:

they:

B. Rewrite the sentences. Use object pronouns to replace the underlined words. 1. Alyssa made supper for Jean and Liam. Alyssa made supper for them. ______________________________________________________________________________ 2. The teacher asked Lili and me to help. ______________________________________________________________________________ 3. The dog ran to Mark. ______________________________________________________________________________ 4. We need to paint the classroom. SENTENCE BUILDERS

______________________________________________________________________________ 5. I played on a team with Audrey last year. ______________________________________________________________________________ 6. Oliver wants to invite you and your brother to his party. ______________________________________________________________________________ 7. I told Andy all about the party. ______________________________________________________________________________

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Adjectives

Group:

Position

Look Outta!ke

ver Adjectives ne glish. n a plural s in E

We use adjectives to add information about people, places and things. We usually place them before nouns or after the verb to be. Jilin likes black cats. Alban has three sweaters. Albert is smart. We are hungry.

Practise A. Describe each ag. Use the adjectives in the word bank for help. vertical yellow stripe

Word Bank Characteristics shield

horizontal vertical Colours black blue green orange red white yellow

1. Cap Verde

2. Romania

3. Kenya horizontal green stripe

tree

4. Lebanon

star

5. Vietnam

6. Norway

cross

1. Cap Verde’s ag is blue. It has red and white stripes. It has yellow stars. 2. 3.

5. 6.

B. Describe Canada’s ag. _______________________________________________________________________________

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Adjectives

SENTENCE BUILDERS

4.

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Adjectives

Group:

Order

When we use two or more adjectives, they generally follow this order. Number

Size

Description

Shape

Colour

Origin

many

big

beautiful

horizontal

black

Canadian

one

enormous

funny

round

brown

French

three

large

ugly

square

grey

Irish

several

small

wonderful

vertical

white

northern

We use commas to separate multiple adjectives. It is not necessary to put a comma after numbers or between the last two adjectives. One big, beautiful, white Spanish horse.

Practise Add two or more adjectives to the underlined words to make the sentences more interesting. Use the adjectives in the chart or adjectives of your own choice. 1. Jennifer has a cat. Jennifer has a big, fat black cat. ______________________________________________________________________________ 2. I adore beaches. ______________________________________________________________________________ 3. Manny eats sandwiches. ______________________________________________________________________________ 4. José likes insects. ______________________________________________________________________________

SENTENCE BUILDERS

5. We love pizzas. ______________________________________________________________________________ 6. My dad bought a car. ______________________________________________________________________________ 7. Marie-Jo has dogs. ______________________________________________________________________________ 8. There are posters on the walls of Stacy’s room. ______________________________________________________________________________

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Adjectives

Group:

Possessives

We use possessive adjectives to indicate a relationship (my mother) or possession (my book).

Singular

I you she he it

my your her his its

Plural

Subject Pronoun Possessive Adjective

we you they

our your their

Look Oplaucet!the possessor:

jectives re Possessive ad er David’s moth Susie’s father the cat’s toys

his mother her father its toys

Practise A. Circle the correct words to complete the text. Underline the possessor. 1. Alberto plans to visit their/his cousins in Barcelona this spring. 2. I wanted to lend him my/his camera for the trip but I need it for a class project. 3. His mom and dad offered their/our video recorder, but he said it was too heavy. 4. My brother Jeff just got a new camera. He will lend him your/his old camera. 5. Alberto will write to Jeff and me. I gave him our/their email addresses. 6. You should send Alberto my/your email address, too.

your Alex: Jay, do you have _________ tent?

Jay: No, but my parents let me bring _________ tent. Dmitri: I have _______ ashlight, but _______ batteries are dead. Does anyone have batteries? Luc: No, but _______ father gave me _______ lantern. Leigh: Do we all have _______ sleeping bags? Jay: I think so. Do we need _______ coats? Leigh: Yes, it will be cold tonight. Reproduction prohibited © Chenelière Education Inc.

Adjectives Adjectives

SENTENCE BUILDERS

B. Complete the conversation with possessive adjectives.

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Pronouns or Adjectives

Group:

Demonstratives

This/that and these/those are demonstratives. They point out things or people that are nearby or at a distance. Near Singular Plural

Look Ouatgre!ement

Distant

this

that

these

those

‑verb Check subject emonstrative when using d subjects. pronouns as

We can use this/that and these/those alone as pronouns. That was a bad idea. Those are not my shoes. We can also use this/that and these/those before nouns as adjectives. This dog is crazy. These people are my neighbours.

Practise A. Circle the correct word. Say whether it is a pronoun or an adjective. adjective 1. She bought that/these skateboard at a yard sale. __________________ 2. I guess those/this wasn’t a very good idea. ______________________ 3. What does this/that sign over there say? ______________________ 4. Mike likes those jeans but I prefer that/these. ______________________ 5. That/those was a lot of fun! ______________________

SENTENCE BUILDERS

B. Circle the correct demonstratives to complete the text.

These/This was a horrible day. It started when I dropped my books and a big kid walked on them. “Hey,” I said. “Watch out! Those/That are my books.” We started arguing. A teacher said, “Those/That is enough!” and took us to the principal’s ofce. She said, “These/Those boys were ghting in the hall.” “That/These was a bad idea,” said the principal. “This/These guy walked on my books,” I explained. The other student said those/that wasn’t true.

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Date:

Adverbs

Group:

Look Ousta!bout time.

Time

ive clue Verb tenses g yesterday Past tense today Present tense tomorrow Future

We use adverbs of time to describe when something happens. We usually place them at the beginning or the end of a sentence. Common examples are later, now, soon, today, tomorrow, tonight, yesterday. Now it is time to leave. I will go to Australia soon.

Practise A. Circle the correct adverbs. 1. I hear the school bell. School is over now/later. 2. Yesterday/Tomorrow we will go to Chateauguay. 3. I am busy now. I will do my homework now/later. 4. Yesterday/Tomorrow was Tuesday. Tonight/Today is Wednesday. Tomorrow/Yesterday will be Thursday. 5. Yesterday/Soon Charles scored three goals in the soccer game. 6. Yesterday/Tomorrow Frank will leave for Argentina. 7. Now/Soon it will be time to leave. 8. Don’t forget that we have a band practice tonight/yesterday. 9. I called you yesterday/tomorrow but you weren’t in. 10. I will be home tonight/now. 11. Goodbye, I’ll talk to you now/soon.

B. Write complete sentences with the following adverbs of time: 1. yesterday: 2. later: 3. soon: 4. tonight: 5. tomorrow:

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Adverbs

SENTENCE BUILDERS

12. See you now/later!

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Sequence Adverbs and Ordinal Numbers We use sequence adverbs and ordinal numbers to indicate ut! O k o o L the order in which events happen. They

d ordinal ce adverbs an ). n e u q se w llo Fo a comma (, numbers with the questions. Then, answer

usually appear at the beginning of a sentence. First, write your name. Next, write the date. Sequence adverbs include after that, next, then, nally. Ordinal numbers include rst (1st), second (2nd), third (3rd), fourth; twentieth (20th), twenty-seventh (27th); one hundredth (100th), one hundred and rst (101st).

Practise A. Complete the text with sequence adverbs from the word bank.

Word Bank after that eventually nally initially next then

Initially I played a lot of musical instruments. _____________________, I studied piano. _____________________, I got a guitar. _____________________, I decided to play drums. _____________________, I asked for a trumpet.

_____________________, my parents said I must choose one instrument only. _____________________, I chose the violin.

B. Complete the table with the missing ordinals. Word

Number

Word

rst

46th

SENTENCE BUILDERS

2nd

ftieth

third

51st 5th

sixty-ninth

eighth

73rd 15th

eightieth

twentieth

99th 22nd

thirty-fourth

184 one hundred and eighty-four

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one hundredth 160th

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Date:

Prepositions

Group:

Place

We use prepositions of place to indicate the relative position of people, places and things. Anthony is on top. He is on/above/over Ali and Jens. Jens is under Anthony. He is on/above/over Mr. Drummond and Guillaume.

Ali

Michael is at the back.

Lee Kim

Mina is between Alexie and Kim. She is behind Alexie.

Axel

Mr. Drummond, Axel and Guillaume are on the bottom.

Guillaume is beside/next to Mr. Drummond.

Alexie is in front of Mina. She is at the front of the line.

Practise A. Look again at the pictures above. Answer the following questions. Use as many prepositions of place as possible. 1. Where is Axel in the pyramid? Axel is on the bottom. He is under Ali. He is beside/next to Mr. Drummond. ______________________________________________________________________________ 2. Where is Ali in the pyramid? ______________________________________________________________________________ 3. Where is Mr. Drummond in the pyramid?

4. Where is Kim in the line? ______________________________________________________________________________ 5. Where is Lee in the line? ______________________________________________________________________________ 6. Where is Michael in the line? ______________________________________________________________________________

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Prepositions

SENTENCE BUILDERS

______________________________________________________________________________

one hundred and eighty-ve 185

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B. Complete the sentences with the prepositions in the word bank.

Word Bank behind beside between under in front on top

on top 1. The yellow gift is _______________ of the pile. 2. The pink gift is _______________ the orange gift and _______________ the red gift. 3. The orange gift is _______________ the pink gift and the yellow gift. 4. The purple gift is _______________ the red and blue gifts. 5. The red gift is _______________ the orange gift. 6. The pink, red and blue gifts are _______________ the orange and green gifts. 7. The green gift is _______________ of the blue gift. 8. The red gift is _______________ of the purple gift.

C. Where is the cat? Write sentences using the correct preposition of place.

SENTENCE BUILDERS

1

2

3

4

1. 2. 3. 4.

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Name:

Date:

Prepositions

Group:

Time

We use prepositions of time to indicate the time, date or duration of an event. Time

The bus leaves Sherbrooke at 7:45. We are usually asleep by midnight. I always get up before 7:00. Susie can’t go out after nine o’clock. We will arrive in the morning.

Date/Day

Martin was born on July 14, 2000. They have soccer practice on Tuesdays and Fridays. Please nish your project by Friday.

Duration

The school will be closed from December 22 to January 3. The pool is open from 9:00 a.m. to 7:00 p.m. Marci and Dave will wait for you until 10:00.

Practise A. Complete the sentences with the correct prepositions of time from the word bank.

Word Bank in 1. I usually do my homework __________ the evening.

after at

2. The new sci- movie starts __________ Friday night.

before

3. Relax, it’s only 6:30. The concert doesn’t start __________ 7:30.

by

4. The teacher wants our book reports __________ Monday.

from

5. Stacy’s guitar lessons are __________ six __________ Tuesdays.

in

6. We will be in Europe __________ August 18 __________ September 2.

on

B. Answer these questions with complete sentences. Use prepositions of time. 1. What time do you get up on weekends?

2. When is your favourite TV show?

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Prepositions

to until SENTENCE BUILDERS

7. Don’t call Bart __________ ten o’clock on Saturday. He likes to sleep in.

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More Prepositions Preposition

Examples

to

I go to the park every day. I gave the gift to my friend.

at

Nadia is at the mall right now.

in

It snows in the winter. Get in the car.

on

Jo has a great book on volcanoes.

for

This gift is for you.

from

I come from Nova Scotia. The message is from your mother.

with

I play hockey with your sister. I like mashed potatoes with gravy.

without

Don’t leave without me! Hamburgers are better without cheese.

I live at my uncle’s house. I live in Victoriaville.

Your book is on the kitchen table.

I got a puppy for my birthday.

Practise

SENTENCE BUILDERS

Complete the message in the greeting card with prepositions from the chart above.

, like Dear Charles . I hope you u o y _ _ r _ _ fo _ _ _ _____ This watch is ou. I bought y _ _ _ _ _ _ _ _ _ it ___ lways have a u o y e r u s ____ the mall _ _ _ _ _ it. Make _ _ _ e r to w jewellery s e ave n e th _ _ _ _ _ problems. I g y n a e it _______ v a h ou ay, in case y d r tu a S _ _ _ ntee is good a r a u g _________ e h T . ther ___ your mo u’ll _ _ _ _ _ _ _ _ _ t ______ it! Yo _ _ _ _ _ _ the receip e m o ve h rs. Don’t lea a e y o tw _ _ _ _________ again. never be late ie Aunt Jacqu

Love,

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Group:

Articles We use the indenite articles a and an with singular countable nouns to refer to unspecied people or things. No indenite articles are used with plural nouns. I have a problem.

I have problems.

He has an idea every day.

He has ideas every day.

a

an

Use a before consonants or consonant sounds:

Use an before vowels or a silent h:

a boy

an elephant

a large elephant

an angry boy

a university

an hour

Look Outre!fer to sports,

the when we , We do not use s, provinces, cities), meals ie tr n cts. places (cou d school subje languages an ell. ockey very w Jessie plays h rge province. Ontario is a la

We use the denite article, the, with singular or plural nouns to refer to specic people or things. There is a dog outside the door. The Montréal Impact is my favourite soccer team.

Practise

Dear Dad, sketball rk to play ________ ba the pa __ __ __ __ to t en w I ____ bank manager __ __ g. n ga __ __ __ with __ ian ck. ________ electric ba r he ll ca so , ed ll ca om. t in ________ bathro gh li __ __ __ __ x  came to ________ counter in on ll bi __ __ __ __ ft le He fore n you pick me up be ________ kitchen. Ca tice ________ tennis prac ve ha I ? er pp su __ __ ____ tonight. Thanks, J-P dog for a walk. P.S. I took ________

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Articles

SENTENCE BUILDERS

A. Add the where necessary to complete the note.

one hundred and eighty-nine 189

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B. Draw lines to connect words from each column to make sentences. Write the sentences below. Use the correct indefnite article (a or an). Wayne Gretzky was

a/an

American social activist

Leonardo da Vinci was

Brazilian soccer player

Martin Luther King Jr. was

Canadian hockey player

Marie Curie was

Canadian prime minister

Édith Piaf was

French singer

Pelé was

Italian artist

Jean Chrétien was

Polish scientist

1. Wayne Gretzky was a Canadian hockey player. 2. 3. 4. 5. 6. 7.

C. Complete the email with a, an or the or leave the space blank.

From: Jean-Philippe To: Jasmine Subject: Dance

Hey Jasmine, the So ________ school dance last night was really cool. I’m sorry you missed it. Jake

SENTENCE BUILDERS

brought ________ ladder to help me put ________ decorations up. Isabelle sold ________ tickets at the door. It was ________ best dance we ever had! The deejay had ________ amazing light show. ________ music was great. Everybody loved ________ video show. ________ teachers sang ________ karaoke song: it was really funny. We ordered ________ pizza to eat after ________ dance. I took ________ lot of pictures to show you. I’ll post them on ________ school website. Give me ________ call when you can. JP

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Group:

Punctuation Punctuation

Uses

Examples

Period ( . )

• to end a sentence • for initials • for abbreviations

This is the end. U.S.A. Oak St. (Street)

Comma ( , )

• to separate items in a list • to separate clauses in a sentence • to separate numbers in dates

I see one, two, three, four ducks. The party was over, but Lee refused to leave. January 27, 2015

Exclamation Mark ( ! )

• to show surprise or emotion • to warn

It’s great to see you! Ouch! Watch out!

Question Mark ( ? ) • to ask a question

Can I help you?

Apostrophe ( ’ )

That is Mick’s dog. Please don’t eat my cookie.

• to show possession • to indicate a missing letter in a contraction

Practise A. Write the following dates with commas.

2000

2

May

4

1894

3

July

1968

5

September

2012 December

2101

6

August

1996 November

May 31, 2000 1. ____________________________________

4. ____________________________________

2. ____________________________________

5. ____________________________________

3. ____________________________________

6. ____________________________________

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Punctuation

SENTENCE BUILDERS

1

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B. Punctuate the following text. Add commas, periods, apostrophes, question marks and exclamation marks.

Hi, Jass ! Hi JP Do you have Lucia s phone number She doesn t check her email I m supposed to take care of her two hamsters this summer She s going to visit Spain for a month Sure I ll send it to you later Great Don t forget Where will you go on vacation We re going to stay at my cousin s house in Calgary We have a lot of friends there Wow You ll see the mountains I m staying here I have a job at Joe s Diner Great I hope you ll like it Hey did you notice We re almost at the end of Snapshot Yeah It looks like we won t talk for a while Maybe we ll see each other in the next book Have a great summer I ll talk to you when you get back

SENTENCE BUILDERS

Thanks Bye

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Capitalization Uses

Examples

• for the rst word of a sentence

Annabel went home for the Easter holidays.

