Snapshot : English as a second language, secondary cycle one [2, 1 ed.] 2765214549, 9782765214540

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Secondary Cycle One • Year Two

Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet Claire Maria Ford

STUDENT WORKBOOK

Conforms to the PROGRESSION of Learning

Secondary Cycle One • Year Two

Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet Claire Maria Ford

STUDENT WORKBOOK

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

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

Student Workbook Cynthia Beyea, Hélène Blanchet, Claire Maria Ford © 2011 Chenelière Éducation inc. Editor: Susan Roy Project manager: Jeanine Floyd Proofreader: Devin Shields Book designer and typesetter: Micheline Roy Printer: 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 978-2-7652-1454-0 Legal deposit: 2nd quarter 2011 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1

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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.

Tanya Vecchio, Collège Jean-Eudes Martine Jean-Gilles, Commission scolaire de Montréal Marie Deschênes, Commission scolaire de la Capitale Catherine Johansen, Commission scolaire de Portneuf Louis-Xavier Roy, Commission scolaire des Navigateurs

Table of Contents Section 1 Units Unit 1

Uniquely Cool .............................................................

1

Discuss things that you and your friends think are cool. Grammar: position of adjectives, simple present verbs

Unit 2

Trivia Challenge..........................................................

17

Challenge your brain and your classmates with trivia games. Grammar: question words, the simple past

Unit 3

Extraordinary Sports .................................................

33

Learn about new sports and other activities. Grammar: formation of questions with which / what, can / could, must/have to and should

Unit 4

Animation Secrets .....................................................

49

Find out how animation artists tell a story. Grammar: adverbs of sequence, ordinal numbers, the present continuous

Unit 5

The Push and Pull of Advertising .............................

67

Learn how advertising strategies can inuence you. Grammar: imperatives, future with will and going to

Unit 6

Weird News ................................................................

83

Read and listen to surprising news stories. Grammar: capitalization of headlines, the past continuous

Unit 7

Facing a Phobia .........................................................

99

Learn about phobias. Grammar: prexes and sufxes, comparative adjectives, verb tense review

Unit 8

Keyboard Travel ......................................................... 115 Find out how great destinations are at your ngertips. Grammar: would, could, should (afrmative, negative, interrogative)

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Table of Contents

i

Section 2 Grammar Files Simple Present..................................................................................................................... 132 Verb To Be, There Is and There Are, Other Verbs Yes / No Questions

VERBS

Simple Past .......................................................................................................................... 142 Verb To Be, There Was and There Were, Other Verbs Yes / No Questions The Future ............................................................................................................................ 152 With Will, With Going To Yes / No Questions Continuous Tenses ............................................................................................................ 157 Present Continuous, Past Continuous Yes / No Questions Modals .................................................................................................................................. 167 Yes / No Questions Imperatives .......................................................................................................................... 171

INFORMATION QUESTIONS

Question Words ................................................................................................................... 173 Simple Present and Simple Past........................................................................................ 176 Verb To Be, Other Verbs Future ................................................................................................................................... 179 With Will, With Going To Present Continuous and Past Continuous ....................................................................... 181 Modals .................................................................................................................................. 182

Nouns ................................................................................................................................... 183 Types, Plurals, Countable and Uncountable, Possessive Form

SENTENCE BUILDERS

Pronouns .............................................................................................................................. 187 Subject and Object, Indenite Adjectives............................................................................................................................. 190 Position and Order, Comparatives and Superlatives, Possessives Demonstratives ................................................................................................................... 196 Adverbs ................................................................................................................................ 197 Time, Frequency and Manner, Sequence Adverbs and Ordinal Numbers Prepositions ......................................................................................................................... 202 Place, Direction, Time Conjunctions........................................................................................................................ 206 Articles ................................................................................................................................. 208 Capitalization ....................................................................................................................... 209 Punctuation.......................................................................................................................... 211 Irregular Verbs ..................................................................................................................... 213

ii

Table of Contents

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OVERVIEW

Overview of Snapshot, Year Two Section 1 Units The Opening Page In the rst section of Snapshot, you will nd eight interesting units. The opening page of each unit explains what you will learn and do. The unit number and title help you to identify the unit.

The leading sentence and question present the focus of the unit.

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

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

A large photo attracts your attention and gives you an idea of the theme.

The Tasks Each unit contains four or ve tasks. Each task focuses on reading, listening, speaking or writing.

The task number and title help you to nd the task easily.

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 Two

iii

OVERVIEW

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

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.

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

iv

Overview of Snapshot, Year Two

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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.

Look for information and images on the Internet. Use appropriate software to produce the nal copy of your text.

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.

t!

Look ou

oes/did Use do/dave to h h it w tions. for ques

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 pages 169–170 and 182 for more information and practice.

Time Talk Time totoTalk Look at the sports from Steps 2 and 3. Which sports do you like? Why?

Section 2 The Grammar Files In the second section of Snapshot, you will nd grammar notes and numerous exercises to help you to 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 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 Two

v

Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely CoolThere Uniquely Cool Uniquely Cool are many denitions of Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool cool Uniquely Cool Unique cool. What’s to you? Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co this unit, discuss things thatCool you Uniqu Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely CoolIn Uniquely Cool Uniquely and your friends think are cool. ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique • Share likes and dislikes. Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool your Uniquely Cool Uniquely Co ely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique • Ask about other people’s Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely preferences. Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool• Uniquely Cooldifferent Uniquely Cool Uniqu Discover what ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Coolthink Uniquely generations is cool. Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique • Write about a cool person. Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique • Review position Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool grammar: Uniquelythe Cool Uniquely Co of adjectives. Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely CoolExtra Uniquely Cool Uniquely Cool Uniqu Reading Teen Wins Cool Science ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely CoolforUniquely Cool Unique Project Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool UniquelyFind Cool Cool Uniquely Co out Uniquely about Shelby Raye and what she discovered about cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu teens. Cool Uniquely Cool Unique ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Grammar Close-Up Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Coolverbs Uniquely Cool Uniqu Simple present ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Project Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Design a new Uniquely issue of Cool Now Unique ely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Cool magazine. Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu ly Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Unique one 1 Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Co Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniquely Cool Uniqu

Unit 1

Uniquely Cool

STARTING POINT

Name:

Date:

C2

Group:

1. What’s Your Idea of Cool? Is your denition of cool the same as your classmates’? Answer the survey to nd out. 1. Circle your answers to the survey.

Survey 1 My favourite class

Time Talk Time toto Talk • Change the statements in the survey to questions. • Survey your classmates to create a class prole.

at school is a) music b) science c) physical education d) lunch time

2 In my free time, I a) nd new tunes for my playlist b) watch documentaries about discoveries or environmental causes c) play soccer or ride my longboard d) read magazines about fashion

3 The people I admire are usually a) musicians or singers b) journalists c) athletes d) actors or fashion idols

4 On a desert island, I need a) my electronic gadgets b) my Science of Survival Handbook c) my running shoes d) my mirror

7 My dream destination is a) b) c) d)

8 My favourite magazines have articles about a) music and musicians b) the environment and green living c) sports and athletes d) fashion and beauty

5 My parents don’t like it when I spend too much time a) on the Internet looking for tunes to download b) walking in the woods alone c) going to tournaments or watching games on TV d) at the shopping centre

Woodstock Whistler the Olympics Hollywood

9 The posters in my room

6 On my ideal day, I a) go to an outdoor music festival b) explore a nature reserve c) present an exhibit at a science fair d) go for a personal makeover

are of a) singers b) outdoor scenes c) top athletes performing their sport d) models and actors

Vocabulary longboard: long skateboard makeover: change of appearance playlist: collection of tunes

2 two

Uniquely Cool

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Name:

Date:

Group:

2. Calculate your score. Write the total for each letter. Number of a answers: __________

Number of c answers: __________

Number of b answers: __________

Number of d answers: __________

Letter with most points: __________ 3. Read the interpretation of your score. Do you agree or disagree with your prole? Explain your answer.

Results a tion of musical Cool to you is a ques who your taste. Music inuences ar, where we friends are, what you and what d en ek we e th you spend ia. ed m e th in u interests yo

b Cool to you is a questio n of science. Your favourite teacher at school is your science teacher. You lik e to learn about inventions an d technology. On vacation, you enjoy going to museums, taking apart things to nd out how the y work or learning about natural events.

c Cool to you is a questio n of movement. Your life rev olves around the gym, the so ccer eld or the street. You like to kic ball around, play basketb k a all or practise your longboard skills. You enjoy working out and watching sports.

d tion Cool to you is a ques ur Yo of looks and image. d n friends go to you to lours, out the latest on co Shopping styles and brands. e and your is a favourite pastim volve travelling to daydreams often in rity. g your favourite celeb New York or meetin

Vocabulary brands: trademarks taking apart: taking to pieces Reproduction prohibited © Chenelière Education Inc.