• for proper nouns (names, places, months, days, holidays, nationalities)

Gerry was born in March. He speaks English well.

• for the pronoun I

On Fridays I play basketball.

• for titles

I saw President Obama.

Look Oucets!your

I repla The pronoun d. ays capitalize name. It is alw

Practise A. Rewrite the sentences using capital letters where needed. 1. angie and jacquie went to vancouver last weekend. Angie and Jacquie went to Vancouver last weekend. _____________________________________________________________________________ 2. they swam in the pacic ocean. ______________________________________________________________________________ 3. you and i will visit the mediterranean sea this summer. _____________________________________________________________________________ 4. i read shakespeare’s romeo and juliet this year. _____________________________________________________________________________ 5. our class went skiing every tuesday in january and february. _____________________________________________________________________________ 6. there is a new american boy in our class. he speaks spanish well. _____________________________________________________________________________

_____________________________________________________________________________ 8. there is a good snack bar on the way to forillon national park. _____________________________________________________________________________ 9. my cousin alex goes to dawson college. _____________________________________________________________________________ 10. he visits us for thanksgiving every year. ______________________________________________________________________________ Reproduction prohibited © Chenelière Education Inc.

Capitalization

SENTENCE BUILDERS

7. jenny and i love to watch old french movies.

one hundred and ninety-three 193

Name:

Date:

Group:

Regular Verbs Base Form Simple Past

Meaning

admit

Base Form Simple Past

Meaning

lie agreed

liked

apply

live argued

loved

believe

manage burned

measured

care

move carried

noticed

climb

occur committed

offered

complete

open contributed

planned

control

play copied

preferred

cover

prepare cried

promised

decide

prove denied

provided

describe

raise developed

referred

die

remove dropped

replaced

encourage

reply enjoyed

rolled

examine

settle experienced

smiled

le

start fried

stated

hop

stop hoped

supplied

identify

support imagined

travelled

increase

try indicated

visited

introduce

wonder invited

194 one hundred and ninety-four

worried

Grammar File

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Common Irregular Verbs Base Form Simple Past

Meaning

Base Form Simple Past

Meaning

ee

arise

ung

was y

bear

forbade

beat forecast

become

forgot

began forgive

bend

froze

bound get

bite

gave

bled go

blow

ground

broke grow

breed

hung

brought have

build

heard

burst hide

buy

hit

caught hold

choose

hurt

clung keep

come

knelt

cost know

creep

laid

cut lead

deal

left

dug lend

do

let

drew lie

drink

lit

drove lose

eat

made

fell mean

feed

met

felt mislay

ght found

Reproduction prohibited © Chenelière Education Inc.

misled

Common Irregular Verbs

one hundred and ninety-ve 195

Name:

Date:

Base Form Simple Past

Meaning

Group:

Base Form Simple Past

Meaning

spend

mistake

spun

outgrew spit

overcome

split

overheard spread

oversleep

sprang

overthrew stand

overtake

stole

paid stick

put

stank

quit stride

read

struck

rebuilt sting

redo

swore

repaid sweep

reset

swam

rewrote swing

ride

took

rang teach

rise

tore

ran tell

say

thought

saw throw

sell

trod

sent understand

set

undid

shook unwind

shine

upset

shot wake

shrink

wore

shut weave

sing

wept

sat win

sleep

wound

slid withdraw

speak

wrote

sped

196 one hundred and ninety-six

Grammar File

Reproduction prohibited © Chenelière Education Inc.

Sources Legend b: bottom t: top

l: left r: right

c: center

Photos Cover Tim Pannell/Corbis • Quavondo/Istockphoto • Anette Romanenko/Dreamstime.com • Hongqi Zhang/Istockphoto Unit 1 p. 1: Olivier Ribardiere/Getty Images • p. 2: doodlemachine/Istockphoto • p. 3: studiokazaz • p. 4 (bl): Steve Debenport/Istockphoto • (br): Elena Elisseeva/Istockphoto • p. 5 (tl): Artem Povarov/Istockphoto • (tc): 3DStock/ Istockphoto • (tr): John Fisher/Getty Images • (br): Vladimir Popovic/Istockphoto • p. 6 (No. 1): Joseph C. Justice Jr/ Istockphoto • (No. 2): Linda Kloosterhof/Istockphoto • (No. 3): Kim Gunkel/Istockphoto • (No. 4): Eileen Hart/Istockphoto • (No. 5): Diana Hirsch/Istockphoto • (No. 6): Cat London/ Istockphoto • (No. 7): Jane/Istockphoto • (No. 8): AVAVA/ Istockphoto • p. 7 (cl): Monkey Business Images/Dreamstime. com • (cr): Imagery Majestic/Dreamstime.com • p. 9: doodlemachine/Istockphoto • p. 10 (br): Io Foto/Shutterstock • p. 12 (tl): © Ryan’s Well Foundation Unit 2 p. 13: Alberto Pomares/Istockphoto • p. 14 (tl): Alwxander Ulisko/Istockphoto • (tc): Shawn Pecor/Shutterstock • (tr): fbazsa/Shutterstock • (cl): sumnersgraphicsinc/ Istockphoto • (cr): Lit Liu/Istockphoto • (bl): Aleksey Fursov/ Shutterstock • (br): Joe Gough/Shutterstock • p. 16 (cl): Ann Johansson/Corbis • (br): © Skate Canada/Stephan Potopnyk • p. 17: Алексей Егоров/Istockphoto • p. 19 (bl): mangostock/Istockphoto • (br): Willeecole/Dreamstime.com • p. 20 (b): Istockphoto • (bl) Brandon Laufenberg/Istockphoto • (bc): Hypergon/Istockphoto • p. 24: AFP/Getty Images Unit 3 p. 25: Kurt Paris/Istockphoto • p. 26 (No. 1): Dmitriy Shironosov/Istockphoto • (No. 2): Hallgerd/Istockphoto • (No. 3): David Huntley/Shutterstock • (No. 4): David Joyner/ Istockphoto • (No. 5): Steve McWilliam/Istockphoto • (No. 6): Russal/Shutterstock • (No. 7): Art_man/Shutterstock • (No. 8): Brent Melton/Istockphoto • (No. 9): Emilia Stasiak/ Dreamstime.com • p. 26 (bl): robophobic/Shutterstock • (bc): Emilia Stasiak/Dreamstime.com • (br): David Joyner/ Istockphoto • p. 27 (tl): Adam Borkowski/Dreamstime.com • (tr): voylodyon/Shutterstock • p. 28: Rubberball • p. 29 (tr): Brett Lamb/Istockphoto • p. 30: mdrphoto/Istockphoto • p. 31 (tl): GoodMood Photo/Shutterstock • (tr): Jean-Michel Olives/Shutterstock • (bl): Roger Whiteway/Istockphoto • (br): Annabelle Breakey/Getty Images • p. 36: Amy Guip © 2006 Unit 4 p. 37: Grafissimo/Istockphoto • p. 38 (list): Murat Sen/Istockphoto • (icon): Ryan Putnam/Istockphoto • (mustard bottle): ZTS/Shutterstock • (olive oil): mm88/ Istockphoto • (bread): Benjamin Brandt/Istockphoto • (butter): jerryhat/Istockphoto • (lettuce): Denis Pepin/ Istockphoto • (corn): mashe/Shutterstock • (tomatoes): Laura Stanley/Istockphoto • (milk): Uyen Le/Istockphoto • (potatoes): Floortje/Istockphoto • (cucumber): Anna Sedneva/Istockphoto • (vanilla yogurt): Smit/Shutterstock • (chicken breasts): Carlos Gawronski/Istockphoto • (peas): dirkr/Istockphoto • (ground beef): onepony/Istockphoto •

Reproduction prohibited © Chenelière Education Inc.

(strawberries): Tatyana Nyshko/Istockphoto • (vinegar): Jip Fens/Istockphoto • (salt and pepper): Danny Smythe/ Istockphoto • (cake): E.G.Pors/Shutterstock • (eggs): Mark Gillow/Istockphoto • (onion): Matej Michelizza/Istockphoto • (radishes): Wojtek Kryczka/Istockphoto • (chocolate): john shepherd/Istockphoto • p. 40: Bharatpandey/Dreamstime. com • p. 41 (tl): Get4net/Dreamstime.com • (tr): Piotr Marcinski/Dreamstime.com • (c): susaro/Istockphoto • (cr): Pathathai Chungyam/Istockphoto • (br): Janet Hastings/ Istockphoto • p. 44 (tl): Julie Ridge/Istockphoto • (tr): Get4net/Dreamstime.com • (bl): Monkey Business Images/ Dreamstime.com • (br): Richard Hoffkins/Dreamstime.com • p. 46 (br): Katrina Brown/Dreamstime.com • p. 49 (b): Nobilior/Dreamstime.com • p. 50: Courtesy of Chef Michael Smith Unit 5 p. 51: Fravan/Dreamstime.com • p. 52 (fur): Oleg Prikhodko/Istockphoto • (paws): Ruth Ann Johnston/ Istockphoto • (flies): James Brey/Istockphoto • (whiskers): Linda Mirro/Istockphoto • (feathers): Valentin Casarsa/ Istockphoto • (scales): Ermin Gutenberger/Istockphoto • (crawls): Mark Kostich/Istockphoto • (trunk): Tamara Murray/ Istockphoto • (webbed feet): ChrisPole/Istockphoto • (hooves): Chris Downie/Istockphoto • (climbs): Andrew Coleman/Istockphoto • (beak): Antoni Vicens/Dreamstime. com • (bl): Andres Rodriguez/Dreamstime.com • (br): Indigofish/Dreamstime.com • p. 53 (bl): patrimonio designs limited/Istockphoto • (br): Yury Kuzmin/Istockphoto • (bl): Alexey Demidov/Istockphoto • (br): VladKol/Shutterstock • p. 55: Mark Stout Photography/Shutterstock • p. 56: Michael Pettigrew/Shutterstock • p. 57 (bl): Yuri Arcurs/Dreamstime. com • (br): Peter Chigmaroff/Dreamstime.com • p. 58: Gorich/Shutterstock • p. 62: Eric Issel_e/Istockphoto • p. 64: Photo courtesy of Justin Kane Unit 6 p. 65: Damir Karan/Istockphoto • p. 66: Panaite/ Dreamstime.com • p. 67 (bl): Sergiy Nykonenko/Dreamstime. com • (br): Jason Stitt/Dreamstime.com • p. 68: Domen Colja/Istockphoto • (bl): Piotr Rzeszutek/Dreamstime.com • (br): Photomak/Dreamstime.com • p. 69-70: Pavel Losevsky/ Istockphoto • p. 71 (t): aleksandar velasevic/Istockphoto • (c): Roberto Chicano/Dreamstime.com • p. 72 (t): Dzianis Hluboki/Dreamstime.com • (c): Isabel Da Silva Azevedo Drouyer/Istockphoto • p. 73: aleksandar velasevic/Istockphoto • p. 78: Michal Rozanski/Istockphoto Unit 7 p. 79: Victor Zastol`skiy/Istockphoto • p. 80 (hurricane): Lorenzo Puricelli/Istockphoto • (ice storm): ebrind/ Istockphoto • (lightning): Paul Lampard/Istockphoto • (blizzard): Adam Korzekwa/Istockphoto • (tornado): jokerproproduction/Istockphoto • (avalanche): Auddmin/ Istockphoto • (flood): Curt Pickens/Istockphoto • (landslide): Andrew Hill/Istockphoto • (wildfire): Pgiam/Istockphoto • (tsunami): Shannon Stent/Istockphoto • (earthquake): Manuel Velasco/Istockphoto • (drought): Vesilvio/Istockphoto • p. 82 (cl): Tammy Bryngelson/Istockphoto • (br): Judy Kennamer/Dreamstime.com • p. 83: Mark Stay/Istockphoto • p. 85: David Smith/Istockphoto • p. 86 (tl): RonTech2000/ Istockphoto • (tr): RusN/Istockphoto • (b): Adam Korzekwa/ Istockphoto • p. 92: Jim Reed/Jim Reed Photography-Severe &/Corbis

Sources

one hundred and ninety-seven 197

Unit 8 p. 93: James Thew/Shutterstock • p. 94: Aleksandar Velasevic/Istockphoto • p. 95: italianestro/Shutterstock • p. 96 (tl): Yuri Arcurs/Shutterstock • (tr): Monkey Business Images/Shutterstock • p. 97-98: centauria/Istockphoto • p. 100 (t): Designus/Shutterstock • (b): Bruce Rolff/Shutterstock • p. 101: M Blankenship/Shutterstock • p. 106: Flaming Pumpkin/Istockphoto Unit 9 p. 107: Ulrich Mueller/Dreamstime.com • p. 108 (No. 1): Gina Sanders/Shutterstock • (No. 2): Leah-Anne Thompson/Shutterstock • (No. 3): Rich Legg/Istockphoto • (No. 4): Tatiana Popova/Shutterstock • p. 109: Maximus Art/Shutterstock • p. 111: Marc Fischer/Istockphoto • p. 112-113: courtesy of Cynthia Beyea • p. 114 (t): Mirko Milutinovic/Istockphoto • (c): sx70/Istockphoto • p. 115 (t): Diego Bervejillo/Istockphoto • (c): A-Digit/Istockphoto • (b): Valentin Agapov/Shutterstock • p. 119: C.Byatt-Norman/ Shutterstock • p. 120: Eric Issel_e/Istockphoto • p. 120: Boris Hajdarevic/Istockphoto Grammar File p. 121: Laurence Mouton/Getty Images • p. 122 (Elliot): Private collection • (Julie): Ryan McVay/Getty Images • (Min-su): Jason Hosking/Getty Images • (Nadim): anandha krishnan/Istockphoto • (Annie and Charles): altrendo images/Getty Images • p. 123 (bl): Istockphoto • p. 124 (c): M-I-S-H-A/Istockphoto • p. 127: Joselito Briones/ Istockphoto • p. 129 (cl): Fotosearch • (br): Fotosearch • p. 133: Adrian Wyld/CP Images • p. 135: tiridifilm/Istockphoto • p. 137: Anthony Rosenberg/Istockphoto • p. 141: Lisa Kyle Young/Istockphoto • p. 144: Vladimir Piskunov/Istockphoto • p. 155: Silvia Boratti/Istockphoto • p. 159: Yurok/Istockphoto • (tr): Get4net/Dreamstime.com • (cl): Daniel Garcia/ Dreamstime.com • p. 167 (c): Nadiia Orzhekhovska/ Istockphoto • p. 168: Duncan Walker/Istockphoto • (t): Pedro Nogueira/Dreamstime.com • (c): Michelego/Dreamstime.com • p. 170: Get4net/Dreamstime.com • p. 170: S-E-R-G-O/ Istockphoto • p. 172: tiridifilm/Istockphoto • p. 179: lapi/ Shutterstock • p. 182: tiridifilm/Istockphoto • p. 184: Katerina Havelkova/Shutterstock • p. 185 (tl): michelle_d/Istockphoto • (tr): Andresr/Istockphoto • p. 186 (t): Kais Tolmats/ Istockphoto • (cats): Sadora/Istockphoto • (tables): Don Nichols/Istockphoto • p. 188: Elena Schweitzer/Istockphoto • p. 189: Kalina Vova/Dreamstime.com • p. 191: Germ_n Ariel Berra/Shutterstock • p. 192: Petrenko Andriy/Shutterstock Illustrations Unit 3 p. 29 (c): studiokazaz Unit 7 p. 87: studiokazaz Grammar File p. 149 and 150: studiokazaz

198 one hundred and ninety-eight

Sources

Reproduction prohibited © Chenelière Education Inc.

Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthea Beyea Hélène Blanchet

Secondary Cycle One • Year 0ne

TEACHER’S GUIDE

Snapshot English as a Second Language Secondary Cycle One, Year One Teacher’s Guide

Sources p. 268: © René Mansi / istockphoto; Nowik / Shutterstock; ©Marcela Barsse / istockphoto

Cynthea Beyea, Hélène Blanchet

p. 283(1): Poulsons Photography / Shutterstock; AlexKalashnikov / Shutterstock; corepics / Shutterstock; Martin Novak/Shutterstock

© 2011 Chenelière Éducation inc. Editor: Susan Roy Project manager: Jeanine Floyd Proofreader: Roberto Blizzard Designer: fenetresurcour Typesetter: Interscript Printer: Imprimeries Transcontinental

p. 283(2): Smit / Shutterstock; Tomislav Pinter / BigStock; Artur Bogacki / BigStock; maciej bialokryty / BigStock

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Those pages bearing the note “Reproduction permitted © Chenelière Education Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this 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. Legal deposit: 1st quarter 2011 Bibliothèque et Archives nationales du Québec National Library of Canada Printed in Canada 1

2

3

4 5

ITM 15

14

13

12

11

We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Government of Québec – Tax credit program for book publishing – SODEC

Table of Contents Table of Contents Handout

1

Overview Scope and Sequence Chart.....................................................