Unit 1

three 3

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

2. Tic-Tac-Cool How well do you know your classmates? Play a game to nd out what their cool preferences are. 1. Read the categories below. Write two things that you think are cool in each category. Make sure that your classmates do not see your chart.

PERSON

PLACE

THING

EVENT

PASTIME

2. Play a game of Tic-Tac-Cool with a classmate. Decide who is Player X and who is Player O. 3. Read the game rules. Make sure that you and your partner understand them before you play. Read the model dialogue on page 5 and use it to help you ask and answer questions.

The aim of the game is to earn three squares diagonally, vert ically or horizon tally. Player X starts . Choose a cate gory on the game board on page 5. Ask Play er O ve yes / no questio ns to discover w ha t she or he thinks is cool in this category. If yo u guess the answer, writ e an X in the sq ua re. Now it is Player O’s turn to play. Player O: Choos e a category on the game board. Ask Play er X ve questio ns to nd out what she or he thinks is cool in this category. If you guess the answer, write an O in the square. Continue to play

, taking turns.

4 four

Uniquely Cool

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Name:

CD

Date:

Group:

Pastimes. Do you do this indoors? No, I don’t. Do you need a ball? Yes, I do. Do you play in a team? Yes, I play in a team. Is your pastime soccer? Yes! O.K. it’s your square! It’s my turn now.

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Unit 1

ve 5

Date:

FOCUS ON LISTENING

Name:

C2

Group:

3. Cool Yesterday, Cool Today Do you and your family agree on what is cool? 1. Read the following list. Write down what you nd cool in each category, and what you think your parent nds cool. YOU

YOUR PARENT

a) Music b) Clothes c) Restaurants Vocabulary lando: traditional music from Peru

d) Movies e) Computers

Peruvian: from Peru user-friendly: easy to use

CD 2. Read the vocabulary. Then, listen to Emilio’s conversation with

his mother. Complete the graphic organizer with each person’s preferences.

EMILIO

MarIa Peruvian traditional music

Music:

Music:

Clothes:

Clothes:

Restaurants:

Restaurants:

Movies:

Movies:

Computers:

Computers:

3. What category do they agree on?

4. Who said the following? a. “I love computer apps.”: ____________________________________ Why?____________________________________________________ b. “I like Peruvian food.”: ______________________________________ Why?____________________________________________________

6 six

Uniquely Cool

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Date:

4. My Favourite Cool Person

Group:

FOCUS ON READING

Name:

C2

What makes a person cool? Find out. 1. Read the proles of three cool people. As you read, circle the adjectives that describe how they are cool.

Caroline When I think of cool, I think of my best friend, Caroline. She is an amazing athlete. Caroline loves gymnastics and soccer. She has a room full of posters and team banners. She coaches gymnastics and is the goalie for a competitive soccer team. Caroline is also very creative. She plays the guitar and writes songs. She has all kinds of music on her playlist. She loves painting and is a talented artist. Caroline is funny, energetic and a super friend. We spend a lot of time together. We laugh a lot because she always has new jokes to tell me or funny pictures to show me on the Internet.

Joshua In a word, cool to me is Joshua. He is hilarious! He is very tall and has a huge afro. He does not care if it is in fashion or not. He is his own fashion. He rides to school every morning on his bike. Joshua is a fantastic musician. He plays the drums in a rock band and in the school orchestra. He is generous, too. He spends lots of time in the music room because he likes to help younger students learn to play the drums. He is so talented, I am sure he will be a professional musician one day. I am lucky to have a friend like him. Vocabulary amazing: fantastic hilarious: very funny Reproduction prohibited © Chenelière Education Inc.

Unit 1

seven 7

Name:

Date:

Group:

Aunt Leila The person I think is cool is my Aunt Leila. Cool is not only fashion or popularity. My denition of cool is a person who knows what she or he wants. A cool person like my aunt is determined and intelligent. My aunt comes from Cuba. She is a nurse now in Canada. She takes care of her children and also looks after my brother and me. My parents are still in Cuba. My aunt is hard-working but she always has time for us. She nds ways to motivate us to work hard and teach us respect and discipline. I want to be just like her.

2. Complete the chart with three examples that show why each person is cool.

PERSON Caroline

EXAMPLES 1. 2. 3.

Joshua

1. 2. 3.

Aunt Leila

1. 2. 3.

3. What personal qualities do you think make a person cool? Name three.

1. 2. 3. 8 eight

Uniquely Cool

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

4. With a classmate, choose two famous people: one who is cool and one who is not. Discuss what makes one person cool and the other person not cool. Justify your opinions.

FAMOUS PERSON

REASON

Cool

Not Cool

Grammar Flash Position of Adjectives Adjectives modify nouns. They usually appear before a noun or after verbs like to be, to become and to grow. The popular singer arrived in a limousine.

The singer is popular.

Read the following paragraph. Circle the adjectives. Draw an arrow from each adjective to the noun that it modies. Some teens like to read the HD screens of their hot new technological gadgets. But others prefer to lose themselves in the imaginary world of an exciting novel. So what is so cool about what teens read today? According to a website that reports on best-selling books for teens, fantasy, war, romance and suspense are the most popular themes. From magic and ghosts to high-tech animal experimentation, today’s cool topics take curious readers away from the dull reality of homework and school bells to explore fresh ideas and new horizons. Are you looking for a cool break? Pick up a book! Go to the Grammar File on pages 190–191 for more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 1

nine 9

Date:

FOCUS ON WRITING

Name:

Group:

5. Who Is Cool to You?

C3

Write a prole of someone you think is cool. 1. Choose a person you think is cool. The person can be

v a friend v a member of your family v a relative

v another person you know v a famous person

Name the person: 2. Use the graphic organizer to brainstorm ideas about why this person is cool. Interests

Appearance

•

•

•

•

Cool Job/Activities

Other

•

•

•

• Qualities • •

3. Write down adjectives that help you describe this person.

10 ten

Uniquely Cool

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Name:

Date:

Group:

4. Write the rst draft of your prole. Use your ideas from the previous steps.

5. Use the writing checklist to help you revise your text.

Writing Checklist Use adjectives. Make sure that they are in the correct position. Use the simple present. Check that verbs are correct. Use correct punctuation and capitalization. Use your resources: dictionary, model texts, grammar references and classmates.

6. Write the nal copy of your prole. Illustrate it with different fonts and photos. Present it to your classmates.

Use appropriate software to present your prole.

7. Present your prole to your classmates.

Reproduction prohibited © Chenelière Education Inc.

Unit 1

eleven 11

Name:

Date:

C2

Group:

Extra Reading

Teen Wins for Cool Science Project What is the denition of “cool” ? What qualities does a “cool” teenager possess? These are the questions that interested fourteen-year-old Shelby Marie Raye after she read an article in a teen magazine titled “How To Be Popular in High School.” She decided to nd out the answers by doing a science project. To discover what qualities teens think “cool” kids have, she surveyed almost four hundred students at her high school in Florida, U.S.A. The answers revealed interesting similarities between males’ and females’ opinions. For example, more than 50% of all students said that taking part in sports was cool and they considered some sports cooler than others. Dance and cheerleading were the coolest sports for girls and football was the coolest sport for boys. On the other hand, fewer than 50% thought that working hard and doing well academically were cool. The students did not always agree. Boys thought it was cool to have a girlfriend, for

example, but girls did not think that having a boyfriend made a girl cool. Girls thought that the coolest personality traits were being friendly and outgoing, but boys thought that being cool meant being funny and condent. Shelby found differences when she considered the students’ ages, too. Younger teens thought that it was cooler to drink alcohol, smoke and take risks, but when they turned 18, their opinions changed. You probably think that cool kids hang out only with other cool kids, but Shelby made an interesting discovery. Over 60% of all the students said that it was important to talk to everyone. Some teens may not think that science projects are cool, but the judges at the Intel International Science and Engineering Fair did. They awarded Shelby third place and $1000. Now that’s cool!

Vocabulary considered: thought

outgoing: sociable

fewer: not as many

revealed: showed

funny: amusing

surveyed: questioned

Before Reading 1. Read the title. What do you think are cool subjects for science projects?

2. With a classmate, write denitions of the following expressions. Use a dictionary if necessary. a)

on the other hand

b)

hang out

12 twelve

Uniquely Cool

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Name:

Date:

Group:

While Reading 3. What two questions did Shelby Marie Raye’s want to answer?

4. How did she nd her answers?

5. Fill in the chart with the survey answers. Girls Sports

Personal qualities

Boys

•

•

•

•

•

•

•

•

After Reading 6. Put the events in chronological order. Shelby won third place and $1000. Shelby wanted to dene “cool” and cool personality traits.

1

Fewer than 50% of teens said that working hard was cool. Shelby surveyed almost four hundred students. The majority of teens said that talking to everyone was important. Girls said that it is cool to be friendly and outgoing.

7. What personality traits do you think make a person cool? Compare your ideas with a classmate’s. Personality traits: ____________________________________________________________________ 8. In the survey, girls did not think that having a boyfriend made girls cool, but boys said that having a girlfriend made boys cool. What do you think? Write your answers and then discuss the question with a classmate. Justify your ideas by giving examples.

Reproduction prohibited © Chenelière Education Inc.

Unit 1

thirteen 13

Name:

Date:

Group:

Grammar Close-Up Simple Present Verbs We use the simple present for: • a fact or a description (Older teens take fewer risks.) • feelings or habits (We have lunch at noon every day.) • present states (It is cold today.)

Go to the Grammar File on pages 132–141 for more information.

The Verbs To Be and To Have

Plural

Singular

Afrmative Verb To Be Verb To Have

Negative Verb To Be

Verb To Have

I am

I have

I am not / I’m not

I do not / don’t have

You are

You have

You are not / aren’t / You’re not

You do not / don’t have

He / She / It is He / She / It has

He / She / It is not / isn’t / He / She / It’s not

He / She / It does not / doesn’t have

We are

We have

We are not / aren’t / We’re not

We do not / don’t have

You are

You have

You are not / aren’t / You’re not

You do not / don’t have

They are

They have

They are not / aren’t / They’re not

They do not / don’t have

Other Verbs

Plural

Singular

Afrmative

Negative

I think

I do not / don’t think

You think

You do not / don’t think

He / She / It thinks

He / She / It does not / doesn’t think

We think

We do not / don’t think

You think

You do not / don’t think

They think

They do not / don’t think

Look out! or it, With he, she verb. se a add s to the b elow. b le b ta e th See

Important: To form the third person singular of most verbs, add s to the base form. For other verbs, follow these spelling rules: Verbs Ending With…

Example

Rule

Example

a consonant + y

y, study, try

Change y to i and add es.

ies, studies, tries

ch, o, s, sh, x, z

buzz, do, dress, mix, push, watch

Add es.

buzzes, does, dresses, mixes, pushes, watches

14 fourteen two

Uniquely Cool

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON SPEAKING

Name:

Practise A. Read the text. Underline the main verbs in the simple present.

Man With a Mission Imagine this cool job: You sit all day and watch teenagers. What do they do? What do they wear? You write it all down and then think about it. Does that sound boring to you? It isn’t for teen marketing specialist Yuri Nabkov. He is a man with a mission. He has a job to do, to nd out what teens nd cool. He takes notes on what they do and don’t do. Just like a scientist, he makes observations and analyzes them. But Nabkov doesn’t stop there. He reaches important conclusions. He learns what motivates teens. His conclusions inform big-name marketing executives to attract teen consumers.

B. Complete the text with the correct form of the simple present. Teens around the world 1) ____________ (love) hot electronic gadgets. Most new mobile phone subscribers 2) _________ (be) younger than 25. Music 3) _________ (be) so important to teens that it 4) __________________ (affect) what they 5) _________ (buy). Store managers choose the music that they 6) ____________ (play) in their stores very carefully. Image also 7) _________ (have) a big part to play when it 8) ______________ (come) to inuencing teens. Companies 9)____________ (hire) the coolest celebrities to represent their products. Teens 10) ____________ (want) to be as attractive as the celebrities. C. Write the words in the correct order to form negative sentences.

Go to the Grammar File on pages 132–141 for more practice.

1. hard / is / many / do / think / work / cool / students / not / that ______________________________________________________________________________ 2. teens / Shelby / know / possessed / did / qualities / not / what / cool ______________________________________________________________________________ 3. to / risks / it / cool / older / not / teens / that / take / do / think / is ______________________________________________________________________________ Reproduction prohibited © Chenelière Education Inc.

Unit 1

fteen two 15

Name:

Date:

Project

C1 C2 C3

Group:

Project

Design a new issue of Cool Now magazine.

Pre-Production Step 1

Step 2

Choose your topic. Decide what you want to include in your magazine. What is cool to you? music

stars

other ____________________

a job

games

other ____________________

movies

sports

other ____________________

Choose the type of text for your magazine. article

email

interview

survey

poster

other _______________________________

personal proles

Step 3 Step 4

Plan your visuals. What images, photos and fonts do you need? Plan the layout of your text.

Look for images and photos and use appropriate software to create your magazine.

Production Step 5

Write the rst draft of your text. Edit your work.

Step 6

Create your Cool Now magazine with your teammates.

Post-Production

16 sixteen

Step 7

Present your magazine to your classmates. Ask them for their feedback.

Step 8

Evaluate your work. Decide what you will do differently next time.

Uniquely Cool

Reproduction prohibited © Chenelière Education Inc.

Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge Challenge

Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge

Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge

Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge Trivia Challenge

Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Challenge Trivia The word Trivia trivia refers to Trivia Challenge Trivia Challenge small, unrelated facts. HowTrivia Trivia Challenge Trivia Challenge much trivia do you know? Trivia Trivia Challenge Trivia Challenge Trivia In this unit, Trivia challenge your brain Trivia Trivia Challenge Challenge and your classmates with trivia Trivia Trivia Challenge Trivia Challenge games. Trivia Challenge Trivia Challenge Trivia • Discuss different kinds of triviaTrivia Trivia Challenge Trivia Challenge questionsTrivia and games. Trivia Challenge Challenge Trivia Trivia Challenge Trivia Challenge • Learn how to create questionsTrivia Trivia Challenge Trivia Challenge Trivia for a game. Trivia Challenge Trivia Trivia • Play a radio triviaChallenge game. Trivia Challenge Trivia Challenge Trivia • Write questions for a trivia game. Trivia Challenge Trivia Challenge Trivia • Practise grammar: questions Trivia Trivia Challenge Trivia Challenge words. Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Extra Reading A ClassicTrivia Canadian Trivia Trivia Trivia Challenge Challenge Show: Reach for the Top Trivia Trivia Challenge Trivia Challenge Trivia Challenge Triviaone Challenge Find out about of the rst Trivia TV trivia games. Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Grammar Close-Up Trivia Challenge Trivia Challenge Trivia The simple past Trivia Challenge Trivia Challenge Trivia Trivia Challenge Project Trivia Challenge Trivia Produce Trivia a class Challenge trivia game Trivia Trivia Challenge show. Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia seventeen 17 Trivia Challenge Trivia Challenge Trivia Trivia Challenge Trivia Challenge Trivia

Unit 2

Trivia Challenge

Name:

STARTING POINT

?

Date:

C1

Group:

1. Trivia Games 101 Share what you know about trivia games.

?

1. With a classmate, write down what you know about trivia games in the graphic organizer. The model dialogue below will help you discuss your ideas with your partner.

?

Places to Find Trivia Games

Trivia Games I Like to Play

Categories of Questions

? ? CD

2. What is your favourite category of questions? Explain your answer.

What trivia games do you like 2. Circle yourI favourite to play? like boardcategories games. of questions.

Me too. Let’s write that down. Next, places to nd trivia games. Let’s make a list. Then we can compare them, O.K.? Right! What a team!

18 eighteen

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

?

Date:

2. Trivia Time

C1

Group:

C2

Test your trivia knowledge against your classmates’ with this multiple choice game. 1. Read the game rules below and the vocabulary on page 20. 2. Play the Trivia Time game with your classmates. The model dialogue below will help you play the game.

FOCUS ON SPEAKING

Name:

Game Rules 1. Decide who goes rst. 2. The rst player picks a question, reads it aloud and chooses an answer. 3. All players circle the chosen answer and write the rst player’s initials in that question box. 4. Continue playing the game with all players. 5. Answer all the questions. 6. Listen to your teacher give the correct answers. Correct your answers and add up the points. 7. The player with the most points wins the game.

CD

O.K., it’s your turn. What question do you choose? Question X, for ve points. First, write my initials. Let me read it to you. Wow! That’s difcult. Do you know the answer? I think so. The answer is Ottawa. O.K., everyone, write it down.

I’m the next player. My question is F for 1 point. Reproduction prohibited © Chenelière Education Inc.

Unit 2

nineteen 19

Name:

Date:

1 point

2 points

A

B

What is on a pirate ag with a skull?