2

3

4

Page

202

Audio-Visual Material Audio CD Tracks .....................................................................

207

Audio CD Transcripts .............................................. T1.1–T9.1

208

DVD Segments .......................................................................

231

DVD Handouts................................................... DVD1–DVD4

232

Evaluation Unit Project Evaluation Grids ................................... PG1–PG9

241

Unit Grammar Quizzes.................................................Q1–Q9

250

Observation and Compilation Grids (C1, C2, C3) .....................

259

ES1 Teacher’s Notes and Grids ....................................ES1.1

264

Student Handouts ..................................... ES1.2–ES1.4

268

ES2 Teacher’s Notes and Grids ....................................ES2.1

271

Student Handouts ..................................... ES2.2–ES2.4

275

ES3 Teacher’s Notes and Grids ....................................ES3.1

279

Student Handouts ..................................... ES3.2–ES3.4

283

Answer Keys DVD Handouts ............................................ AK DVD1–DVD4

AK-2

Unit Grammar Quizzes ..........................................AK Q1–Q9

AK-7

ES1 ............................................................. AK ES1.2–ES1.3

AK-12

ES2 ........................................................................ AK ES2.3

AK-13

ES3 ........................................................................ AK ES3.3

AK-14

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year One n Table of Contents

201

202 Snapshot Year One

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Task 2 and Task 3 Evidence of understanding of texts through the response process

C2 Reinvests Understanding

Task 4 Content of the message

Task 3 Use of strategies and resources

Task 2 Evidence of understanding of texts through the response process

Unit 2 A Passion for Sports!

Task 4 Content of the message

Task 3 Articulation of the message

Task 1 Participation in oral interaction

Unit 1 It’s My Life

C1 Interacts Orally

Project Formulation of the message

Project Formulation of the message

C3 Writes and Produces Texts

Task 4 Requests for Information, Rejoinders and Connectors

Task 4 Fillers, Identication

Task 2 Identication, Likes and Dislikes

Task 1 Likes and Dislikes, Preferences

Functional Language

Possessive Adjectives

Simple Present (Negative)

Yes / No Questions (Simple Present)

Adjectives

Subject Pronouns

Simple Present

Grammar

Project Use semantic mapping

Task 3 Scan, Predict, Take notes

Task 1 Activate prior knowledge

Project Plan

Task 4 Cooperate

Task 1 Activate prior knowledge

Strategies

Extra Reading Biography

Project Interview

Task 4 Game card

Task 3 Blog posts

Task 2 Audio text: interview

Task 1 Chart

Extra Reading Biography

Project Poster

Task 4 Prole cards

Task 3 Prole posters

Task 2 Audio text: prole description

Task 1 Prole cards

Text Types

This Scope and Sequence chart will help you see the progression of the students’ learning. It lists the competencies, functional language, grammar, strategies and text types in each unit in Snapshot 1. It also gives the evaluation criteria for each task.

Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year One n Scope and Sequence Chart

203

C2 Reinvests Understanding

Task 3 and Task 4 Evidence of understanding of texts through the response process

Task 2 Articulation of the message

Task 4 Use of knowledge from texts in a reinvestment task

Task 3 Evidence of understanding of texts through the response process

Unit 4 Chef for a Day

Task 2 Use of strategies and resources

Task 1 Participation in oral interaction

Unit 3 Elements of Fear

C1 Interacts Orally

Project Formulation of the message

Project Use of strategies and resources

C3 Writes and Produces Texts

Task 2 Sharing Information, Favourites

Task 3 Suggestions, Feelings

Task 2 Feelings

Functional Language

Order of Adjectives

Imperative Sentences

Can, Must and Have to

Task 2 Scan, Gesture, Pay selective attention

Plural Nouns

Task 4 Menus Project Menu Extra Reading Interview

Task 4 Transfer Project Plan

Task 3 Audio text: podcast interview

Task 1 Grocery list, website, recipe cards

Extra Reading Biography

Project Picture story

Task 4 Fable

Task 3 Audio text: story; picture story

Task 1 Photo captions

Text Types

Task 3 Activate prior knowledge

Task 2 Take notes, Compare

Task 1 Activate prior knowledge

Project Use semantic mapping

Task 4 Direct attention

Task 1 Activate prior knowledge

Strategies

Information Questions (Simple Present)

Grammar

204 Snapshot Year One

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

C2 Reinvests Understanding

Task 2 Use of strategies and resources

Unit 6 Virtual Fun

Task 4 Articulation of the message

Task 4 Use of knowledge from texts in a reinvestment task

Task 3 Use of strategies and resources

Task 3 Use of strategies and resources

Task 2 and Task 5 Evidence of understanding of texts through the response process

Unit 5 Animal Heroes

C1 Interacts Orally

Project Content of the message

Use of strategies and resources

Project Content of message

C3 Writes and Produces Texts

Task 2 Agreement and Disagreement, Opinions

Task 1 Rejoinders and Connectors

Task 4 Requests for Information, Capabilities

Task 1 Teamwork and Encouragement, Agreement and Disagreement, Opinions

Functional Language

Sequence Adverbs, Ordinal Numbers

Simple Past (Irregular Verbs)

Simple Past (Negative)

Simple Past (Regular Verbs)

Grammar

Extra Reading Biography

Project Video game review

Task 4 Video game reviews Task 4 Scan Project Recombine

Task 3 Audio text: dialogue

Task 2 Survey

Task 1 Quiz

Extra Reading Personal essay

Project News report

Task 5 News story

Task 3 Audio text, news report

Task 2 News stories

Task 1 Board game

Text Types

Task 3 Direct attention, Take notes

Task 2 Repeat, Use other words, Gesture, Rephrase

Project Use semantic mapping

Task 5 Semantic mapping

Task 3 Pay selective attention

Task 2 Activate prior knowledge

Task 1 Activate prior knowledge

Strategies

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year One n Scope and Sequence Chart

205

C2 Reinvests Understanding

Task 3 Content of the message

Task 4 Use of strategies and resources

Task 2, Task 4 and Task 5 Evidence of understanding of texts through the response process

Unit 7 When Disaster Strikes

C1 Interacts Orally

Project Use of strategies and resources

C3 Writes and Produces Texts

Task 3 Request Information, Request for Help

Functional Language

Prepositions

Simple Past, Questions

Grammar

Project Practise

Task 4 Predict, Direct attention, Pay selective attention

Task 2 Direct attention

Task 1 Activate prior knowledge

Strategies

Extra Reading Informational essay

Project Web page

Task 5 Web page

Task 4 Audio text: podcast; checklist

Task 3 Instructions, dialogue

Task 2 Personal essays

Task 1 Descriptive texts

Text Types

206 Snapshot Year One

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

C2 Reinvests Understanding

Task 5 Use of knowledge from texts in a reinvestment task

Task 4 Use of strategies and resources

Task 3 Evidence of understanding of texts through the response process

Project Content of the message, Use of strategies and resources

C3 Writes and Produces Texts

Task 5 Articulation of the message

Task 3 and Project Use of knowledge from texts in a reinvestment task

Task 2 Evidence of understanding of texts through the response process

Project Formulation of the message

Unit 9 The Case of the Net Nuisance

Task 2 Articulation of the message

Unit 8 News From the Future

C1 Interacts Orally

Task 1 Identication and Description

Task 2 Opinions, Teamwork and Encouragement

Functional Language

Capitalization

Review of Simple Present, Simple Past and Future Tenses

Demonstrative pronouns and adjectives

Simple future with will

Grammar

Project Asks questions

Task 5 Take risks, Practise, Take notes

Extra Reading Mini-mystery

Project Story conclusion

Task 3 Direct attention Task 4 Infer

Tasks 2 to 5 Story

Extra Reading Persuasive essay

Project News blog post

Task 5 Essay

Task 4 Audio text: book review radio program

Task 3 News blog post

Task 2 Game

Text Types

Task 2 Predict

Project Self-monitor

Task 4 Pay selective attention

Task 2 Encouragement

Task 1 Activate prior knowledge

Strategies

Audio CD Audio Transcripts CD Transcripts Track Introduction ...........................................................................1

1

2:26 min 1:57 min 4:21 min

T3.1 T3.2 T3.3

2:00 min 4:06 min

T4.1 T4.2

1:54 min 1:30 min 1:52 min

T5.1 T5.2 T5.3

1:43 min 2:04 min 1:40 min

T6.1 T6.2 T6.3

2:56 min 1:31 min

T7.1 T7.2

2:09 min 3:41 min

T8.1 T8.2

2:12 min

T9.1

News From the Future 2. Life in 15 Years (p. 96) — Dialogues ........................................19 4. Is It Really Fiction? (p. 100) — Book review .............................20

9

T2.1 T2.2

When Disaster Strikes 3. Hello, Emergency? (p. 85) — Telephone calls ......................... 17 4. Be Prepared (p. 86) — Weather podcast ................................18

8

2:50 min 1:45 min

Virtual Fun 1. Are You a Gamer? (p. 67) — Dialogues ...................................14 2. Teens and Video Games (p. 68) — Dialogues .........................15 3. Video-Game Buying Tips (p. 69) — Conversation ...................16

7

T1.1 T1.2

Animal Heroes 1. Animals on the Move (p. 52) — Dialogues .............................. 11 3. Angel, Dog Hero (p.56) — News report ..................................12 4. Your Animal Hero (p. 57) — Dialogues ....................................13

6

1:17 min 2:01 min

Chef for a Day 2. The Favourite Food Guessing Game (p. 40) — Dialogues ......... 9 3. Healthy in the Kitchen (p. 42) — Podcast................................10

5

–

Elements of Fear 2. Our Fears (p. 27) — Dialogues .................................................6 3. Making the Team (p. 29) — Conversation .................................7 4. The Boy Who Does Not Know Fear (p. 30) — Fable .................8

4

0:33 sec

A Passion for Sports 2. Sport of a Lifetime! (p.15) — Interview ......................................4 4. Find Someone Who ... (p. 19) — Dialogues .............................5

3

Handout

It’s My Life 2. Teens Like Me (p. 3) — Conversation .......................................2 4. Who’s Who? (p. 7) — Dialogues ...............................................3

2

Duration

The Case of the Net Nuisance 3. The Crime Scene (p. 111) — Story .........................................21

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year One n Audio CD Transcripts

207

Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 1

Teens Like Me CD

Task 2, Step 2 Workbook page 3

Audio CD Track 2 Handout T1.1

This is Ti. She’s twelve years old. She’s my best friend and I like to do things with her. I love to go shopping with her. We also like to watch movies. Ti is short. She has long, straight black hair. She likes to listen to music and she plays the guitar. She’s a good listener and is very patient. This is my friend from my old school. His name is Gregory but I call him Greg. I like to talk to him. He helps me with my math homework. Greg is tall. He has short, curly blond hair. He’s serious and likes to read science-ction books. He’s kind and generous. I love both of my friends. They’re important to me.

208 Snapshot Year One

n Audio CD Transcripts

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Who’s Who’s Who? Who? [picto CD CD]

Unit 1 2

Task 4, Step 5 Workbook page 7

Audio CD Track 3 Handout T1.2

Model Dialogue GIRL: It’s a girl. She has brown hair. BOY: Let me think. Number 1? GIRL: No. Let’s continue. She is twelve years old. She likes sewing. BOY: Give me a second. Number 8? GIRL: Cool! It’s your turn. Extra Dialogue 1 BOY: Okay. It’s a boy. He’s thirteen years old. GIRL: Hmmm, I don’t know. Can you give me more information? BOY: Sure. He’s creative and very ambitious. GIRL: Well, it could be Number 2 or Number 6. I’ll take a guess. Is it Number 2? BOY: No. This boy has short black hair. GIRL: Oh, I see. It’s Number 6, right? BOY: Right! Your turn. Extra Dialogue 2 GIRL: This girl loves sports. She never misses a hockey or a basketball game. BOY: It could be the girl with the dog. Is it Number 5? GIRL: No, but here are some more clues. This girl has brown hair and she’s very persistent. Try again. BOY: Okay, I think I know who it is now. Is it Number 3? GIRL: Sorry, wrong again. This girl plays basketball in a special league. BOY: Does she play wheelchair basketball? Is it Number 1? GIRL: Right on! Good work.

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Sport of a Lifetime! CD

Unit 2

Task 2, Step 3 Workbook page 15

Audio CD Track 4 Handout T2.1

STEVE: Welcome to today’s Sport Spotlight Show. I’m here with Marie-Philip Poulin. She’s an Olympic gold medalist in women’s ice hockey. Hi, how are you? MARIE-PHILIP POULIN: I’m ne, thank you. How are you? STEVE: I’m okay, thanks! You’re from Beauceville, Québec. Is that correct? MARIE-PHILIP POULIN: Yes, I’m from Beauceville. STEVE: Tell us about your start in ice hockey. MARIE-PHILIP POULIN: I have to thank my brother, Pier-Alexandre, for playing hockey with me all the time when I was a kid. He’s responsible for my early ability to get the puck past the goalie. He’s an excellent hockey player. STEVE: Wow! So your childhood practice with your brother gives you an edge! MARIE-PHILIP POULIN: It sure does! STEVE: People say that you have creative scoring skills and originality. Do you have a favourite strategy for scoring a goal? MARIE-PHILIP POULIN: No, I don’t have a favourite strategy. I don’t play this game all by myself—I’m playing with my team, and we work together to score. But I think that I’m successful because I love my sport so much. I play with a lot of joy, and that gives me what we call “soft hands.” That means that I’m not tense when I play, so I can sneak the puck right past the goalie. STEVE: How does it feel to be an Olympic champion? MARIE-PHILIP POULIN: I’m very happy to represent Canada! I love to travel around the world with my team. Sometimes it’s difcult because I’m shy and I have to talk with interviewers a lot because of our team’s Olympic win. But I’m proud of our accomplishments and I’m getting used to telling everyone about them! STEVE: Do you have any advice for young girls who want to be hockey players? MARIE-PHILIP POULIN: Yes, don’t be afraid to play with the boys. You will learn a lot and you’ll challenge yourself all the time. You can do it! And if you love the sport, don’t give up. Practise, practise, practise! STEVE: That’s good advice. How important is it to you to win games, Marie-Philip? MARIE-PHILIP POULIN: It’s a privilege to compete. Of course, I love to win. But I play because I love the sport and it’s fun. I train and practise all the time to improve my technique. I respect my teammates and I learn a lot from them. The important thing is to stay in the game, work as a team to do your best, and have fun. STEVE: Thank you for being on our show, Marie-Philip. MARIE-PHILIP POULIN: It’s my pleasure. Thank you! 210 Snapshot Year One

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Find Someone Who … CD

Unit 2

Task 4, Step 3 Workbook page 19

Audio CD Track 5 Handout T2.2

Model Dialogue GIRL: Hi. Do you prefer winter sports? BOY: Yes, I do. GIRL: Great! Let me write your name on my game card. Thank you. BOY: What about you? GIRL: No, I do not. See you! Extra Dialogue 1 BOY: Hey, Lara. Do you prefer summer sports? GIRL: No, not really. I prefer winter sports. I love snowboarding and skating. And you? BOY: Sure. I prefer summer sports, especially swimming. GIRL: Oh good, I can write your name on my game card. Thanks! BOY: Bye! Extra Dialogue 2 GIRL: Kevin! I know that you’re a football fan. Do you like all team sports? BOY: Well, I’m not crazy about curling, but yes, I do like most team sports. GIRL: Then I can write your name on my game card. BOY: Okay, my turn. Do you prefer individual sports? GIRL: I do like to watch hockey, but I don’t like to play team sports. So, I guess I prefer individual sports. BOY: Excellent! Thanks, Steph. GIRL: You can put down my name on your game card.

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Our Fears CD

Task 2, Step 1 Workbook page 27

Audio CD Track 6 Handout T3.1

Model Dialogue BOY: Let’s watch a scary movie. What scares you? GIRL: I’m really afraid of spiders. They frighten me to death. BOY: Yes, spiders and bugs are horrible. And what about mice? They terrify me. GIRL: Oh, they don’t make me too nervous. I like spooky stories about ghosts and vampires best. I get goosebumps but I’m not really scared. BOY: Look! There’s a vampire movie at 10. Do you want to see that one? GIRL: Great! Let’s watch. Extra Dialogue 1 GIRL: Do you know what really scares me? Final exams! No matter how much I study, I’m always really anxious before an exam. BOY: I know what you mean. I don’t mind exams that much but what really frightens me are oral presentations in front of the whole class. When the teacher calls my name, I’m terried. GIRL: That surprises me. Your presentations are so good! BOY: Really? I get so nervous that I can’t tell how I’m doing. GIRL: Don’t worry. A lot of students are afraid of presentations. BOY: And most people are afraid of exams! Extra Dialogue 2 BOY: So, what else frightens you? GIRL: Well, I like animals, so I’m not scared of snakes, mice or even crocodiles. But I’m scared of lightning and re. I hate thunderstorms. They make me so nervous. What about you? BOY: I guess the only other thing that really frightens me is going to the dentist. The sound of the drill really makes me anxious. GIRL: Oh, me too! I don’t mind vampires, but dentists give me goosebumps! BOY: Hey, that would make a great horror movie: Vampire Dentists Attack!

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Making the Team CD

Unit 3

Task 3, Step 2 Workbook page 29

Audio CD Track 7 Handout T3.2

MATHIS: I’m scared, Lucas. I know I’m not on the soccer team this year. LUCAS: How do you know? Put your books in your locker and let’s go see the lists. MATHIS: Where are they? LUCAS: On the gym door. MATHIS: Okay, but I’m sure I’m not on the team. LUCAS: I’m in Group 6. Let’s see. Wow, I’m on the team! I made it. MATHIS: You’re lucky! I mean, congratulations! LUCAS: Mathis, let’s look at your class list. Are you in Group 8? MATHIS: Yes, I am. But Lucas, I’m not on the list. LUCAS: How do you know? MATHIS: I feel it in my stomach. I’m not a good player. LUCAS: You’re so funny. You’re a great player. Don’t be scared. MATHIS: Well … I’m afraid I am not on that list. LUCAS: Here we are. Mathis Richard, right? Renaud. Reynolds. MATHIS: I’m not on the list, Lucas. I’m not on the team! LUCAS: Wait, there’s a second page. Ricard. Richard! Look! There you are. Mathis Richard. MATHIS: What? I’m on the team! LUCAS: You see, you are a good soccer player. That’s great. We get to play soccer together this year!

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The Boy Who Does Not Know Fear CD

Unit 3

Task 4, Step 4 Workbook page 30

Audio CD Track 8 Handout T3.3

Introduction: At Home Peter lives with his mother in a small house in the forest. He always feels safe and is never afraid. But one night, a violent storm blows the door of the house open. “Ahh!” his mother screams. “I’m afraid. We must hide.” “I don’t understand. What does afraid mean?” asks Peter. “It’s only the wind.” Peter’s mother tries to explain how she feels, but Peter does not understand. So he decides to leave home to discover fear. Day 1: In the Cemetery On the rst day of his journey, Peter meets two wicked men. “Hello, young man,” say the men. “Where are you going?” Peter is not afraid of the men. “I’m going to nd fear,” he replies. The wicked men decide to frighten Peter. “To nd fear, go to the cemetery and eat your lunch,” they tell him. Peter arrives at the cemetery and sits down to eat. Suddenly a hand reaches out from the grave next to him. “Please feed me. I’m so hungry,” wails a voice from the grave. Peter is not afraid. He just taps the hand with his spoon and says, “This food is not for you. Go away!” “So,” say the men when they see Peter. “Do you still want to nd fear?” “Yes,” says Peter. “It isn’t in the cemetery. There’s only a hungry ghost there.” “Well,” say the men. “About ten kilometres away, there is the sea. Perhaps you can nd fear there.”

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The Boy Who Does Not Know Fear CD

Unit 3

Task 4, Step 4 Workbook page 30

Audio CD Track 8 Handout T3.3 cont.

Day 2: The Shipwreck On the second day of his journey, Peter goes to the sea to look for fear. There he sees a ship sinking. The sailors are terried and call out, “Help us. Please help us.” Peter swims under the water and sees a wicked sea-witch pulling the ship’s cable down. He is not afraid. He cuts the cable, ties the sea-witch to a rock and saves the sailors. “Fear isn’t here,” he thinks. “I must continue my search.” Day 3: In the City The next day, he reaches a big city. The citizens are sad because their king is dead. “How do you choose a new king?” Peter asks a woman. “We release a sacred pigeon every day,” she tells him. “When the pigeon lands on someone’s head, that person is the king.” As the city clock strikes noon, the citizens release a pigeon. It circles around and around and then perches on Peter’s head. “The king, the king,” shout the people. “You’re our new king.” Conclusion: The New King “No!” gasps Peter. “Not me. I can’t be king.” He thinks of all the responsibilities a king has. He realises that a king’s actions have consequences. Everything he does affects other people. “I’m—. I’m—scared. I’m frightened of making mistakes.” At last, he discovers fear. But fear makes Peter think before he makes decisions and he becomes the best king the country ever has.

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The Favourite Food Guessing Game CD

Unit 4

Task 2, Step 2 Workbook page 40

Audio CD Track 9 Handout T4.1

Model Dialogue

GIRL: Sorry, but try again.

BOY: Alex, listen carefully. You have to guess my favourite lunch.

BOY: Oh, I know. Is it a milkshake? GIRL: That’s right! Now it’s your turn.

GIRL: Okay. Can you describe it? BOY: Sure! It has meat. It has bread. I like to put ketchup, mustard and cheese on it. GIRL: Is it a hot dog?

Extra Dialogue 2 GIRL: Can you guess what my favourite dessert is? BOY: Can you describe it?

BOY: No, try again.

GIRL: It has a crust. And it has red and green fruit.

GIRL: Oh! Is it a hamburger? BOY: Yes, you’re right! Your turn.

BOY: Is it a pie? GIRL: Yes, it is. BOY: Does it have strawberries?

Extra Dialogue 1 GIRL: Okay, are you ready to guess what my favourite snack is? BOY: I’m ready. Give me some clues.

GIRL: That’s right. BOY: I’m not sure about the green fruit. Oh, I know! Does it have rhubarb?

GIRL: Sometimes I put strawberries in it. Sometimes I use a banana.

GIRL: Yes, it does.

BOY: Does it have milk?

GIRL: You guessed it! It’s my absolute favourite dessert.

GIRL: Yes, it does.

BOY: Is it strawberry-rhubarb pie?

BOY: Is it a bowl of cereal?

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Healthy in the Kitchen CD

Unit 4

Task 3, Step 2 Workbook page 42

Audio CD Track 10 Handout T4.2

HOST: Hello everybody, this is the Snapshot podcast. Today’s show is about teens and their health. Our special guest, Jeremy Boldt, is a teen chef. Jeremy talks to us about eating and making healthy food. Welcome, Jeremy. You’re a teen chef. Why? JEREMY: Hi. When you are a teenager your body changes quickly. It’s important to eat well! So, I want to help teens learn to make their own food. HOST: Why is eating well so important for teens? JEREMY: You have to eat lots of different healthy foods to give your body the fuel and nutrients it needs, energy that lasts all day. Teens are very active people! HOST: And unhealthy food doesn’t have energy? JEREMY: Oh, unhealthy food does have energy but the energy doesn’t last for a long time. HOST: Can you make food that tastes great but is healthy too? JEREMY: Absolutely. First, you just have to choose the right recipes. Second, you must choose a variety of foods from each food group. HOST: What kind of foods? JEREMY: Well, you need lean protein: chicken breasts, lean beef, sh and seafood, and even tofu! You also need whole grains, and low-fat dairy products for calcium. Calcium is important for developing healthy bones. Choose low-fat milk instead of a soda. Soda is packed with sugar. HOST: And what about vegetables and fruits? JEREMY: Yes! A good rule to remember is to choose food with a variety of colours. If you have a lot of colours on your plate, you know that you have lots of different fruits and vegetables on your plate. Your body needs at least ve servings of fruits and vegetables every day. They have bre and the nutrients your growing body needs. HOST: Vegetables? Do you mean I can eat French fries? Potatoes are vegetables! JEREMY: Ha! The potato is ne, but “fried” is not. Avoid fried foods because they contain trans fat. Trans fat is bad for your heart. Also avoid recipes that contain a lot of saturated fat, which comes from animals. This kind of fat is also bad for your heart. You can eat French fries in a small portion, if you like, but do not eat French fries as a meal.

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Healthy in the Kitchen CD

Unit 4

Task 3, Step 2 Workbook page 42

Audio CD Track 10 Handout T4.2 cont.

HOST: That’s not easy when I’m hungry! JEREMY: That brings me to another important rule. I try to serve smaller portions. It’s not healthy to eat too much. Learn what a portion size is for each food you serve, and stick to it. HOST: Do you have more tips to prepare food at home, Chef? JEREMY: Yes. When you cook at home, put less sugar and less salt in your recipes. Use herbs and spices to give your food avour. Also do not fry your food. Grill it or sauté it in a pan with a little olive oil, if possible. Olive oil is unsaturated fat, which can be part of a healthy diet. Try to steam your vegetables, too, or eat them raw in salads. Cook your own meals. It is the best way to stay healthy and know what is on your plate. HOST: So, to all you teen chefs at home, read your recipes and ingredient labels carefully. Be careful about the type of fat you use, eat lots of vegetables and fruits, and cook with less sugar and salt. And do not overeat. Thank you, Chef Jeremy.

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Animals on the Move CD

Unit 5

Task 1, Step 2 Workbook page 52

Audio CD Track 11 Handout T5.1

Model Dialogue GIRL: It’s your turn to throw the dice. BOY: Four. It says, “Name an animal that has hooves.” GIRL: Do you know the answer? BOY: Hooves? A horse has hooves. GIRL: I think you’re right! Okay, now it’s my turn. Extra Dialogue 1 GIRL: One, two, three, four, ve, six. It says, “Name an animal with scales.” Hmm. BOY: Do you know what scales are? GIRL: I can’t remember. Let’s look at the pictures. BOY: Right, here is the picture. Now do you know the answer? GIRL: Sure. A snake has scales, right? BOY: That’s right. It’s my turn now. Extra Dialogue 2 BOY: May I have the dice? GIRL: Here you are. BOY: Thanks. One, two. Oh, no. It says “Bad news! Go down. Answer the question.” I have to go back to Number 3! GIRL: That’s too bad. At least the question isn’t too hard. It says, “What is your favourite animal?” BOY: That’s easy. I love cats. I have three cats at home. GIRL: Great. Now it’s my turn to roll the dice.

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Angel, Dog Hero CD

Task 3, Step 3 Workbook page 56

Audio CD Track 12 Handout T5.2

NEWS READER: This is CFSS Radio News. Here’s a great story for you today. Last Saturday, a family dog saved an eleven-year-old boy from a cougar attack. It was about 5 o’clock when Austin Forman was in his backyard in British Columbia. He went to get some wood for the re and Angel, his dog, followed him outside. Austin noticed that his dog was nervous. As he picked up the wood, Angel followed him closely to protect him. Suddenly, Angel jumped in front of Austin. She blocked the path of an attacking cougar. The cougar attacked the dog. Austin hurried into the house and yelled for help. His mother called 911. When the police arrived, the cougar was under the back porch of the house. A police ofcer killed the cougar with his gun. Austin was sad that his dog was hurt but he was happy that she survived. Today he says that his dog is his best friend and his guardian.

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Your Animal Hero CD

Unit 5

Task 4, Step 3 Workbook page 57

Audio CD Track 13 Handout T5.3

Model Dialogue GIRL: My animal hero was my rst dog, Ed. BOY: Can you describe him? GIRL: He had black fur and big paws. He had whiskers and he was big. BOY: Cool! Why was he your hero? GIRL: He was very friendly. He walked everywhere with me. I was never alone because Ed was with me all the time. Extra Dialogue 1 BOY: My animal hero was my brother’s parrot, Chase. GIRL: Your brother had a parrot? BOY: Yes, he did. Chase talked, and he even ew around the house outside his cage. GIRL: So, why is your hero a bird? What did he do that was heroic? BOY: Once he let us know that a burglar was trying to get into the house. He actually scared the thief away! GIRL: Wow, that’s amazing! What a great pet to have! Extra Dialogue 2 GIRL: Who was your animal hero? BOY: My animal hero was my cat, Tuxedo. We named him Tuxedo because he was black with a white front and white paws. GIRL: It sounds like he was cute. Why was he your hero? BOY: He stayed with me when I was very sick for a few weeks. He never left my side. My mom had to bring his food and litter into my room! GIRL: That’s really sweet. What a nice cat!

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Are You a Gamer? CD

Model Dialogue BOY: My score is 14. Wow! It says that I’m a power gamer.

Unit 6

Task 1, Step 4 Workbook page 67

Audio CD Track 14 Handout T6.1

GIRL: Wow, I’d get bored if I didn’t have my video games. BOY: That’s funny, I get bored playing them!

GIRL: Is that true? Extra Dialogue 2 BOY: Yes, it is. I love playing games. I want to play all the time. What about you? GIRL: My score is 10. That makes sense. I’m more a social gamer. Extra Dialogue 1 BOY: What was your score? GIRL: 15! I’m denitely a power gamer. I play video games every chance I get. What about you?

GIRL: My score is 11. That means I’m a social gamer. What’s your score? BOY: I’m a social gamer, too! My score is 12. I don’t really like to play video games alone, but it’s fun to play them with other people. GIRL: I agree. If I’m alone, I would rather draw or read, but if there’s a group of friends who want to play video games, I’m there!

BOY: We’re totally different. I almost never play video games. I only play if my brother needs a second player. I got a 7.

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Teens and Video Games CD

Model Dialogue

Unit 6

Task 2, Step 2 Workbook page 68

Audio CD Track 15 Handout T6.2

BOY: Okay, then. Let’s go on to the next one.

BOY: I wrote “disagree” for number 1. Extra Dialogue 2 GIRL: Yes, me too! BOY: Great! We agree. GIRL: Reason? Some of my friends said they don’t like to play video games. BOY: I agree. Some of my friends don’t play, either. Extra Dialogue 1 BOY: So, what did you put for Number 3? GIRL: I put “disagree.” What about you? BOY: I put “agree.” I’ve made a lot of new friends playing video games on the Web. Also, a lot of my school friends like the same games as I do, so we often get together to play. GIRL: Maybe that’s true, but I still disagree. A lot of kids spend too much time alone playing video games in their rooms. They become too shy to make real friends.

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GIRL: Number 7 says “Teens can become addicted to video games.” Do you agree or disagree? BOY: I’m not sure what they mean by “addicted” so I wrote “disagree.” GIRL: Me, too. I know that when I get a new game, I want to play it all the time. Then I get tired of it and I don’t play it much. I don’t think video games are addictive. BOY: I agree. I get tired of playing video games after a while. I do have a friend who spends a lot of time playing video games. He never wants to do anything else. Maybe he is addicted, but I think he’s an exception. GIRL: So we agree that video games are not really addictive? BOY: Right.

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Video-Game Buying Tips CD

Unit 6

Task 3, Step 3 Workbook page 69

Audio CD Track 16 Handout T6.3

GIRL: Hi, Scott. Guess what! I went to the store to buy a video game. The salesperson was so helpful. He gave me a few tips to help me choose my game. BOY: That’s great, Romy. Tell me about them.

GIRL: First, he told me that I had to decide what I like to play. I told him that I liked fantasy worlds. BOY: I agree. It makes sense to choose the type of game you like.

GIRL: Second, he asked how old I was. He told me to choose a game suitable for my age. BOY: You’re 13, so you can play games rated Everyone.

GIRL: Yes, that’s right. Then, he advised me to stay away from violent games. They can be addictive. BOY: I don’t agree. I play war games all the time and I’m not addicted.

GIRL: Next, he said I must choose a game that I can learn quickly. BOY: I don’t think he’s right. I like the challenges of difcult games.

GIRL: Finally, he told me to play a demo version of the game I liked the most. BOY: Lucky! I guess he sold you the game.

GIRL: Yes, he did. I spent $70. I bought a game for you, too!