Which animal is the most intelligent?

a. two bones

a. chimpanzee

b. a skeleton

b. elephant c. pig

c. a parrot

F What is the fth planet from the sun? a. Jupiter b. Earth c. Mars Initals:

a. Spiderman b. Batman

What musical instrument does a lute resemble?

a. birds b. cats

a. saxophone b. guitar c. drum

c. dogs Initals:

Initals: I

H In Ireland, what type of fairy wears green clothes?

c. British

c. pixie

c. cumulonimbus

Initals:

Initals:

Initals:

M

L What sport do the Chicago Bulls play? a. football b. baseball c. basketball

In what country can you visit the Taj Mahal?

a. red b. green

c. leg Initals:

N

O What is the nam e of the boy wizard in the books by J.K. Row ling?

b. India

b. 60%

a. Harry Potter b. Merlin

c. China

c. 70% Initals:

c. Gandalf Initals:

R

S

T

What are the RCMP?

What type of food is basmati?

Where was singer Justin Bieber born?

a. rice b. pasta

a. U.S.A. b. Canada

c. bread

c. Germany

a. police b. accountants c. athletes

c. blue Initals:

a. chest b. face

a. Ireland

Initals:

What colour is a ruby?

e In what part of th body is the patella bone?

Approximately how much of the Earth’s surface is covered with water? a. 50%

Q

P

J

What kind of clouds are present in thunderstorms? a. cirrus b. cumulus

Initals:

What is the biggest prize for teams in the Canadian Football League? a. Stanley Cup b. Grey Cup c. Superbowl Initals:

b. Harry c. Edward

E

What are you afraid of if you have ailurophobia?

a. leprechaun b. gnome

c. Superman Initals:

a. William

5 points

D

a. American b. Canadian

K What comic book hero lives in Gotham City?

Which prince will become the next king of England?

G What nationality is the ctional spy James Bond?

4 points

C

Initals:

Initals:

Initals:

3 points

Group:

Initals:

Initals:

Initals:

Vocabulary most: more than all others skull: bony case that protects the brain

20 twenty

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON READING

Name:

3. Asking the Right Question

? ?

C2

Trivia games ask different kinds of questions. 1. Read about different types of game questions.

2. Write the name of a game that uses each type of question. Use your list of trivia games in Task 1 for help.

Multiple choice questions give three or four answers to choose from. Game:

?

Type of Question: Multiple choice

Type of Question: Give the answer You need to give information to answer this type of question. Game:

Type of Question: Give th

e question

lly the answer. This type of question is actua ate question to You have to ask the appropri ormation. show that you know the inf Game:

Type of Question: Dif fe

rent levels

Some games use diffe rent types of questio ns but they get more dif cult after each questio n. Ga me:

Type of Question: True or False? Look for different kinds of trivia games on the Internet. Search words: TV trivia games

In this kind of game, you have to say if a statement is true or false. Game:

3. Read the Quick Facts on pages 22–24 Choose a category. Write questions about each text on the question cards. Use the types of questions mentioned.

Reproduction prohibited © Chenelière Education Inc.

? ? ?

Unit 2

twenty-one 21

Name:

Date:

ions Multiple-Choice Quest About Skateboarding

1.

QUICK FACTS

Group:

Category: 1.

a.

b.

c.

2.

Skateboarding a.

Skateboarding started because people wanted a way to surf when there were no waves. In 1958, someone put wheels from roller skates on a wooden board. The rst skateboard contest happened in California in 1963. For a few summers during the 1970s, there was not enough water to open swimming pools in California. Skateboarders started to use the empty pools to practise tricks.

c.

3.

a.

b.

c.

QUICK FACTS

2.

b.

True-or-False Questio ns About Great White Sh arks

Category: 1.

True

False

Great White Sharks Adult great white sharks can swim at speeds of 42 km / h. They can weigh up to 2000 kg. They are at the top of the food chain. Shark attacks on humans are rare, but three types of sharks are dangerous: great white sharks, bull sharks and tiger sharks. A great white shark’s tooth can measure up to six cm long.

2.

3.

Vocabulary speeds: how fast waves: pattern of moving water

22 twenty-two

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Date:

QUICK FACTS

Name:

Group:

Questions r e w s n -A e h Give-t rade Center T d rl o W e th About

3.

Category: 1. Q.

A.

The World Trade Center The World Trade Center was a group of seven buildings in downtown New York City. Two of the buildings were very tall. People called them the twin towers. On September 11, 2001, members of a terrorist group called Al-Qaeda hijacked airplanes and crashed them into the twin towers. Both buildings collapsed. More than 2600 people died in the World Trade Center attacks.

4.

2. Q.

A. 3. Q.

A.

Give-the-Question Que stions About the Olympics in Canada

Category:

QUICK FACTS

1. Answer

Question What is

2. Answer

Question What is

The Olympics in Canada In February 2010, Vancouver hosted the Winter Olympic Games. The Canadian team won 26 medals. This was the third time that Canada hosted the Olympics. The rst time was in Montréal in 1976, with the summer games. Canada won 11 medals in Montréal. Calgary hosted the winter games in 1988, when Canadians won only ve medals.

Vocabulary collapsed: fell down hosted: held Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-three 23

Name:

Date:

el Questions Different-Lev n, England About Londo

5.

Group:

QUICK FACTS

Category: 1. Q.

A.

London, England London is one of the great cities of the world. It is the capital of the United Kingdom. The United Kingdom contains four countries: England, Northern Ireland, Scotland and Wales. There are many interesting landmarks in London, such as Buckingham Palace and Tower Bridge.

2. Q.

A. 3. Q.

A. Vocabulary landmarks: attractions to visit

4. Ask a classmate one question about each text and write down her or his answers. 1. Q.

A.

2. Q.

A.

3. Q.

A.

4. Q.

A.

5. Q.

A.

Grammar Flash Question Words Who: person What / Which: thing

Where: place

Whose: possession

When: time

How: manner or way

How much / How many: quantity

Why: reason

Complete the questions with the correct question word. 1. __________ invented ice cream?

4. __________ did you have for lunch?

2. __________ did you study all night?

5. __________ did you get to school?

3. __________ did you last see Joe?

6. __________ were you born?

24 twenty-four

Trivia Challenge

Go to the Grammar File on pages 173–175 for more practice.

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON LISTENING

Name:

4. Is That Your Final Answer? C2

Test your knowledge of Canada in a radio trivia quiz. 1. How much do you know about Canada? Colour the circle that describes your abilities.

I don’t know anything.

I know a little.

I’m average.

I know more than most people.

I’m a pro.

CD 2. Listen to the trivia quiz. You will hear each question twice. Write your answers in the spaces below.

1 a. 8 1. 2 True 2.

b. 10

c. 13

6 6. a. Long Bridge

b. Green Gables Bridge c. Confederation Bridge

False

3 3.

77. True

4 a. Alberta and Saskatchewan 4. b. British Columbia and Saskatchewan c. British Columbia and Alberta

8 8. a. Nunavut

5 a. British Columbia 5. b. Ontario c. Newfoundland

False

b. the Northwest Territories c. the Yukon 9. 9 10 True 10.

False

3. Listen to your teacher give the quiz answers. Score one point for each correct answer. Calculate your score. My score is ___________ 4. Return to Step 1. Does your score reect your abilities?

5. What three new facts did you learn?

Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-ve 25

Date:

FOCUS ON WRITING

Name:

C3

Group:

5. It’s Your Turn Write your own trivia game questions. 1. What kind of trivia games do you like to play? Do you prefer TV games, board games or online games?

2. What types of questions do you like to answer? Check off your choices. different levels

give the answer

give the question

multiple choice

true or false

3. What categories do you prefer? Write them down.

4. Write 15 game questions. Use your favourite categories and types of questions. Use the writing checklist to revise your questions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 26 twenty-six

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

5. Write the answer key for your questions. Use complete sentences.

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

6. Write the rules of your game.

Writing Checklist

Time to Talkto Time

Brainstorm ideas to write your questions. Use different question words.

Talk

Play the game with your classmates.

Review the verb tenses you use. Check the word order of your questions. Use your resources to check your work: grammar ash, grammar close-up, dictionary, information and models from tasks.

Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-seven 27

Name:

Date:

C2

Group:

Extra Reading A Classic Canadian Trivia Show: Reach for the Top “Reach for the Top” is a television trivia game show for high-school and college students. It rst aired on the CBC in Vancouver in 1961 and is still popular across Canada. Students compete in their regions for the opportunity to participate at the provincial level. Provincial winners go to the national “Reach for the Top” tournament and the winning team becomes the national champion. In 2010, a team from Dawson College in Montréal won the Québec championships and took part in the national tournament.