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Hello, Emergency? CD

Unit 7

Task 3, Step 4 Workbook page 85

Audio CD Track 17 Handout T7.1

Model Dialogue OPERATOR: Hello, what is the emergency? CALLER: I need help. My friend fell into a ravine. OPERATOR: Where did this happen? CALLER: We were at the ravine on Covey Hill, Hemmingford. OPERATOR: When did it happen? CALLER: It happened ve minutes ago, at 10:47. OPERATOR: Who is the victim? CALLER: His name is Guillaume Campeau. OPERATOR: And what is your name? CALLER: My name is Etienne Lafortune. OPERATOR: Was your friend conscious when you last saw him? CALLER: Yes, but I think his leg is broken. His leg is under a rock that fell on him. Can you please send an ambulance? OPERATOR: I will call the ambulance and police. Help is on the way. Extra Dialogue 1 OPERATOR: 911 emergency line. How can I help you? CALLER: A girl just crashed her bike right in front of our house! She’s bleeding a lot! I don’t know what to do. OPERATOR: Calm down. I will send help. Tell me your address and your name. CALLER: It’s 4225 Greene Street, in Rawdon. My name is Amy Chalouf. OPERATOR: Is the girl conscious? Do you know her name? CALLER: Yes, I’m with her now. But she says she is very dizzy and her head hurts.

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Hello, Emergency? CD

Unit 7

Task 3, Step 4 Workbook page 85

Audio CD Track 17 Handout T7.1 cont.

OPERATOR: I will send an ambulance right away. The police are already on their way. CALLER: I think she said her name was Maryanne Grenier, but I’m not sure. OPERATOR: Okay, please stay with her until the police arrive. I will stay on the line with you until then. CALLER: Thank you. I think I hear the siren now. Extra Dialogue 2 OPERATOR: 911. What is your emergency? CALLER: I think the house next door is on re! I was walking back from school when I saw smoke coming from the basement window. I rang the doorbell many times but no one answered. OPERATOR: Can you give me the address? CALLER: Yes, it’s 194 Crevier in St-Xavier, right near the corner of Terrebonne. OPERATOR: Did you see any ames? CALLER: Yes, I think so. There was an orange glow in the smoke when I looked. OPERATOR: Do you know the name and phone number of your neighbours? CALLER: I’m sorry. They just moved here a few months ago. I can’t remember their name, and my parents are still at work. OPERATOR: Don’t worry. The police and the re truck are already on the way. Please call your parents and tell them what is happening. Then, wait in front of your house for the police to arrive, all right? CALLER: Yes, thank you. I’ll do that right away.

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Be Prepared CD

Unit 7

Task 4, Step 2 Workbook page 86

Audio CD Track 18 Handout T7.2

HOST: Good morning. This is your weather forecast for today. Frank Costa is here to talk about blizzards. He will tell us how to prepare for them. Hello, Frank. We had a big blizzard yesterday. FRANK: Hi. Yes, it was a big storm. We had 20 cm of snow. HOST: How can we prepare for blizzards? Is it a good idea to have an emergency kit? FRANK: Sure, an emergency kit is always a good idea. It’s important that everyone in the house knows where to nd your emergency supplies. HOST: What items go into a kit? FRANK: Often the electricity goes out, so you need candles and matches. Lighted candles can keep a room warm. A ashlight and a portable radio and extra batteries are good to have. You can hear news about the community. HOST: What about food? FRANK: It’s always a good idea to have extra canned food and bottles of water. HOST: What other items are important? FRANK: Warm clothes or a blanket. And don’t forget a snow shovel. Sometimes you must remove snow to get out your door! And nally, don’t forget a few good books and games to keep you busy! HOST: Well, Frank, thank you for your advice.

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Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 8

Life in 15 Years CD

Task 2, Step 3 Workbook page 96

Audio CD Track 19 Handout T8.1

Model Dialogue GIRL: Cars. I think that cars won’t use gas anymore. What do you think? BOY: Good answer! I think all the cars will be electric. Make an X. GIRL: Now it’s your turn. BOY: I’ll choose television. Televisions will all be 3D and with instant translation. What do you think? GIRL: That will be fun! Make an O. It’s my turn now. Extra Dialogue 1 BOY: I’ll choose schools. I think that everyone will do their lessons from home, on their computers. There will be no more classrooms. GIRL: Wow, that would be cool. Except that we will never see our friends! Make an X. BOY: That’s true. I didn’t think of that. What do you choose? GIRL: I’ll choose telephones. I think that we will have telephone chips implanted in our arms. We won’t need actual phones anymore! BOY: Ouch! I’m not sure I’ll like that! And what if someone calls the wrong number? Make an O. I’ll take my turn now. Extra Dialogue 2 GIRL: Okay, I’ll choose food. I think that we will stop eating meat because it costs a lot to produce. What do you think? BOY: It also damages the environment. But I will miss cheeseburgers. Make an O. GIRL: What do you choose? BOY: I’ll choose houses. I think that we will all live underground because the air quality will be bad. GIRL: That’s scary! I hope that doesn’t happen! Make an X. It’s my turn now.

228 Snapshot Year One

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Is It Really Fiction? CD

Unit 8

Task 4, Step 3 Workbook page 100

Audio CD Track 20 Handout T8.2

HOST: Welcome to the “Turning the Pages” edition of our Snapshot Radio Show. I’m happy to present our science ction selection for this week. William, a Cycle One student from Mrs. Samuel’s English class, is here to tell you about it. Student: Hi, I’m William, and I’m here to talk to you about a great time-travel story. The title of our book this week is Journey to the Future, by Angela Heffernan. This exciting story has action and suspense. It presents the next steps in technology and it will make you believe the story is true. It is a great science-ction adventure. I’m sure you will love it! The story is about a 14-year-old girl named Ariane. She is a computer whiz who spends a lot of time alone. She likes to build her own machines. She studies the idea of time travel. She is sure that she can make a time travel machine. No one believes her, and her classmates think she is crazy. One day, a new girl comes to school. This new girl is named Kayen. There is something very strange about Kayen. She knows what will happen in the future. Kayen and Ariane become friends. Soon, Ariane decides that she can trust Kayen with her invention. She tells Kayen about her attempts to make a time machine. Kayen agrees to help her. And that is when the adventure begins. Kayen is very impressed with Ariane’s machine, but she says there are some missing elements. Kayen makes a few adjustments and the two girls attach themselves to the machine. Suddenly, they are not in Ariane’s room anymore. Kayen admits to Ariane that she comes from the future. Kayen leaves the future to escape a world that is a very dangerous place to be. There are no countries and no normal societies. There are only gangs of people who must ght each other for precious resources to stay alive. Kayen comes to Ariane to bring her into the future for a visit, to show her what is happening. There is only one way to change this world for the better. That one task is in Ariane’s hands. One simple thing will change the course of history and save Kayen’s world of the future from eventual destruction. You will be amazed at how one little thing can change the future of the entire world! The only problem is that once they get to the future, they land right in the middle of the danger that Kayen fears. Will Kayen get the chance to show Ariane what she needs to do? Will Ariane ever make it back home? I will not tell you the end of the story, but it will not be what you expect! I hope you will read the book and nd out for yourself! My class rated this book 9 out of 10. This book will keep you awake, wondering if Ariane will make it back to her world and save the future. I recommend this book to everyone.

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Snapshot Year One n Audio CD Transcripts

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Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 9

The Crime Scene CD

The Case of the Net Nuisance, Chapter Two: The Crime Scene JACK: Be careful, Jade. The grass is still wet from the rain last night. JADE: Jack, come and look at this net. Do you see the hole at the bottom? This is where the culprit cut it! JACK: Yes, I see. I can see why that is a problem. The ball will go directly through the net. JADE: How do you think the culprit cut the nets? JACK: I don’t know. Let’s look around for clues. JADE: Look over here. I found something. JACK: Where?

Task 3, Step 3 Workbook page 111

Audio CD Track 21 Handout T9.1

JADE: Can you tell something from it? JACK: I only see part of it. I think I see a 9. Is that a shoe size, Jade? JADE: I have no idea. Can you tell if it’s a woman’s shoe or a man’s shoe? JACK: I’m not sure. But it’s our rst clue. JADE: Jack, I think I just found something else. JACK: What is it? JADE: Look, here in the grass. It’s a piece of metal. I think it’s a piece of metal from a knife. You know, you break off the end of the knife when it’s not sharp anymore. JACK: You’re right, Jade, it is. There’s only one problem. JADE: What’s that?

JADE: Here, in the mud. JACK: Oh look! There’s a footprint, here, near the goal post. JADE: A footprint? But it rained after the game. The rain started after the game, around 10 o’clock last night.

JACK: It’s easy to get knives like that. Everybody has them. JADE: Yes, but it’s still a clue. It is a good start. JACK: Let’s go talk to that security guard. Maybe he knows something.

JACK: You’re right. That means that someone was here after the game.

230 Snapshot Year One

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DVD Handouts DVD Handouts Duration

1

The Power of One ................................7:43 min

Suggested for

Handout

Unit 1

DVD 1

Unit 4

DVD 2

Unit 7

DVD 3

General interest

DVD 4

© InSync Video

2

The Push to Grow More ....................7:50 min Food in Canada © Canadian Broadcasting Corporation

3

Daily Planet in the .............................16:45 min Classroom—Disasters – Shanghai ................................................ (5:26) – Tsunami ................................................ (11:17) © Exploration Production Inc.

4

Cyberbullying

12:50 min

© National Center for Missing and Exploited Children

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year One n DVD

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Name: ___________________________________________ Group: ___________ Date: ________________________ Suggested for Unit 1

The Power of One DVD

Video 1

Handout DVD 1

Before Viewing 1. Do you know of any young people who help other kids in the world? Give an example.

While Viewing Read Questions 2–7 before you watch the video. Then, watch the video and answer the questions. 2. What are some of Bilaal’s accomplishments? Complete the chart. Bilaal’s Accomplishments Age

Cause

5

Place

Money Raised

India

$

Helped tropical storm victims 8

$6000 Thailand, Sri Lanka

8 or 9

Helped people affected by AIDS pandemic

$ X

Tanzania

X

3. What organization asked Bilaal to represent them? 4. Why did Bilaal want to visit where the tsunami hit? a. b.

5. True or false? a. Bilaal expected the children affected by the tsunami to be sad. b. The children affected by the tsunami were sad.

6. Why did Bilaal open a school for AIDS orphans and underprivileged children?

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The Power of One DVD

Suggested for Unit 1

Video 1

Handout DVD 1 cont.

7. What is Bilaal’s message? Check the correct answer. It makes no difference what we do. Together we can make a difference. Together we can send money to poor people. After Viewing 8. What tips and ideas for making a change in the world do you think Bilaal put in his book? Discuss this question with a classmate.

9. Which causes or events inspire you to help? Why?

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Name: ___________________________________________ Group: ___________ Date: ________________________

The Push to Grow More DVD Food in Canada

Suggested for Unit 4

Video 2

Handout DVD 2

Before Viewing 1. Match each word with its denition. 1. cannery

a. land where farmers grow food

2. farmer’s market

b. place where farmers sell food directly to consumers

3. farmland

c. place where food is put in metal cans to preserve it

2. What countries does Canada import food from?

3. Do you pay attention to where your food comes from? Why or why not?

While Viewing Read Questions 4–7 before you watch the video. Then, watch the video and answer the questions. 4. Underline the correct answer: High gas prices (increase / decrease) the price of food. 5. Why will we have trouble producing enough food in Canada? Check the reasons mentioned in the video. The last cannery closed. We are building houses on farmland. The winters are too cold. Canadian farmers compete with cheap food imports from other countries. There is not enough land for farms. 6. True or false? a. Garlic is easy to grow in Canada. b. Most garlic comes from China.

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The Push to Grow More DVD Food in Canada

Suggested for Unit 4

Video 2

Handout DVD 2 cont.

7. What are some ways to re-establish the local food network? Check the ways mentioned in the video. Improve food storage. Pay farmers a better salary. Reclaim farmland that has been lost. Eat according to seasons. After Viewing 8. What can consumers do to avoid the effects of high gas prices?

9. What is more important to your family: the price of your food or where your food comes from? Give two reasons for your answer.

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Snapshot Year One n DVD

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Name: ___________________________________________ Group: ___________ Date: ________________________

Daily Planet in the Classroom—Disasters

DVD

Suggested for Unit 7

Video 3

Handout DVD 3

Before Viewing 1. Read the sentences and the denitions of the underlined words carefully. These words will help you to understand the video better. a) The city is sinking into the ground.

moving downward

b) The ground is made up of silt.

sand, clay or other light soil

c) The building is constructed on a raft of concrete.

oating foundation

d) The building is four stories tall.

levels of a building

2. Do you know of any city that is sinking?

3. How do you think a country could prepare for a tsunami?

While Viewing Part 1: Shanghai Read Questions 4–8 before you watch Part 1 of the video. Then, watch the video and answer the questions. 4. What are two clues that show that the buildings are sinking? a. b.

5. Why are the buildings sinking? Check the reasons mentioned in the video. The ground is collapsing. Water is being pumped out and the silt is drying out. The buildings are not well constructed. Tall buildings compress the soil. People prefer bottled ground water.

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Daily Planet in the Classroom—Disasters

DVD

Suggested for Unit 7

Video 3

Handout DVD 3 cont.

6. How many metres lower is Shanghai today than in 1921? Underline the correct answer. a) a few centimetres

b) a few metres

c) a dozen metres

7. Why don’t people want to drink the tap water? Give two reasons. a. b.

8. True or false? The city of Shanghai has reduced the rate of sinking. Part 2: Tsunamis Read Questions 9–14 before you watch Part 2 of the video. Then, watch the video and answer the questions. 9. Why do the scientists manufacture tsunami waves?

10. What are two causes of tsunami waves? a. b.

11. Complete the following chart to summarize Arakawa’s research. Height of Wave

Effects Breaks a wooden wall Breaks a concrete building Knocks a person (Arakawa) down

12. What is the goal of Arakawa’s research?

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Name: ___________________________________________ Group: ___________ Date: ________________________

Daily Planet in the Classroom—Disasters

DVD

Suggested for Unit 7

Video 3

Handout DVD 3 cont.

13. What precautions has the town of Numazu taken in case of a tsunami? Check the ones mentioned in the video. concrete walls

houses made of concrete

radio and television warning system

oodgates

stairs to go up hills and cliffs

instant breakwater

14. True or false? The defences to protect Numazu will also be enough for a typhoon.

Note: This video was made before the earthquake and tsunami that struck Japan in March 2011. The city of Numazu was not in the affected region. After Viewing 15. Which situation scares you more: a tsunami or sinking into the ocean? Why?

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Name: ___________________________________________ Group: ___________ Date: ________________________ General Interest

Cyberbullying DVD

Video 4

Handout DVD 4

Before Viewing 1. Match each word with its denition. 1. bully

a. to hurt someone weaker than yourself

2. cyberspace

b. not kind

3. mean

c. tell rumours about someone

4. gossip

d. online world of computer networks and the Internet

2. What are different ways someone can be bullied in cyberspace?

While Viewing Read Questions 3–6 before you watch the video. Then, watch the video and answer the questions. 3. What do mitosis (cell division) and rumours have in common?

4. True or false? When you put something online, you keep control of it. 5. What made the boy realize that the website was wrong?

6. What does the Internet research tell us about Teresa? List ve different things. a. b. c. d. e.

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Snapshot Year One n DVD

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Name: ___________________________________________ Group: ___________ Date: ________________________ General Interest

Cyberbullying DVD

Video 4

Handout DVD 4 cont.

After Viewing 7. How can cyberbullying affect people?

8. Discuss the following questions from the video with a classmate. Write down your ideas. a. Why do people cyberbully? c. Have you ever been cyberbullied?

b. What would you do if you were

d. Why is cyberbullying bad?

cyberbullied?

9. How much information can people nd about you on the Internet?

10. How is gossip like feathers in the wind?

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Name: ___________________________________________ Group: ___________ Date: ________________________

Prepareaan Create poster interview. about yourself.

C3

Unit 1 2

Project Evaluation Grid

Handout PG1 PG2

Writes and Produces Texts Evaluation criterion: Formulation of the message

A Exceeds expectations

Student’s self-portrait is easily understood. Ideas are presented in a logical fashion and well supported with visuals. Student uses all targeted language conventions accurately.

B Meets expectations

Most of student’s self-portrait is easily understood after one reading. Ideas are well organized and supported with visuals. Student uses most targeted language conventions accurately.

C Acceptable but needs improvement

Sections of student’s text may require a second reading but self-portrait is generally coherent. Ideas are fairly well organized and supported with visuals. Student uses targeted language conventions inconsistently.

D Does not meet all expectations

Sections of student’s self-portrait are difcult to understand, even after a second reading. Text lacks organization and has little visual support. Student rarely uses targeted language conventions accurately.

E Serious difculties

Most of student’s self-portrait is difcult to understand, even after a second reading. Text lacks organization and has no pertinent visual support. Student uses structures borrowed from L1 and writes incomplete sentences.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Capitalization Position of adjectives Verb tenses Spelling

Comments

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Snapshot Year One n Project Grids

241

Name: ___________________________________________ Group: ___________ Date: ________________________

Prepare an interview.

C3

Unit 2

Project Evaluation Grid

Handout PG2

Writes and Produces Texts Evaluation criterion: Formulation of the message

A Exceeds expectations

Student’s interview questions are easily understood. Questions are presented in a coherent and productive sequence. Student uses all targeted language conventions accurately.

B Meets expectations

Most of student’s interview questions are easily understood after one reading. Questions are presented in a coherent sequence. Student uses most targeted language conventions accurately.

C Acceptable but needs improvement

Some of student’s interview questions may require a second reading to be understood. Questions are fairly well organized. Student uses targeted language conventions inconsistently.

D Does not meet all expectations

Several of student’s interview questions are difcult to understand, even after a second reading. Questions lack organization. Student rarely uses targeted language conventions accurately.

E Serious difculties

Most of student’s interview questions are difcult to understand, even after a second reading. Student uses structures borrowed from L1 and writes incomplete questions.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Punctuation / capitalization Word order of questions Use of do / does Possessive adjectives Spelling

Comments

242 Snapshot Year One

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Name: ___________________________________________ Group: ___________ Date: ________________________

Prepareaan Create picture interview. story.

C3

Unit 3 2

Project Evaluation Grid

Handout PG3 PG2

Writes and Produces Texts Evaluation criterion: Use of strategies and resources*

A Exceeds expectations

Student uses a personalized inventory of resources to create an original story. Student uses strategies and resources to improve vocabulary and avoid repetition. Student consults grammar resources to improve the quality of the text.

B Meets expectations

Student uses available strategies and resources to plan and write a story. Student uses the model text and resources provided to improve the text. Student uses resources to check spelling.

C Acceptable but needs improvement

Student uses the graphic organizer adequately to plan a story. Student uses the model text and resources provided to write the text. With help and resources, student identies and corrects errors.

D Does not meet all expectations

Student makes little use of the graphic organizer. Student closely follows the model to write the text. With help and resources, student corrects very basic errors identied by others.

E Serious difculties

Student uses the model to complete parts of the task. Even with help and resources, student is unable to correct errors identied by others.

Targeted strategies and resources Type of error

Always

Often

Sometimes

Seldom

Uses model text on page 31 Uses graphic organizer on page 32 to plan text Uses correct tools to check spelling and verb tenses

Comments

*Provide feedback to the student but do not include for reporting purposes. Reproduction permitted © Chenelière Education Inc.

Snapshot Year One n Project Grids

243

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a menu for your family or friends at home. C3

Unit 4

Project Evaluation Grid

Handout PG4

Writes and Produces Texts Evaluation criterion: Formulation of the message

A Exceeds expectations

Student’s menu is clear and easily understood. Dishes and ingredients are described with well-chosen adjectives. Student uses all targeted language conventions accurately.

B Meets expectations

Most of student’s menu is clear and easily understood after one reading. Dishes and ingredients are described with pertinent adjectives. Student uses most targeted language conventions accurately.

C Acceptable but needs improvement

Some of student’s menu items may require a second reading to be understood, but menu is generally coherent. Dishes and ingredients are described with some pertinent adjectives. Student uses targeted language conventions inconsistently.

D Does not meet all expectations

Some of student’s menu items are difcult to understand, even after a second reading. Dishes are described with adjectives that are repetitive or not pertinent. Student rarely uses targeted language conventions accurately.

E Serious difculties

Most of student’s menu is difcult to understand, even after a second reading. Student uses structures borrowed from L1.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Position of adjectives Punctuation Word order Spelling

Comments

244 Snapshot Year One

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Write a news Prepare an interview. report about an animal hero. C3

Unit 5 2

Project Evaluation Grid

Handout PG5 PG2

Writes and Produces Texts Evaluation criteria Content of the message (pertinence)

Use of strategies and resources*

A Exceeds expectations

Student’s news report about an animal hero is well adapted to the task and target audience. Student’s news report is elaborate and exceeds task requirements.

Student uses a variety of strategies and resources to improve the quality of the text. Student consults dictionary and other resources to improve vocabulary and avoid repetition.

B Meets expectations

Student’s news report about an animal hero is appropriate for the purpose of the task and target audience. Student’s news report is well organized and meets all of the task requirements.

Student uses the model texts and strategies and resources provided to improve the text. Student uses resources to check spelling while writing.

C Acceptable but needs improvement

Student‘s news report about an animal hero is generally appropriate for the purpose of the task and target audience. Student’s news report is organized and meets most of the task requirements.

Student uses the model texts and resources provided to write the text. With help and resources, student identies and corrects errors.

D Does not meet all expectations

Student’s news report about an animal hero closely follows a model text. Student’s ideas are pertinent but the text lacks organization and some of the required elements are missing.

Student uses few of the tools and resources provided to write the text. With help and resources, student corrects very basic errors identied by others.

Student tries to follow a model text to write a news report about an animal hero but is unable to complete it adequately. Student’s news report lacks organization and meets very few of the task requirements.

Student uses the models to complete parts of the task. Even with help and resources, student is unable to correct errors identied by others.

E Serious difculties

Content Type of error

Very few

Some

Many

Too many

Text on topic Clarity of purpose Organization of ideas

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year One n Project Grids

245

Name: ___________________________________________ Group: ___________ Date: ________________________

Write a review of a video game.

C3

Unit 6

Project Evaluation Grid

Handout PG6

Writes and Produces Texts Evaluation criterion: Content of the message (pertinence)

A Exceeds expectations

Student’s ideas in a video-game review are clear, coherent and well organized. Student’s justications of viewpoints exceed the task requirements.

B Meets expectations

Student’s ideas in a video-game review are pertinent and coherent. Student justies viewpoints with examples and facts and meets all of the task requirements.

C Acceptable but needs improvement

Student uses the graphic organizers and modies elements of the model texts to write a video-game review. Student justies some viewpoints with explanations and examples and meets most of the task requirements.

D Does not meet all expectations

Student closely follows a model text to produce a video-game review. Student’s ideas are mostly pertinent but the review lacks personalized examples and explanations. It meets only some of the task requirements.

E Serious difculties

Student tries to follow a model text to write a video-game review but is unable to complete it adequately. Student’s video-game review meets very few of the task requirements. OR Most of student’s text is copied from texts in the unit.

Content Type of error

Very few

Some

Many

Too many

Clear, coherent and pertinent ideas Personalized viewpoints

Comments

246 Snapshot Year One

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Design a an Prepare severe interview. weather warning web page. C3

Unit 7 2

Project Evaluation Grid

Handout PG7 PG2

Writes and Produces Texts Evaluation criterion: Use of strategies and resources*

A Exceeds expectations

Student uses a personalized inventory of strategies and resources to design an informative web page. Student uses feedback and resources to improve vocabulary and avoid repetition. Student consults grammar sources to improve the quality of the text.

B Meets expectations

Student uses available strategies and resources efciently to plan and design a web page. Student uses the model texts and resources provided to improve the text. Student uses resources to check spelling.

C Acceptable but needs improvement

Student uses available resources adequately to plan a web page. Student uses the model texts and resources provided to write the text. With help and resources, student identies and corrects errors.

D Does not meet all expectations

Student makes little use of available tools and resources to design a web page. Student closely follows the models to write the text. With help and resources, student corrects very basic errors identied by others.

E Serious difculties

Student uses the models to complete parts of the task. Even with help and resources, student is unable to correct errors identied by others.

Targeted strategies and resources Type of error

Always

Often

Sometimes

Seldom

Uses model texts on pages 86 and 87 Refers to information from previous tasks Uses planning notes on page 88 to write text Refers to the writing checklist, dictionary and grammar references

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year One n Project Grids

247

Name: ___________________________________________ Group: ___________ Date: ________________________

Write your own News of the Future blog post. C3

Unit 8

Project Evaluation Grid

Handout PG8

Writes and Produces Texts Evaluation criteria Content of the message (pertinence)

Use of strategies and resources*

A Exceeds expectations

Student’s ideas in a “News of the Future” blog post are elaborate, pertinent and personalized. Student writes a blog post that exceeds the requirements of the task.

Student uses strategies and resources to improve vocabulary and avoid repetition. Student consults grammar resources to improve the quality of the text.

B Meets expectations

Student’s ideas in a “News of the Future” blog post are pertinent, coherent and personalized. Student’s blog post meets all of the task requirements.

Student uses the model texts, strategies and resources provided to improve the text. Student uses resources to check spelling while writing.

C Acceptable but needs improvement

Student’s ideas in a “News of the Future” blog post are pertinent and coherent. Student’s blog post meets most of the task requirements.

Student uses the model texts and resources provided to write the text. With help and resources, student identies and corrects errors.

D Does not meet all expectations

Student closely follows a model text to write a “News of the Future” blog post. Student’s blog post meets only some of the task requirements.

Student uses some of the tools and resources provided to write the text. With help and resources, student corrects very basic errors identied by others.

E Serious difculties

Student tries to follow a model text to write a “News of the Future” blog post but is unable to complete it adequately. Student’s blog post meets very few of the task requirements.

Student uses the models to complete parts of the task. Even with help and resources, student is unable to correct errors identied by others.

Content Type of error

Very few

Some

Many

Too many

Topic respected Pertinent and coherent ideas Personalized

Comments

*Provide feedback to the student but do not include for reporting purposes.

248 Snapshot Year One

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Solve thean Prepare mystery: interview. Write the end of the story. C2

Unit 9 2

Reinvests Understanding of Texts

Project Evaluation Grid

C3

Handout PG9 PG2

Writes and Produces Texts

Evaluation criteria Use of knowledge from texts in a reinvestment task

Formulation of the message

A Exceeds expectations

Student easily adapts pertinent ideas and information from the unit to write the end of the story. Student selects language from the texts in the unit and adapts it effectively.

Student’s story ending is easily understood. Student uses all targeted language conventions accurately.

B Meets expectations

Student selects and organizes ideas and information from the unit to write the end of the story. Student uses language from the texts but does not always adapt it.

Most of student’s story ending is easily understood after one reading. Student uses most targeted language conventions accurately.

C Acceptable but needs improvement

Student selects and uses ideas and information as is from the unit to write the end of the story. Student uses language from the texts but has some difculty using it appropriately.

Sections of student’s text may require a second reading but story ending is generally coherent. Student uses targeted language conventions inconsistently.

D Does not meet all expectations

Student selects ideas and information that are not always pertinent to write the end of the story. Student often uses language from the texts inappropriately or ineffectively.

Sections of student’s story ending are difcult to understand, even after a second reading. Student rarely uses targeted language conventions accurately.

E Serious difculties

Student selects information and language from the unit that are not pertinent to write the end of the story. Most of student’s text is copied from the texts.

Most of student’s story ending is difcult to understand, even after a second reading. Student uses structures borrowed from L1 and writes incomplete sentences.

Targeted language conventions Type of Error

Very few

Some

Many

Too many

Capitalization Verb tenses Word order Spelling

Comments

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Snapshot Year One n Project Grids

249

Name: ___________________________________________ Group: ___________ Date: ________________________

Subject Pronouns, Simple Present Verbs

Unit 1

Grammar Quiz 1

Handout Q1

A. Complete each sentence with the subject pronoun that replaces the subject in parentheses. 1.

is very tall. (Marlene)

2.

loves to play soccer. (Keith)

3.

are both in the orchestra. (Don and I)

4.

often play hockey at the arena. (Pat and you)

5.

write the answers in my workbook. (me)

6.

likes chocolate. (Heather)

7.

is on Monday. (English class)

8.

are blue. (My eyes)

B. Complete each sentence with the simple present of the verb in parentheses. 1. My friend William (be) 2. Ryan (like)

a good baseball player. to help people.

3. We (be)

in a classroom.

4. She (watch)

movies on the weekend.

5. Greg (have)

two brothers.

6. I (be)

twelve years old.

C. Complete each sentence with the correct subject pronoun and simple present verb. 1.

(play)

2.

(do)

3.

(have)

4.

(be)

5.

(teach)

geography. (Mrs. Byrns)

6.

(prefer)

hockey to baseball. (Jack)

250 Snapshot Year One

football on Tuesday. (Adrian and Francis) his homework. (my friend Sean) long, dark brown hair. (Cora) on Friday. (the soccer practice)

n Grammar Quizzes

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Name: ___________________________________________ Group: ___________ Date: ________________________

Possessive Adjectives, the Negative, Yes / No Questions in the Simple Present

Unit 2

Grammar Quiz 2

Handout Q2

A. Underline the subject in the rst sentence in each pair. Then, complete the second sentence with the correct possessive adjective. 1. Shane has a medal.

medal is silver.

2. I have a snowboard.

snowboard is exible.

3. Audrey is on the cheerleading team. She likes

cheerleading coach.

4. The boys wear caps at the baseball game. 5. We are a good team. We want

caps are blue. team to win.

B. Underline the main verb in each sentence. Then, rewrite each sentence in the negative. 1. Amy and Harry love rugby. . 2. Daniel wants to play golf. . 3. She is in good shape. . 4. They are the best players on the team. . 5. I like to watch the Olympics. . C. Write the correct yes / no question to match the answers below. ?

1. Yes, she likes extreme sports.

?

2. Yes, it is difcult.

?

3. No, they are not scared.

?

4. No, he does not like ice skating.

?

5. No, they do not go snowboarding every weekend. Reproduction permitted © Chenelière Education Inc.

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251

Name: ___________________________________________ Group: ___________ Date: ________________________

Plural Nouns, Information Questions in the Simple Present

Unit 3

Grammar Quiz 3

Handout Q3

A. Complete the chart with the missing singular and plural nouns. Singular

Plural

Singular

children

1.

6. story

2. foot

7.

3. mouse

8. pens

4. 5. scissors

Plural shoes watches

9. 10. hero

B. Read each answer. Then, complete the question with the appropriate question word. 1.

type of animal scares you? Lions scare me.

2.

do you hide when you are scared? I hide in my closet.

3.

is not afraid of the dark? My brother James is not afraid of the dark.

4.

often do you watch scary TV shows? I watch a scary TV show once a week.

5.

is Halloween? Halloween is on October 31.

C. Read each answer. Then, write a matching information question. Use the appropriate question word. ?

1. My English teacher is Mr. Samuelson.

?

2. I nd scary costumes at the Halloween store.

?

3. The costume party is next Tuesday at ten o’clock.

?

4. My favourite type of candy is chocolate.

?

5. I have twenty scary books.

252 Snapshot Year One

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Name: ___________________________________________ Group: ___________ Date: ________________________

Imperative Sentences, Order of Adjectives, , and

Unit 4

Grammar Quiz 4

Handout Q4

A. Use the following imperatives to write instructions to make a chicken sandwich. add • place • put • spread • take

How to Make a Chicken Sandwich 1.

two slices of bread.

2.

mayonnaise on the bread.

3.

chicken on one slice of bread.

4.

lettuce and tomato.

5.

the other slice of bread on top.

B. Rewrite the adjectives in the correct order. Add commas where necessary. 1. red large two hot peppers peppers 2. white new small potatoes potatoes 3. fresh ripe large bananas bananas 4. golden medium three onions onions 5. green large seedless sweet grapes grapes C. Complete each sentence with can, must or have to. Use the negative where indicated. 1. Most chefs 2. Min

create a good dinner. help me because I don’t know how to make this recipe.

3. When you cook, you

burn the food. (negative)

4. To make a cake, you

measure the ingredients.

5. You

substitute sugar for salt in a recipe. (negative)

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Name: ___________________________________________ Group: ___________ Date: ________________________

Simple Past with , and Regular Verbs, Simple Past Negatives

Unit 5

Grammar Quiz 5

Handout Q5

A. Complete the story with the simple past of the verb to be or to have. Yesterday

a very special day. My dog, Bonnie,

puppies. We knew it

seven

time because her abdomen

big. She

trouble walking. She big. It

many. We

so

really brave. The puppies

difcult to believe that there

so

a lot of fun choosing names for them.

B. Complete the text with the simple past of the verb in parentheses. 1. Yesterday, we (visit)

the zoo.

2. Two monkeys (escape) 3. It (jump)

from their cage. onto my father’s head.

4. Another monkey (climb) 5. We all (laugh)

up his leg. .