Vocabulary aired: broadcast on television buzzer: device that makes a loud sound CBC: Canadian Broadcasting Corporation (television network)

Students of 19 and under can play “Reach for the Top.” A team of four players from one school or college plays against a team from another school. The host asks questions from many different categories, which players cannot choose. To win, players must press a buzzer and answer questions as quickly as possible. Sometimes team members can discuss the answer, but usually one player must answer alone. If a team gives the wrong answer, the other team can respond and win the points. Participating schools have “Reach” clubs with a teacher coach who helps students to prepare for inter-school matches and championships. From the 1970s to the 1990s, there was a French language version of the show called “Génies en herbe.” Sometimes, “Reach for the Top” and “Génies en herbe” made shows together. Teams from English schools answered questions in French, and teams from French schools answered questions in English.

Before Reading 1. How often do you watch television game shows? What do you like or not like about them?

28 twenty-eight

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

While Reading 2. What happens during “Reach for the Top” ? Write down the steps.

1. 2. 3. 3. Who competes in “Reach for the Top” ?

4. What are the three levels of competition? •

•

•

5. What must players do before they answer a question?

6. What happens if a team does not know an answer? • • 7. How do teams prepare for the game?

8. What was the French version of the game called?

After Reading 9. What do you think are positive and negative aspects about preparing for a game show? Compare your answers with a classmate’s. Good

Bad

10. Discuss with a classmate: Would you like to participate in a game show like this? Why or why not?

Reproduction prohibited © Chenelière Education Inc.

Unit 2

twenty-nine 29

Name:

Date:

Group:

Grammar Close-Up The Simple Past We use the simple past for: • completed facts and actions • descriptions Types of Verbs Regular Verbs

Afrmative Add ed to the base form of the verb. She wanted to ask a question.

Irregular Verbs

Negative Place did not or didn’t before the base form of the verb. I did not / didn’t play the game.

Check the list of irregular verbs on pages 213–214.

She did not / didn’t know the answer.

We won the game. Verb To Be

Use was or were. He was slow to answer. They were the 2010 champions.

Place not after the verb or use the contraction wasn’t / weren’t He was not / wasn’t a good player.

Yes / No Questions • To form a yes / no question with the verb to be, follow this word order: Was / Were + subject + rest of the question? Were you at work? • To form a yes / no question with other verbs, follow this word order: Did + subject + main verb (base form) + rest of the question? Did you like the movie? Information Questions

Go to the Grammar Files on pages 142–151 and 176–178 for more information and practice.

• To form an information question with the verb to be, follow this word order: Question word + was / were + subject + rest of the question? Where were you last night? • To form an information question with other verbs, follow this word order: Question word + did + subject + main verb (base form) + rest of the question? What did you do yesterday?

30 thirty two

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

Practise A. Complete the sentences with the simple past of the verbs in parentheses. 1. Toasters A British company ________________ (invent) the electric toaster in 1893. The rst toasters ___________________ (toast, neg.) both sides of the bread. When the rst side _________ (be) ready, you _______________ (turn) the bread over to toast the other side. Charles Strite _______________ (create) the rst pop-up toaster with a timer in 1919.

FOCUS ON SPEAKING

Name:

2. Sandwiches John Montagu ____________ (be) the Earl of Sandwich. He _______________ (like) to eat roast beef between slices of bread when he _______________ (play) cards because he ___________________ (want, neg.) to stop. He ____________ (be) the rst person to eat sandwiches. 3. Chewing Gum A long time ago, people __________________ (have, neg.) chewing gum. They _____________ (chew) tree resin. In 1848, a man ________________ (make) the rst commercial chewing gum. It _____________ (taste) like spruce, a kind of tree. A few years later, he ______________ (start) to make gum with fruit avours. It _______________ (become) very popular.

B. Write two trivia questions about each of the texts above. Use give-the-answer and true-or-false questions. Toasters 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ Sandwiches 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ Chewing Gum 1. ________________________________________________________________________________ 2. ________________________________________________________________________________

Reproduction prohibited © Chenelière Education Inc.

Unit 2

thirty-one two 31

Name:

Date:

Project

C1 C2 C3

Project

Group:

Produce a class trivia game show.

Pre-Production Step 1

Plan your game show. • Give your show a name. • Determine the number of participants. • List the material you need. • Decide if you need a game host to coordinate the game and ask the questions. • Other _____________________________________________________

Step 2

Decide on your categories. With your team, choose fteen questions from Task 5.

Step 3

Decide on the responsibilities of each teammate. Responsibility

Teammate

Writing question cards

Writing answer key

Production Step 4

Write the script for your show.

Step 5

Produce your game show. Practise before you play it with your classmates.

Use appropriate software to prepare the materials for your game show.

Post-Production

32 thirty-two

Step 6

Ask classmates to participate in your trivia game show. The other classmates will be audience members.

Step 7

Ask for feedback from classmates. Write notes on what you can do to improve your show.

Trivia Challenge

Reproduction prohibited © Chenelière Education Inc.

Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extrao dinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Spor Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordina Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extrao dinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Spor Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordina Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraord nary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports E traordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Spor Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordina Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extrao dinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Spor Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordina Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraord nary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports E traordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Spor Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordina Some sports already seem Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports Extraordinary Sports impossible. 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Unit 3

Extraordinary Sports

STARTING POINT

Name:

Date:

C2

Group:

1. Pushing the Limits What are extreme sports? Find out more. 1. What do you think denes an extreme sport? Read the four denitions and circle the one that matches your own ideas. Underline the key words in the denition you choose. a. A popular sport or activity that makes athletes push the limits of their endurance b. A non-traditional sport or activity that involves increased risk and danger c. A competitive sport in which the main challenge is from another athlete or team d. A sport that test the limits of athletes and their equipment 2. Look at the photos and name the sports.

A B

E

D

C

F

G

H

Time Talk Time toto Talk Look at the sports from Steps 2 and 3. Which sports do you like? Why?

34

thirty-four

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Read the sports cards. Which of the sports mentioned match your denition of extreme sports?

Skurng is a water spor t. It combines water-skiing and surng and is practised on a skim board with no bin dings. It began as wakeboard ing.

In 1981, a group of friends played the rst paintball game based on Capture the Flag. Today, several countries use paintball to train their armies.

Parkour enthusiasts run and jump over obstacles. At rst, the obstacles were small but now parkour enthusiasts run up buildings and jump from one building to another.

Vocabulary bindings: equipment to hold athlete’s feet on the board

4. Answer the questions. a.

Which sport is used by armies?

b.

Which sport includes running, climbing and jumping over obstacles?

c.

Which sport started as wakeboarding?

d.

Which sports are not really extreme sports? Why?

Grammar Flash Which

What

Use which when there is a dened choice. Which sport do you prefer: skurng or parkour?

Use what when there is no dened choice. What sports do you watch?

Complete the questions with which or what. 1. _______________ of these extreme sports would you try? 2. _______________ do you have for lunch? 3. _______________ activity do you prefer: kayaking or canoeing? 4. ________________ plans do you have for the weekend?

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Unit 3

thirty-ve 35

FOCUS ON READING

Name:

Date:

C2

Group:

2. Five Risky Sports Read about the latest extreme sports. How dangerous are they? 1. Before you read, answer the questions. a. Do you watch extreme sports shows on TV? Which ones?

b. What risks do participants take?

2. Read about ve newer extreme sports. As you read, underline the risks and circle the protective equipment needed.

Five Extreme Adventure Sports Crocodile Bungee Jumping

1

This sport originated in New Zealand. First, people tie a bungee rope to their ankles. Then, they jump off a precipice directly above a basin of hungry crocodiles. When the bungee rope straightens, the jumper’s leg could break. If the rope gets tangled around the jumper, it could be fatal. The jumper could also fall and be eaten alive by the crocodiles! Jumpers do not wear protective equipment. They are fearless risk-takers with an appetite for the extreme.

Vocabulary bruises: dark marks on skin caused by injury harness: belt to hold something in place

2

Hill-Rolling

Do you want to know what it is like to roll around inside a huge ball? Then you should try hill-rolling. This sport started in New Zealand. Individuals climb inside a big transparent

rope: cord

plastic ball and roll down a hill. Riders can wear a harness to

tangled: twisted around

keep them in place but some decide to slip and slide around in the ball as they roll. The risk is low but you could get many bruises or hurt your neck or back. Want to try it?

36 thirty-six

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Name:

3

Date:

Group:

Volcano Boarding

Are you tired of regular snowboarding? This could be for you. Boarders race down slopes of volcanic ash. They can reach speeds of 80 kilometres per hour. The only equipment they use is a board and helmet. The helmet should protect them from head injuries, but they have no protection from fractures and bruises. Think of the adrenaline rush when you arrive at the foot of a 1000-metre high volcano!