C. Underline the main verb in each sentence. Then, rewrite the sentence in the negative. Use the contracted form. 1. My friend visited Florida last week with her cousin. . 2. She had fun. . 3. Her family rented a house near the water. . 4. One morning, an alligator walked through the gate. . 5. My friend climbed up a tree. . 6. Her cousin screamed loudly. .

254 Snapshot Year One

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Name: ___________________________________________ Group: ___________ Date: ________________________

Sequence Adverbs Who’s Who? DVD and Ordinal Numbers, Simple Past of Irregular Verbs

Unit 6 1

Grammar Quiz 6

Handout Audio CDQ6 Track 3 Handout T1.2

A. Complete the text with the following sequence adverbs and ordinal numbers. after that • nally • rst • second • third How to Create a Game Character , I decide if the character is a boy or a girl. character’s hairstyle, face shape and eye colour.

, I choose my , I select his or her talents.

, I decide my character’s name.

, I click on “save.”

B. Underline the main verb in each sentence. Then, rewrite the sentence in the simple past. 1. I begin to play. . 2. I come to visit. . 3. I put the computer on the table. . 4. I ght against other players online. . 5. She tells everyone how to play. . C. Underline the time marker in each sentence. Then, complete the sentence with the simple past of the verb in parentheses. 1. Yesterday, you (go)

to the video store.

2. Last month, my friend (get) 3. Three months ago, I (buy) 4. I (be)

a new game. a gift.

tired last night.

5. The day before yesterday, he (win) 6. A year ago, my sister (read)

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every game. about a new console.

Snapshot Year One n Grammar Quizzes

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Name: ___________________________________________ Group: ___________ Date: ________________________

Prepositions, Questions in the Simple Past

Unit 7

Grammar Quiz 7

Handout Q7

A. Complete each sentence with a preposition from the word bank. about • after • at • into • on • under 1. The emergency siren sounded

8:00.

2. I heard the news report 3. The hikers fell

the ood

the radio.

the ravine.

4. The students sheltered

their desks when the earthquake happened.

5. The river ooded its banks

the heavy rain.

B. Write a yes / no question to match each answer. Use the simple past. 1. Yes, we went to the campground yesterday. ? 2. Yes, we were there during the tornado. ? 3. Yes, the tornado damaged many tents. ? 4. No, the tornado did not touch our tent. ? C. Write an information question to match each answer. Use the simple past. Use the underlined information for help. 1. I was at the library when the storm started. ? 2. I left the library because lightning struck the roof. ? 3. During the ice storm, I stayed with my aunt. ? 4. Last night, I watched a documentary about tornadoes. ?

256 Snapshot Year One

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Name: ___________________________________________ Group: ___________ Date: ________________________

The Simple Future

Unit 8

Grammar Quiz 8

Handout Q8

A. Complete each sentence with the verb in parentheses. Use the future with will. 1. Soon, we (live)

for more than 120 years.

2. Our population (grow) 3. It (snow, negative)

during the next 10 years. in North America in the next century.

4. NASA (build, negative)

a station on Mars.

B. Read each answer. Write a yes / no question to match each one. Use the future with will. ?

1. No, I will not speak four languages in the future.

?

2. Yes, my parents will live in my house.

?

3. No, every movie will not be in 3D in 2030.

?

4. Yes, power will come from windmills in 2055.

C. Read each answer. Write an information question to match each one. Use the future with will. Use the underlined information for help. ?

1. My father will be 90 years old in 2062.

?

2. In 2050, books will cost a lot of money.

?

3. Children will wear masks because the air will be very polluted.

?

4. I will visit my rst underground city in 2066.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Review of Simple Tenses

Unit 9

Grammar Quiz 9

Handout Q9

A. Underline the time marker in each sentence. Complete each sentence with the appropriate tense of the verb to be. 1. Yesterday, I

at school when the alarm rang.

2. Today, I

at school investigating what happened.

3. I

at school tomorrow to investigate the crime.

4. We

in the cafeteria last night when the police arrived.

5. Right now, you and Greg

suspects.

B. Complete each sentence with the appropriate tense of the verbs in parentheses: the simple present or the simple past. 1. Last summer, we (go)

to the Museum of Crime. We (stay)

there all day. My brother (love)

to learn about police work.

2. The Crime Museum (be)

in Washington, D.C. We (visit)

it during our vacation. 3. The museum (be)

very interesting. It (have)

a big

display about investigation procedures. 4. When you (arrive)

, you (receive)

with a crime to solve. There (be) (nd)

a casebook many clues in the galleries. We

them all.

5. My brother (love)

his visit to the museum. He (hope)

to return another year. C. Underline the main verb in each sentence. Rewrite each verb in the negative. Give the full form and the contracted form. 1. Ike will help us to solve the mystery. 2. We solved the mystery last week. 3. Our teacher likes to read murder stories. 4. They will be confused by this. 5. He was happy to see us.

258 Snapshot Year One

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Group: ___________ Date: ________________________

C1 Interacts orally in English (40%) A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Participation in oral interaction

Content of the message

Articulation of the message

Use of strategies and resources

Students

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Snapshot Year One n Observation Grids

259

Group: ___________ Date: ________________________

C2 Reinvests understanding of texts (30%) A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Use of strategies and resources

Students

260 Snapshot Year One

n Observation Grids

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Group: ___________ Date: ________________________

C3 Writes and produces texts (30%) A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Students

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Evaluation Criteria Participation in the writing and production processes

Content of the message

Formulation of the message

Use of strategies and resources

Snapshot Year One n Observation Grids

261

Group: ___________ Date: ________________________

Compilation Sheet A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria C1

C2

C3

Interacts orally in English

Reinvests understanding of texts

Writes and produces texts

Students

262 Snapshot Year One

n Observation Grids

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Comments:

Use of strategies and resources

Formulation of the message

Content of the message

Participation in the writing and production processes

C3 Writes and produces texts

Comments:

Use of strategies and resources

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

C2 Reinvests understanding of texts

Comments:

Use of strategies and resources

Articulation of the message

Content of the message

Participation in oral interaction

C1 Interacts orally in English

Competency

Date and Level of Prociency

Name: ___________________________________________ Group: ___________ Date: ________________________

Snapshot Year One n Observation Grids

263

Student’s Progression of Learning

EVALUATION SITUATION

1

Join the Club Recommended for use after Units 1, 2 and 3

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 ....................................................................... 265 • Evaluation Grids for C1, C2 and C3 ..............................ES 1.1............................ 266 Student Handouts ..........................................................ES 1.2–1.4..................... 268

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will read about three clubs and their members. They will choose the club that interests them the most and explain why they would like to join it. • Ask students if they know about existing clubs or committees in their school. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria using the grids for the three ESL Competencies on pages 266–267. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

264 Snapshot Year One

n Evaluation Situation 1

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Overview of Evaluation Situation 1 Students are invited to join a club at school. First, they will read a description of three clubs, choose a club they like and ask and answer questions. Second, they will read proles of three club members and compare their interests and personalities with their own. Finally, they will choose a club and prepare questions to ask the club leader.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: My Favourite Club 20 min

C1 Interacts orally in English

Interview

– Asking and answering yes / no questions in the simple present

Gesture

Blog post

– – – –

Simple present Subject pronouns Adjectives Answering information questions in the simple present

– Scan – Pay selective attention

Interview

– Punctuation and capitalization – Simple present – Subject pronouns – Adjectives – Asking yes / no and information questions in the simple present

– Plan – Take notes – Activate prior knowledge

• Participation in oral interaction • Articulation of the message

Task 2: Meet the Club Members 20 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: Ask Your Club Leader 30 min

C3 Writes and produces texts • Formulation of the message

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Snapshot Year One n Evaluation Situation 1

265

Name: ___________________________________________ Group: ___________ Date: ________________________

Task 1: My Favourite Club Task 2: Meet the Club Members

Evaluation Situation 1

Evaluation Grid

Handout ES 1.1

Task 1: C1 Interacts Orally in English

Evaluation criteria: Participation in oral interaction

Articulation of the message

A Exceeds expectations

Student asks questions and answers his / her partner’s questions with spontaneity and ease.

Student’s questions and answers are easily understandable and contain few errors.

B Meets expectations

Student perseveres in asking questions and answering his / her partner’s questions despite some difculties.

Student’s questions and answers need little clarication despite errors.

C Acceptable but needs improvement

Student asks questions and answers his / her partner’s questions mostly when prompted by the teacher or a peer.

Student’s questions and answers need some interpretation or clarication.

D Does not meet all expectations

With appropriate support, student asks questions and answers his / her partner’s questions using gestures, keywords and basic functional language.

Student’s questions and answers are partially understandable with interpretation.

E Serious difculties

Student requires support and prompting from the teacher to ask simple questions and answer his / her partner’s questions with one-word or two-word answers.

Student is unable to ask intelligible questions and answers questions with isolated words.

Task 2: C2 Reinvests Understanding of Texts

Evaluation criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student correctly answers all the questions in his / her own words without necessarily referring to the text.

B Meets expectations

Student refers to the text for information and gives a standard answer to all questions.

C Acceptable but needs improvement

Student answers most of the questions correctly but uses language from the text.

D Does not meet all expectations

With support, student identies keywords and answers some of the questions about the text using simple language.

E Serious difculties

Student shows understanding of words or parts of the questions and sentences in the text but, even with support, can answer only a few of the questions correctly.

266 Snapshot Year One

n Evaluation Situation 1

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 3: Ask Your Club Leader

Evaluation Situation 1

Evaluation Grid

Handout ES 1.1 cont.

Task 3: C3 Writes and Produces Texts

Evaluation criterion: Formulation of the message A Exceeds expectations

Student’s questions are easily understood. Student shows an advanced understanding of question formation.

B Meets expectations

Most of student’s questions are easily understood. Student shows a good understanding of question formation.

C Acceptable but needs improvement

Some of student’s questions may require a second reading to be understood. Student shows some understanding of question formation.

D Does not meet all expectations E Serious difculties

Several of student’s questions are difcult to understand, even after a second reading. Student shows a very limited understanding of question formation. Most of student’s questions are difcult to understand, even after a second reading. Student uses structures borrowed from L1 and writes incomplete questions.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Punctuation / capitalization Question words Word order of questions Use of do / does Spelling

Comments

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Snapshot Year One n Evaluation Situation 1

267

My Favourite Club

Evaluation Situation 1 Join the Club

Task 1

Handout ES 1.2

1. Read the descriptions of the three clubs. 2. As you read, underline important information about the clubs. Choose the club that you like the most. School Newspaper

Social Club

Movie Club

We need members who:

We need members who:

We need members who:

– love to watch sports and like to participate in school activities – like to write about school life – are good with computers – like to give their opinions – like to take pictures and write fun articles – like to talk to new people and to sell things – are not shy and knows many students.

– love to meet new people – like to organize parties and social activities – know a lot about social games and dance music – can talk on the school radio program to advertise the club’s activities – are not shy and like to talk in public.

– love to watch movies and read movie magazines – know a lot about actors – like to write about movie stars – can draw and create posters to advertise the club’s activities.

Our activities:

Our activities:

Our activities:

– The club publishes one newspaper a month. – Club members share submarine sandwiches at lunchtime every Thursday. – The club organizes a visit to local newspaper ofces in May.

– The club organizes four social events during the year. – Club members meet at lunchtime every Monday.

– The club shows one movie a month in the school auditorium. – Club members share a pizza at lunchtime every Wednesday. – The club organizes a lm festival in December.

3. Work with a classmate. Do not tell your partner which club you chose. 4. Take turns asking your partner questions to nd out his or her favourite club. Use your notes for help. Example: Do you like to watch movies? 5. Answer your partner’s questions until your partner guesses your favourite club. Example: Yes, I like to watch movies. 6. Individually, write down the answers to these questions: a. What is your classmate’s favourite club? b. Why does your classmate like this club? Give two reasons. My classmate likes the

268 Snapshot Year One

n Evaluation Situation 1

because

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Meet the Club Members

Evaluation Situation 1 Join the Club

Task 2

Handout ES 1.3

1. Read the proles of three club members. Then, answer the questions below the texts. [email protected]

[email protected]

[email protected]

Welcome to the School Newspaper Club!

Welcome to the Social Club! – My name is Ken. I am a member of the Social Club. It is a great place to meet people and have fun! – I help to plan activities for the social club. We organize sports nights, outings and dances. I am a good dancer. I also love to sing and I play the guitar, too. I like shar­ ing music and dancing with people. – I am friendly and I want to make others happy. I am talkative and I like to chat with everyone, so come and visit. – I love to have fun but I am also serious. I’m focused and I work hard to create a sense of belonging for everybody at school. Our next event is a costume party in October. I hope you join our club!

Welcome to the Movie Club!

– My name is Joannie. I am a member of the Newspaper Club and I love it. I hope you join the club. – I am in charge of the news­ paper sports section. I collect the articles from students. Then, I edit them. I am a team sports fanatic. My favourite sport is volleyball. – I try to be well organized. I like to do well in everything I do. I always cooperate with the other club members. I like technology and I am good with computers. – My friends say that I am very patient and very helpful. I am friendly and sociable. Do not hesitate to come and talk to me about the club. We intro­ duce everyone who works for the paper in the rst issue.

– My name is Max. I am a member of the Movie Club. I love to watch movies. I like to read and to listen to music, too. At times, I am a dreamy person. I am also sociable and I like to hang out with friends. I am not athletic but I am very cre­ ative. I love to illustrate post­ ers to advertise the movies we show each month. That is my job. – I also like drama classes. Sometimes we do a mini­ skit about the movie from our club’s selection. My drama teacher says that I am very animated. I am very talkative and can tell you all about our club, so come and visit us in Room 122. I hope you join the club!

a. Who plays the guitar? b. What is Joannie’s job at the club?

c. When is the costume party? d. What activities does the social club do? e. What is Ken’s job in the club? f. Where do the movie club members meet? g. What are Max’s favourite pastimes?

h. Who does not play sports? i.

What is Max’s responsibility in the club?

j.

Underline the words in the text that describe Joannie’s, Ken’s and Max’s personal qualities.

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Snapshot Year One n Evaluation Situation 1

269

Name: ___________________________________________ Group: ___________ Date: ________________________

Ask Your Club Leader

Evaluation Situation 1 Join the Club

Task 3

Handout ES 1.4

1. Choose a club you like: • • • •

School Newspaper Club Social Club Movie Club Other

2. Write ve yes / no questions and ve information questions to ask the club leader at the rst meeting. Think about your: • • • • •

hobbies personal qualities interests responsibilities schedule

Yes / No Questions A. B. C. D. E. Information Questions A. B. C. D. E.

270 Snapshot Year One

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EVALUATION SITUATION

2

Safety on the Net Recommended for use after Units 4, 5 and 6

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 ....................................................................... 272 • Evaluation Grids for C1, C2 and C3................................... ES 2.1 ....................... 273 Student Handouts...............................................................ES 2.2–ES2.4............ 275

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Content of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Teens face many dangers when they chat on the Internet or use instant messaging services. Students will read and give advice about safe Internet use. • Ask students if they know of any rules to follow to use the Internet safely. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria using the grids for the three ESL Competencies on pages 273–274. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Snapshot Year One n Evaluation Situation 2

271

Overview of Evaluation Situation 2 Students are invited to explore Internet safety issues. First, they will answer survey questions about their activities on the Internet and discuss their answers with a classmate. Second, they will read a blog post about a youth’s online behaviour and point out some unsafe actions. Finally, they will respond to the blog post and give advice on online safety.

Time

ESL Competency and Evaluation Criterion

Text Type

Language Repertoire

Strategies

Task 1: What Are Your Online Habits? 20 min

C1 Interacts orally in English • Articulation of the message

Survey

– Sharing information – Answering yes / no questions in the simple present

– Rephrase – Substitute

Email

– Simple past of regular and irregular verbs – Negative form of simple past – Sequence adverbs and ordinal numbers

– Scan – Pay selective attention

Interview

– Punctuation and capitalization – Ordinal numbers – Can, must and have to

– Take notes

Task 2: Are You Online? 20 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: My Online Safety Guide 30 min

C3 Writes and produces texts • Content of the message

272 Snapshot Year One

n Evaluation Situation 2

– Activate prior knowledge

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 1: What Are Your Online Habits? Task 2: Are You Online?

Evaluation Situation 2

Evaluation Grid

Handout ES 2.1

Task 1: C1 Interacts Orally in English

Evaluation criterion: Articulation of the message A Exceeds expectations

Student’s discussion of own online habits is easily understandable and contains no or only a few errors. Student speaks spontaneously and naturally.