BASE Jumping

4

BASE jumpers do not jump out of planes. They throw themselves off xed objects: buildings, antennas, bridges or precipices. Adventure sport fanatics consider this activity very dangerous, but they like to do it anyway for fun. BASE jumping is much

Limbo Skating

5

riskier than skydiving. BASE jumpers are closer to the ground and do not have room for mistakes. One jump could be

This unbelievable sport comes from India. First,

their last. Jumpers have to wear helmets

contestants skate very fast. Then, they bend down

and shoulder and knee pads for safety.

to 20 centimetres above the ground to skate under

The best protective equipment does not

a line of cars. The skaters wear no protective

eliminate the risks of serious fractures or

equipment. This sport can leave skaters with

even death. You should avoid this sport!

scrapes, bruises and severe or even fatal injuries. The current record-holder can roll under 57 consecutive cars in 45 seconds. And you

Time to Talk Time to Talk

thought inline skating was fun!

Why do you think people are ready to risk their lives doing extreme sports? Vocabulary fractures: broken bones scrapes: skin damage slopes: mountain sides Reproduction prohibited © Chenelière Education Inc.

Unit 3

thirty-seven 37

Name:

Date:

Group:

3. Complete the information in the chart.

Sport

Protective Equipment

Risks

1. Crocodile Bungee Jumping

2. Hill-Rolling

3. Volcano Boarding

4. BASE Jumping

5. Limbo Skating

Grammar Flash Modals Can, Could, Must, Have to and Should We use can, could, must, have to and should to change the meaning of the main verb. • Use can (present) and could (past) to express ability or possibility. • Use must and have to to express obligation. • Use should to express advice or strong possibility. Place can, could, must, have to and should before the base form of the verb.

Look out! Complete the sentences with can, could, must, have to or should. 1. Liz _______________ be disqualied because she was late. (possibility) 2. Gabriel ___________________ participate in the race. (ability, negative)

are The negative forms t, no d cannot, coul t, must not, should no to ve ha t do / does / did no

3. The racers _______________ register at 8:00 a.m. (advice) 4. The skateboarder ______________ perform the same trick twice. (obligation, negative) 5. The rules say that you ______________ do a minimum of two parachute jumps. (obligation)

38 thirty-eight

Extraordinary Sports

See the Grammar File on pages 167–169 for more practice.

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

3. The Ultimate Decision

C2

Find out why people do extreme sports. 1. Why do you think people take risks in sports? Give two reasons.

FOCUS ON LISTENING

Name:

CD 2. Look at the graphic organizer below and then listen to an interview with a bungee jumper. As you listen, write notes in the graphic organizer. Then, complete your answers. Why do athletes do dangerous sports?

What risks do bungee jumpers take?

•

•

•

•

•

•

•

EXTREME! What are the effects of chemicals?

What happens to extreme athletes? • • •

3. Answer the questions. Use information from the interview to help you explain your answer. a.

Do you think that you have the qualities to do an extreme sport?

b.

Do you think that the fun of extreme sports is worth the risks?

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Unit 3

thirty-nine 39

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

4. Ready, Set, Action! Review what you know about extreme sports. 1. Play a game. First, read the game instructions.

Materials dice

markers

Time Talk Time toto Talk • Are extreme sports for both boys and girls? Do girls perform as well as boys?

Instructions 1. 2.

Roll the dice. Move your marker. Read and answer the question. If you answer correctly, stay on that square. If your answer is not correct, go back to your original square.

2. Read the model dialogue and use it to help you play the game and answer the questions.

CD

The answer is rock climbing. 2. Circle categories of questions. Youyour mustfavourite have a harness.

What’s a harness?

It’s a belt to hold you in place. Oh, I remember. O.K. My turn.

40 forty

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

21

Name the sport.

22

Name the sport.

23

Group:

Name the sport.

24

Name three sports for which you must wear a helmet.

END Which extreme sport pushes this sport to the limit?

Name the sport.

20

What are its risks?

Name the sport.

19 You win a free pass! Advance 4 squares

11

Name the sport.

How is it extreme?

10

9

What are the risks?

18

17

Congratulations! You are an extreme sports champion.

What is this extreme sport?

16

Name a sport that is not an extreme sport now. Do you think you could do it? Give a reason.

12 Name the extreme sport that combines running and obstacle jumping.

What sport uses this equipment?

What activity is it based on?

13

Is it high risk or low risk? Name the sport.

14

You need to practise. Miss a turn.

Do you think you could What protective do this sport? Give a equipment do you reason. need? Name the sport.

8

15

What pushes a person to do this sport?

7

What protective equipment do you need for this sport?

6

Name the sport.

4

Name the sport.

Name an extreme water sport. What extreme sport is based on it? What injury could happen to this skater?

2

Name the sport. Is it risky?

3

5

START Justify your answer.

Reproduction prohibited © Chenelière Education Inc.

What can make it an extreme sport? Unit 3

What protective equipment should you wear? forty-one 41

Date:

FOCUS ON WRITING

Name:

C3

Group:

5. A Unique Extreme Sport Write about an extreme sport that you want to try. 1. Choose an extreme sport that interests you.

2. Use the graphic organizer to brainstorm ideas for your text. Research other ideas if necessary. What sports is this extreme sport based on? Why does this sport interest you?

What equipment should you have? Where and when can you play this sport?

What are the risks? Look for information and images on the Internet. Use appropriate software to produce the nal copy of your text.

42 forty-two

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Refer to Step 2 to write the rst draft of your text. Support your statements with examples or facts.

4. Revise your text to improve your draft. Use the writing checklist for help.

Writing Checklist Add other ideas and opinions. Make sure that your text is well organized and that your message is clear. Check your grammar. Check that your word order and punctuation are correct. Use your resources to check your work: dictionary, grammar ash, information from tasks, peers.

5. Write the nal copy of your text. Add images if possible. 6. Exchange your text with a classmate. Read your classmate’s text and give feedback.

Reproduction prohibited © Chenelière Education Inc.

Unit 3

forty-three 43

Name:

Date:

Who Says You Can’t?

C2

Group:

Extra Reading Meghan Fink is a great surfer, even though she cannot see the waves or the sunshine—she is visually impaired. After her rst lesson with an instructor, she went surng for the rst time. She was excited just to stand on her board and feel the wind in her hair. She practises every day, even if it is raining. Meghan sees herself as having no limitations. “ Even though I’m visually impaired, ” she says, “what’s really stopping me? ” Bungee jumping and skydiving are on her to-do list.

Aaron Fotheringham cannot walk or ride a bike, but with his wheelchair he can carve, grind, power-slide and spin like any other kid on a skateboard. He has won BMX freestyle competitions and can do 180-degree turns in mid-air. He is the rst person to land a wheelchair back ip. How does he do it?

What is it about an extreme sport that can change a life? Cooperation, courage, determination and perseverance can redene the word impossible. All you have to do is believe in yourself.

First, Aaron has to use a speciallydesigned wheelchair. It is extra strong so that it can take the pounding when he practises his tricks. Second, he must be careful when he is going fast. He cannot fall backwards. If he does, he can hurt himself badly. Aaron was born with spina bida— his spinal cord is partly exposed. Aaron never lets that discourage him. He is courageous and persistent. He practises until his back ips are perfect, even though he knows that he could hurt himself badly. He could suffer a concussion or break a bone. But Aaron says, “ An injury is temporary, but a lost opportunity is permanent. ”

Vocabulary be careful: avoid danger carve: skateboard move grind: another skateboard move pounding: rough treatment

44 forty-four

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Before Reading 1. Name three things that you think are impossible for you to do.

While Reading 2. Which extreme sports are mentioned in this article?

3. Write down one way that Aaron and Meghan demonstrate the following character traits: a.

Courage Aaron Meghan

b.

Determination and perseverance Aaron Meghan

After Reading 4. How can Aaron and Meghan inspire other teens?

5. Do you know of similar teens? Give examples.

6. With a classmate, name athletes or other well-known people who show similar courage and determination.

Reproduction prohibited © Chenelière Education Inc.

Unit 3

forty-ve 45

Name:

Date:

Group:

Grammar Close-Up t!

Formation of Questions With Can, Could, Must, Have to and Should

Look ou

does/did Use do/ ave to with h ions. t for ques

• Use can and could to ask about ability and possibility. • Use must and have to to ask about obligation. • Use should to ask for advice.

Yes / No Questions

Information Questions

Can

Can you do a 360 o turn?

What skateboarding trick can you do?

Could

Could you teach me an extreme sport?

Which extreme sport could you teach me?

Must

Must you wear protective equipment?

What protective equipment must you wear?

Have to

Do you have to wear protective equipment?

What protective equipment do you have to wear?

Should

Should I try hill-rolling?

What should I wear to go scuba diving?

Practise A. Write an appropriate yes / no question for each sentence.

Go to the Grammar File on pages 169–170 and 182 for more information and practice.

1. Yes, riders can wear a helmet. ______________________________________________________________________________ 2. No, you don’t have to buy gloves. ______________________________________________________________________________ 3. No, the team from France cannot continue. ______________________________________________________________________________ 4. Yes, a wakeboard can t inside a small car. ______________________________________________________________________________ 5. No, the date of the event could not change. ______________________________________________________________________________

46 forty-six two

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

6. Yes, the champion can rollerskate 42 kilometres in a day. ______________________________________________________________________________ 7. No, the twins could not attend the training camp last month. _______________________________________________________________________________ 8. Yes, Myra has to land exactly where she aimed. ______________________________________________________________________________

FOCUS ON SPEAKING

Name:

9. Yes, people who do parkour have to jump over various obstacles. ______________________________________________________________________________

See the Grammar File on page 173 for more information on question words.

B. Write an appropriate information question for each sentence. The answer is underlined. 1. Interested students can sign up on Wednesday.

______________________________________________________________________________ 2. The students must bring a bag lunch. ______________________________________________________________________________ 3. Teachers have to supervise their own students. ______________________________________________________________________________ 4. Parents can park their cars in the parking lot by the mountain. ______________________________________________________________________________ 5. The rain and lightning could cause the outing to be cancelled. ______________________________________________________________________________ 6. Students must dress warmly. ______________________________________________________________________________ 7. Mr. Tessier can take care of the water supply. ______________________________________________________________________________ 8. Lily and Charles could take photos during the outing. ______________________________________________________________________________ 9. The students have to choose the trail up the mountain. ______________________________________________________________________________

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Unit 3

forty-seven two 47

Name:

Date:

Project

C1 C2 C3

Project

Group:

Create a poster for a new extreme sport.

Pre-Production Step 1

Choose two or three sports to create a new extreme sport. Write the sports down.

Combine the sports to make a new one. Give your new sport a name.

Step 2

Brainstorm ideas to include on your extreme sport poster. Think about: v actions

v protective equipment

v place and season

v the risks

Decide on the focus of your poster.

Use the computer to do research and to produce your poster.

Step 3

My poster will focus on __________________________________________ . Design the layout and look for images. Show your layout to a classmate for ideas and feedback to help you improve it. Add or remove information.

Production Step 4

Create the rst draft of your poster. Check your verbs, word order and punctuation.

Step 5

Produce the nal version of your poster. Add images.

Post-Production

48 forty-eight

Step 6

Post your poster on the classroom wall. Ask your classmates for feedback.

Step 7

Evaluate your work. Think about your classmates’ feedback, the production process and your ability to focus on the task. Decide what you will do differently next time.

Extraordinary Sports

Reproduction prohibited © Chenelière Education Inc.

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Unit 4

Animation Secrets

Date:

STARTING POINT

Name:

C2

Group:

1. Animation Magic How much do you know about stop motion animated movies? 1. Name some animated movies.

2. Which movie is your favourite?

Vocabulary

3. Read how anyone can make clay-animated movies. Use the pictures and the word bank to complete the text.

Word Bank background clay gures frames modelling clay movie software webcam

+ +

+

+ =

How to Make a Clay-Animated Movie First you need _________________________ to create your characters. You can use different colours to make your _________________________ interesting. Second, nd a piece of cardboard or a cereal box. Paint a ____________________ on the cardboard. Then, connect the ____________________ on your computer to take pictures. Take many pictures of your gures in different positions. Next, edit the frames with the help of computer ____________________. Then, show the frames to a friend to get more ideas and use the ideas to improve your ____________________. Finally, you’re ready to show your creation!

4. Do you think you could make a clay-animated movie? Why?

50 fty

Animation Secrets

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

2. Animation Projects

FOCUS ON READING

Name:

C2

Animated movies make popular projects in some schools. 1. Does your school offer animated-lmmaking projects?

1 Clay Animation

2

TECHNIQUE

TECHNIQUE

2. Read how students use different techniques to make their movies. As you read, underline the steps in the techniques.

I chose to make my movie with clay gures. In my movie, the characters walk and move their little arms and legs. To make them do this, rst, I have to take a photograph every time I move a character’s arm or leg. Then, each photograph becomes a frame in my movie.

Cut-out Animation

I really like to use stop motion animation.

To create my movies, I draw at shapes and characters on paper and cut them out. To make sure that my camera does not move, I put it on a tripod and then I take pictures. Next, I move my paper cut-outs in small steps. Finally, when I play the snapshots non-stop, it creates the illusion of movement.

TECHNIQUE

3 Pixilation Animation I take hundreds of pictures of a real person to create a pixilation animation movie. Then, I place the pictures in sequence to make my movie. This way, I can make an ordinary person do extraordinary things. Here, my main character is oating in the air and holding a broom.

Reproduction prohibited © Chenelière Education Inc.

Unit 4

fty-one 51

Name:

Date:

CGI Animation I am good with computers and love

5

to create and animate 3D characters.

TECHNIQUE

TECHNIQUE

4

Group:

I chose computer-generated imagery (CGI) animation because it looks a lot like traditional animation. I am using

Classical Animation I use a graphic tablet to create all the illustrations needed for classical drawing animation. First, I draw 2D characters to create my

special software for this project. The

cartoon. Then, I photograph

main difference is that I start by

each frame and play the frames

drawing 3D models on my computer.

non-stop.

Then, I make my movie.

6 TECHNIQUE

Rotoscoping For my project, I chose to create an animation from a video sequence. First, I freeze the action on the screen. Then, I place a piece of paper over my computer screen and trace over the lm’s image. I do this repeatedly and add more colour and texture to my drawing each time. Last, I photograph each drawing to create a rotoscope video clip.

3. Read the timeline of the history of animation. Underline the different types of animation. Then, add examples of animated lms from your time to the timeline. 1917 1914

Max Fleischer invented the rotoscope.

Windsor McCay produced an animated

With this, artists traced lmed sequences

cartoon called Gertie, the Dinosaur.

on paper and created realistic cartoons.

1900

1910

1920

1930

1940

1901

1937

The rst type of animation was pixilation.

Disney Studios produced the rst successful

This process makes people and objects

full-length classical animated lm:

appear, disappear or oat.

Snow White and the Seven Dwarfs.

52 fty-two

Animation Secrets

1950

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

4. Match each instruction with an animation technique. Use the key words in the texts in Step 2 to help you.

Vocabulary

Animation Technique 1. clay animation

Instructions

______

2. cut-out animation ______ 3. pixilation animation ______ 4. CGI animation

______

5. classical animation ______ 6. rotoscoping

______

a) Trace over lm images repeatedly. Then, photograph each drawing to create a video clip. b) Take hundreds of pictures of a real person moving. c) Draw 3D models on the computer. d) Move modelling-clay gures and take photographs of each movement. e) Cut out people and objects from paper, move them and take photographs of each movement. f) Draw 2D characters to create cartoons.

5. Use letters from the word ANIMATION to complete the words used in the project descriptions in Step 2.

C H

R

C

D R G E

persons, creatures

E R S W

E R

N G

sketching, illustrating

E D

produced, made program, application

S O F

W

R E

C

O

S

R

movies made using animation instead of live actors

6. What technique do you think is the most interesting? Why?

1957 Artists used clay to create stop motion animation. The Gumby Show in 1957 was an example of clay-animated work.

1960

1970

1980

1990

2000

2010

1962

2004

The creation of cut-out animated movies

Movie producers used motion capture to create animated movies.

developed over many years. This technique

Actors wore special suits that allowed computers to copy their

is still popular in children’s TV shows.

movements onto computer-generated imagery characters.

Reproduction prohibited © Chenelière Education Inc.

Unit 4

2020

fty-three 53

FOCUS ON READING

Name:

Date:

3. Creating a Stop Motion Movie

Group:

C2

Animation can become an exciting hobby. 1. Read the blog of a teen who has an interesting hobby. Underline the materials he uses to create a cartoon.