B Meets expectations

Student’s discussion of own online habits needs little clarication despite errors. Student hesitates occasionally but is uent.

C Acceptable but needs improvement

Student’s discussion of own online habits needs some interpretation or clarication. Student hesitates often, searching for words to express ideas.

D Does not meet all expectations

E Serious difculties

Student’s discussion of own online habits is partially understandable with interpretation. Student hesitates constantly, searching for words and correcting sentence structure. Student is unable to discuss own online habits. Needs support and prompting from the teacher or peers.

Task 2: C2 Reinvests Understanding of Texts

Evaluation criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student correctly answers all of the questions in his / her own words and contributes personal ideas and opinions related to the text.

B Meets expectations

Student demonstrates understanding of the text by answering most questions correctly.

C Acceptable but needs improvement

Student shows understanding of overall meaning of the text by answering some questions correctly, using words from the text.

D Does not meet all expectations

With support, student identies keywords and answers simple questions about the text.

E Serious difculties

Student shows understanding of words or parts of the questions and sentences in the text.

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Snapshot Year One n Evaluation Situation 2

273

Name: ___________________________________________ Group: ___________ Date: ________________________

Task 3: My Online Safety Guide

Evaluation Situation 2

Evaluation Grid

Handout ES 2.1 cont.

Task 3: C3 Writes and Produces Texts

Evaluation criterion: Content of the message A Exceeds expectations

Student’s response to Annie’s blog post is well adapted to the topic, purpose and audience. Student conveys a clear and coherent message that exceeds the requirements of the task.

B Meets expectations

Student’s response to Annie’s blog post is appropriate to the topic, purpose and audience. Student conveys a coherent and well-organized message that meets all the task requirements.

C Acceptable but needs improvement

Student’s response to Annie’s blog post is generally appropriate to the topic, purpose and audience. Student conveys a coherent and organized message that meets most of the task requirements.

D Does not meet all expectations

Student’s response to Annie’s blog post is understood after the rst reading despite lack of focus regarding the topic, purpose and audience. Student‘s ideas are pertinent but the message lacks organization. Tries to meet some of the guidelines.

E Serious difculties

Most of the student’s response to Annie’s blog post is incoherent and requires interpretation. Student’s ideas lack organization and ideas are not pertinent to the topic, purpose or audience. Meets very few of the task requirements.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Text on topic Clarity of purpose Organization of ideas

Comments

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Name: ___________________________________________ Group: ___________ Date: ________________________

What Are Your Online Habits?

Evaluation Situation 2 Safety on the Net

Task 1

Handout ES 2.2

1. Read the questions. Decide if you do the actions always, sometimes, or never. Always

Sometimes

Never

a. Do you give out your personal information online? b. Do you know everyone on your friends list? c. Do you answer emails from people you don’t know? d. Do you use your webcam when instant messaging? e. Do you use the Internet to spread rumours? f. Do you share your passwords with friends? g. Do you participate in online contests? h. Do you ask your friends for permission before posting pictures of them? i.

Do you tell your parents who your contacts are?

j.

Do you use personal information in your email addresses?

2. Work with a classmate. Discuss your answers to the above questions. 3. Write down three things that you and your partner always do. a. b. c.

4. Write down three things that you and your partner never do. a. b. c.

5. Decide on three things that are very important for younger children to know. Write them down. a. b. c.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Are You Online?

Evaluation Situation 2 Safety on the Net

Task 2

Handout ES 2.3

1. Read the blog post and answer the questions that follow. Yesterday I was disappointed because I participated in a contest to win a video game. It took me 20 minutes to ll in the online questionnaire. I didn’t win but I received 200 email messages from different gamer and game sites. My mailbox was so full! I tried to answer all of the messages but I didn’t have time. I had to do my homework. I’ll answer more emails this weekend. Last week, my good friend Jackie went into my mailbox and erased an important personal message from my parents by accident. I wasn’t happy about that. I gave her my mailbox password once because there was an emergency. I’m sorry I did. Yesterday, I changed my password. I used my cat’s name. Last night, I got a message from a boy I didn’t know. He asked to be my friend. I accepted and he sent another message right away. His name is Greg. We chatted online for an hour. He’s a great guy! I hope I can meet him soon. We’re going to talk about that tonight. My mom asked me what I was doing online. I told her that I was chatting with my friend Jackie and that it was private. I don’t like to lie but she doesn’t know Greg. Luckily, she didn’t see Greg’s name on the screen! [email protected] a. Why did Annie participate in an online contest?

b. How many emails did Annie receive after she entered the contest?

c. What information did Annie use in her new password?

d. When did Annie answer Greg’s message?

e. How long did Annie talk online with Greg?

f.

What did Annie say she was doing online?

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Name: ___________________________________________ Group: ___________ Date: ________________________

Are You Online?

Evaluation Situation 2 Safety on the Net

Task 2

Handout ES 2.3 cont.

2. Read the safety tips. Does Annie follow the tips? Justify your answers with examples from the text. Tip 1: Do not chat online or exchange emails with people you do not know. • Yes • No Tip 2: Never arrange to meet someone you only know online. • Yes • No Tip 3: Do not ll out registration forms or enter online contests. • Yes • No Tip 4: Do not use personal information when you create a password. • Yes • No Tip 5: Keep your passwords secret. Never give them to anyone. • Yes • No

3. How important is it to follow these safety rules? Give your opinion.

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Name: ___________________________________________ Group: ___________ Date: ________________________

My Online Safety Guide

Evaluation Situation 2 Safety on the Net

Task 3

Handout ES 2.4

1. Respond to Annie’s blog post. – Give her advice about using the Internet safely. – Explain to her why it is a good idea to follow your advice. a. Plan your response. Use the graphic organizer for help.

My Suggestions What Annie must do

What Annie must not do

b. Write and edit your text.

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EVALUATION SITUATION

3

Tell Me a Mystery Story Recommended for use after Units 7, 8 and 9

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3........................................................................ 280 • Evaluation Grids for C1, C2 and C3................................... ES 3.1 ....................... 281 Student Handouts...............................................................ES 3.2–ES3.4............ 283

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Content of the message • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will tell, read and write an ending to a ctional mystery story. • Ask students if they have read detective stories and if they like to try to nd clues and solve mysteries. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL Competencies on pages 281–283. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 3 Students are invited to tell and read short mystery stories. First, they will look at two photo stories, choose one to retell in their own words and ask questions about a classmate’s story. Second, they will read a mystery story and discover how it was solved. Finally, they will write a conclusion for the mystery story they read.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: What Happened Here? 20 min

C1 Interacts orally in English • Content of the message

Photo story

– Asking and answering yes / no and information questions in the simple past

– Predict – Direct attention

Mystery story

– Simple past of regular and irregular verbs – Future with will and going to

– Scan – Pay selective attention

Mystery story ending

– Simple past of regular and irregular verbs

– Activate prior knowledge

• Articulation of the message

– Practise – Take risks

Task 2: A Dognapping 20 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: Who Did It? 30 min

C3 Writes and produces texts • Formulation of the message

280 Snapshot Year One

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 1: What Happened Here?

Evaluation Situation 3

Evaluation Grid

Handout ES 3.1

Task 1: C1 Interacts Orally in English

Evaluation criteria: Content of the message

Articulation of the message

A Exceeds expectations

Student’s story corresponds to the photo story, contains several details and describes the sequence of events accurately. Student’s ideas are well organized and exceed the task requirements.

Student’s story and questions are easily understandable. They contain complex structures and few or no errors in structure and vocabulary. Student tells the story uently, with spontaneity and ease.

B Meets expectations

Student’s story corresponds to the photo story and contains some details about the sequence of events. Student’s ideas are well organized and meet the task requirements.

Student’s story and questions are understandable. They contain accurate functional vocabulary and some errors in structure. Student tells the story with little hesitation and uses the notes taken.

C Acceptable but needs improvement

Most of the student’s story corresponds to the photo story but contains only a few details about the sequence of events. Student’s ideas are organized and meet most of the task requirements.

Student’s story and questions contain familiar functional vocabulary and some errors in structure that may need interpretation or clarication. Student tells the story with some hesitation and often quotes from the notes taken.

D Does not meet all expectations

Student’s story does not always correspond to the photo story and contains few details about the sequence of events. Student’s ideas lack organization; some elements of the photo story are missing. The photo story meets some of the task requirements.

Student’s story and questions contain simple vocabulary and errors in structure that are only partially understandable with interpretation. Student tells the story with frequent hesitation and by reading the notes taken.

E Serious difculties

Student’s story contains only a few elements of the photo story and almost no details about the sequence of events. Student’s ideas are unclear or missing and the photo story only partially meets the task requirements.

Student is unable to tell a comprehensible story using basic functional language and asks questions with isolated words. Student hesitates regularly and constantly searches for words as the notes are incomplete.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 2: A Dognapping Task 3: Who Did It?

Evaluation Situation 3

Evaluation Grid

Handout ES 3.1 cont.

Task 2: C2 Reinvests Understanding of Texts Evaluation criterion: Evidence of understanding of texts through the response process A Exceeds expectations B Meets expectations C Acceptable but needs improvement

Student correctly answers all questions in his / her own words, is able to paraphrase direct quotes and infer meaning from context. Student demonstrates understanding by answering most questions correctly and infers meaning from text. Student shows understanding of parts of the text by answering some questions correctly and uses words from the text

D Does not meet all expectations

With support, student is able to identify some key words and answer a few questions correctly.

E Serious difculties

Even with support, student is unable to nd answers to most questions.

Task 3: C3 Writes and Produces Texts Evaluation criterion: Formulation of the message A Exceeds expectations B Meets expectations C Acceptable but needs improvement

Student’s story ending is clear and easily understood. Student uses the simple past of verbs and a personal repertoire of vocabulary correctly at all times. Student’s story ending is easily understood with one reading. Student uses the simple past of verbs and newly acquired vocabulary correctly most of the time. Some parts of the student’s story ending may require a second reading to be understood. Student uses the simple past of verbs and some newly acquired vocabulary correctly some of the time.

D Does not meet all expectations

Several parts of the student’s story ending are difcult to understand even after a second reading. Student rarely uses the simple past of verbs correctly; uses only familiar vocabulary.

E Serious difculties

Most of the student’s story ending is difcult to understand even after a second reading. Student almost never uses the simple past of verbs but uses another tense or borrows from L1. Uses basic vocabulary.

Targeted language conventions Type of error

Very few

Some

Many

Too many

Capitalization Simple past Word order Comments

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Name: ___________________________________________ Group: ___________ Date: ________________________

What Happened Here?

Evaluation Situation 3 Tell Me a Mystery Story

Task 1

Handout ES 3.2

1. Look at the following two photo stories. Choose one to talk about. Write notes about what happened in the story you chose.

Notes

2. Work with a classmate. Take turns telling each other your photo stories. Use your notes for help. 3. Ask your partner three questions about his or her story. Use the simple past tense.

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Name: ___________________________________________ Group: ___________ Date: ________________________

A Dognapping

Evaluation Situation 3 Tell Me a Mystery Story

Task 2

Handout ES 3.3

1. Read the story. Underline the verbs inthe past simple. Circle the verbs in the future. A Dognapping Last night, I climbed the stairs to my apartment. Suddenly, I heard a woman shout from the third oor. “My dog is missing! My little Barney is gone! Someone kidnapped my dog! Help!” It was Mrs. MacLean, my neighbour. I rushed up the stairs to her apartment. She stood in her doorway with Barney’s food bowl in one hand and a note in the other hand. “What happened?” I asked her. “How do you know that someone kidnapped him?” “The kidnapper left this note in Barney’s food bowl,” she replied. “I was in the shower. When I got out, I found this note in his bowl. The apartment door was open and Barney was gone. The note said it will cost $2000 to get him back!” “Where did the note tell you to leave the money?” I asked. “I have to leave it under my doormat,” she replied. “I’ll pay anything to get my little dog back!” “Wait. Don’t do anything yet. That note is your rst clue,” I said. “I’ll call the police, too. They will help us to nd your dog.” Detective Jarvis from the police arrived immediately. He asked Mrs. Maclean if she knew anyone who did not like her dog. She replied, “I know that my neighbours on the second oor, Mr. Monroe and Mr. Chalmers, said that Barney makes too much noise running on the oor. Also, Mr. Chalmers hates dogs.” “I’ll go downstairs and I’ll ask them a few questions.” Detective Jarvis said. “We’ll see if one of them did it.” Detective Jarvis knocked on Mr. Monroe’s door rst. “Do you have any information about Mrs. Maclean’s dog, Barney? he asked. “Someone kidnapped him. Do you know anything about this?” Mr. Monroe looked horried. “No!” he replied. “He’s a noisy little dog, but kidnapping? Who did such an awful thing?” Next, Detective Jarvis knocked on Mr. Chalmers’s door and asked him about Barney. “I didn’t do it,” he said. “I don’t know anything about it. Besides, I don’t know when Mrs. MacLean usually takes her shower.” “Who said anything about Mrs. MacLean’s shower?” Detective Jarvis asked. “Sorry, Mr. Chalmers, but you will go down to the police station with me. You are under arrest for kidnapping Mrs. MacLean’s dog.”

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Name: ___________________________________________ Group: ___________ Date: ________________________

A Dognapping

Evaluation Situation 3 Tell Me a Mystery Story

Task 2

Handout ES 3.3 cont.

2. Place the events from the story in the correct order, from 1 to 8. a)

Detective Jarvis arrived immediately.

b)

Mr. Monroe was horried.

c)

The narrator heard a woman shout.

d)

Mrs. MacLean said that someone kidnapped her dog, Barney.

e)

Detective Jarvis arrested Mr. Chalmers.

f)

Mrs. MacLean said that she would pay anything to get her dog back.

g)

Mrs. MacLean said that her neighbours thought that Barney was too noisy.

h)

Detective Jarvis asked Mr. Chalmers if he had information about Barney.

3. Who shouted about a missing dog?

4. How much money did the dognapper want?

5. Where did the kidnapper say to leave the money?

6. Where did Mr. Monroe and Mr. Chalmers live?

7. Why did Detective Jarvis want to ask Mr. Monroe and Mr. Chalmers about Barney?

8. What was Mr. Monroe’s reaction when he heard that Barney was missing?

9. What clue convinced Detective Jarvis that Mr. Chalmers was the kidnapper?

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Name: ___________________________________________ Group: ___________ Date: ________________________

Who Did It?

Evaluation Situation 3 Tell Me a Mystery Story

Task 3

Handout ES 3.4

Write your own ending to the story “A Dognapping.” 1. Think of a new character: Name: 2. Describe your character

3. Choose a different ending: a) The kidnapper is not found. b) The narrator is the culprit. c) The dog escapes and comes back. d) Make up your own ending using your new character.

Write your new ending to the story below. Include your new character in the ending that you write. Detective Jarvis knocked on Mr. Monroe’s door rst, and said …

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Snapshot Intended for ESL students in Secondary Cycle One, Snapshot conforms to the ESL program as well as to the Progression of Learning. It provides everything needed to develop the three ESL competencies and offers, among other things, a rich variety of Learning and Evaluation Situations (LES) and extensive Grammar Files. Snapshot can replace or complement any other learning material.

Student Workbook • • • • • • •

Nine Learning and Evaluation Situations (LES) that focus on reading, listening, speaking and writing Model dialogues that provide models of the language used in the speaking tasks A great variety of written texts and stimulating and meaningful activities Listening activities with recorded texts that are part of the Audio-visual package Writing activities that follow the writing process Final projects that reinvest the skills acquired throughout the unit Short contextualized Grammar Flashes and more extensive Grammar Close-Ups with more detailed explanations and practice activities at the end of each unit • A complete Grammar Files section with expanded explanations and exercises designed to reinforce the comprehension of grammar concepts

Teacher’s Guide and Answer Key – Paper version • • • • •

Student Workbook Answer Key with embedded teacher’s notes and suggestions for differentiation Specic evaluation grids for projects, and three evaluation situations Audio-visual package Classroom-size posters And much more!

Teacher’s Guide and Answer Key – Digital version • • • •

Interactive version of the Teacher’s Guide and Answer Key Available on a user-friendly USB key For use on any computer, interactive whiteboard (IWB) or projector Embedded functionalities of an interactive whiteboard (IWB)

The Components of Snapshot, Secondary Cycle One Year One • Student Workbook • Teacher’s Guide and Answer Key – Paper version • Teacher’s Guide and Answer Key – Digital version (USB Key)

Year Two • Student Workbook • Teacher’s Guide and Answer Key – Paper version • Teacher’s Guide and Answer Key – Digital version (USB Key)