When Animation Is a Hobby My name is Daniel. I love to create stop motion movies. I am a beginner but I am learning more every day. Stop motion is an animation technique. Basically, each movement is a new “shot.” This means that I take a picture of each movement. I can see my movie when I play all the shots non-stop at the end. When I am creating a short clip, I am very relaxed and the result is always amazing. If you want to create a short clip, you have to follow these steps. First, check if you have all the materials you need: a computer, a webcam or a camera and a cable to transfer the snapshots onto the computer. You can use animation capturing frame software. I also use a table lamp and a tripod to hold my camera. Second, you can use clay or any kind of toy to represent your characters. I often use mini building-block characters. In this example, I am using both. Then, to create a lm background, you can use a desk and pieces of cardboard. I like to use a cardboard box. Boxes come in different sizes, which is very helpful when you are creating a scene. Next, you need to write a script—the story that you want to tell. In a short clip you need to have a surprise ending. My script has three scenes: A boy is skateboarding. A dinosaur appears out of nowhere and eats the boy. Suddenly another dinosaur appears and eats the rst dinosaur. It is also very important to create a storyboard. You must make sure that you plan every single movement that you will photograph. I take a photo and copy it three times to make three frames of the same photo. I name it Vocabulary Shot 1 A-B-C. For this movie, I am planning to take 40 pictures to amazing: remarkable create the three scenes. beginner: novice Finally, load your images into a movie program and add a title cardboard: material used to your movie. You can edit it by deleting or adding frames to get a to make boxes nal version. single: distinct snapshots: photographs

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Animation Secrets

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Name:

Date:

Group:

2. Write down the six steps to create an animated movie.

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 3. Read the three scenes on Daniel’s storyboard. Pay attention to the description of the action in each frame.

Scene 1: A boy is skateboarding. SHOT 1 A-B-C

SHOT 2 A-B; 3 A-B; 4 A-B; 5 A-B; 6 A-B The boy is coming from the right on a skateboard. Background: cut-out sun and cloud and mountain line.

I am moving his right arm up, and his left arm is swinging back. I am pushing the boy and skateboard forward. The cut-out cloud is moving to the right.

Scene 2: Suddenly, a dinosaur appears out of nowhere and eats the boy. SHOT 7 A-B; 8 A-B; 9 A-B; 10 A-B

SHOT 11 A; 12 A; 13 A; 14 A; 15 A; 16 A; 17 A; 18 A; 19 A; 20 A

I am pushing the dinosaur to the right. The cut-out cloud is moving to the right.

I am tilting the dinosaur toward the boy The cut-out cloud is moving to the right.

SHOT 21 A-B; 22 A-B; 23 A-B I took the boy out of the picture. I am moving the dinosaur to the right.

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Unit 4

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Date:

Group:

Scene 3: Suddenly another dinosaur appears and eats the rst dinosaur. SHOT 24 A-B; 25 A-B; 26 A-B-C; 27 A-B-C

SHOT 28 A; 29 A; 30 A; 31 A; 32 A; 33 A; 34 A; 35 A; 36 A; 37 A

I am pushing the large dinosaur to the right. The cut-out cloud is moving to the right.

I am tilting the large dinosaur toward the small dinosaur. The cut-out cloud is moving to the right.

SHOT 38 A-B; 39 A-B; 40 A-B

Time to Talk

I took the small dinosaur out of the picture. I am moving the large dinosaur to the right. A new cut-out cloud is on the left.

Use the illustrations on the storyboard to tell your classmate a story.

Estimated time for the movie: 2 minutes

4. Why is it important to create a storyboard?

Grammar Flash Sequence Adverbs and Ordinal Numbers Use sequence adverbs and ordinal numbers to indicate the order in which events happen. They usually appear at the beginning of a sentence. First, write your story. Next, take the photos.

Go to the Grammar File on page 201 for more practice.

Sequence adverbs include after that, next, then, nally. Ordinal numbers include rst, second, third, fourth, etc.

Word Bank

Place these steps in order. Use the words in the word bank.

rst

____________ write a story. ____________ create your characters. ____________ design the background. ____________ photograph the characters. ____________ create your movie.

56 fty-six

Animation Secrets

nally next second then

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Date:

4. Fun Animations

Group:

FOCUS ON SPEAKING

Name:

C1

What makes an animation movie a success: a good story, the characters or funny scenes? 1. Think about a cartoon or an animated movie that makes you laugh. Give two reasons why you think it is funny.

2. Look at the illustrations from an incomplete storyboard below and on page 58. 3. With a classmate, describe the actions in the illustrations of this stop motion movie project. Take turns. The model dialogue on page 58 will help you describe the actions.

SCENE 1 1

2

SCENE 2 3

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4

5

Unit 4

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Group:

SCENE 3 6

7

SCENE 4 8

9

CD Let’s look at the storyboard. Do you want to start? Sure. I think the meteor is moving. It will hit the earth. Um. What’s happening in the next shot? Oh, the girl is ying a kite.

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Animation Secrets

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Date:

Group:

FOCUS ON LISTENING

Name:

5. What Makes a Great Character? C2

Do you have a favourite cartoon character? 1. What makes a cartoon character fun? Give two reasons.

2. Read the vocabulary. Play Odd Man Out. Underline the word that is not related to the rst word in each line.

Vocabulary

1. clumsy: careless – awkward – skilful

5. outts: costumes – clothes – books

2. deep (voice): low – high – bass

6. spare: unused – extra – essential

3. aw: error – fault – quality

7. strange: normal – bizarre – odd

4. freelance: temporary – permanent – part-time

8. sympathetic: horrible – friendly – likeable

3. Listen to an interview about characters. Check the qualities of a good character.

CD

A great animated character is unique

has a signicant fault

is the same as everyone else

is sympathetic

has an attitude

has a distinct personality

does surprising things

is a hero

4. Do you agree with William? ____________________________________ What other qualities must a good character have?

5. Complete the following sentences. Use the words from the vocabulary table in Step 2 for help. a.

A memorable character sometimes wears special ______________________.

b.

An appealing character is not perfect. He or she can have a signicant _________________.

c.

For example, the audience will like a character who is ______________________.

d.

This makes him or her more ______________________ to the audience.

e.

A ______________________ voice can make a character sound serious.

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Unit 4

fty-nine 59

Date:

FOCUS ON WRITING

Name:

C3

Group:

6. A Good Story Write a story for an animated movie. 1. Plan your text. Answer these questions: a. What is the story about?

b. Who is your audience? Young children: age

Teens: age

Adults: age

c. Who are the characters in your story? Choose two characters. Write a short description of each one. Include the following: • the character’s name • what the character looks like • the character’s main personality trait

Character’s Name

Appearance

Personality

•

•

Story

d. What are the characters doing in the story? Use the graphic organizer to brainstorm ideas.

First,

Then,

At the end,

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Animation Secrets

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Name:

Date:

Group:

2. Write the rst draft of your story. Use your graphic organizer for help.

3. Revise your text, using the writing checklist.

Writing Checklist Make sure that your story has a beginning, a middle and an end. Use the present continuous to describe the action, where appropriate. Use adverbs of sequence and ordinal numbers. Use correct capitalization and punctuation. Use your resources for help: a dictionary, your notes and the Grammar Flash.

4. Write the nal copy of your story. Save it to use in your project.

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Unit 4

sixty-one 61

Name:

Date:

C2

Group:

Extra Reading

y a t S o t e r e H e r A s r o Virtual Act Did you know that virtual characters exist? In the past, lmmakers used articial backgrounds, articial crowds and stunt doubles. Real actors acted in an imaginary jungle near imaginary dinosaurs. It was quite a challenge to perform well when they just sat on a black box and imagined that it was a huge rock. Now lmmakers are getting closer to being able to replace human actors with virtual characters. These characters are computer generated (CG). They are not recorded by photographic means and they do not exist in reality, but they look and feel real. There are two kinds of CG virtual characters. The rst are creatures that are not human, but they behave exactly like the human actors in a movie. Scooby in Scooby-Doo, Gollum in the movie The Lord of the Rings: The Two Towers and the

inhabitants of Pandora in Avatar are examples of this kind of character. The second kind are characters that look and act exactly like humans, such as the many Agent Smiths in The Matrix Revolutions. Animators create these characters with 3D facialmodelling technology. The actor in this photo is a virtual creation. To make her look human, her creators used a technique that captures the smallest details of a person’s facial expression. They programmed, analyzed and reproduced each facial movement the actor made during the lming session. They also recreated those small imperfections that make virtual actors look real. For example, people’s faces are not symmetrical: the right side is different from the left. Making characters look slightly imperfect makes them look completely real.

Vocabulary crowds: masses of people stunt doubles: replacement actors symmetrical: equal modelling: posing

Before Reading 1. Read the title. Name a movie in which virtual actors appear. 2. Do you prefer movies with real actors or virtual characters? Why? real actors: ____________________________________________________________________ virtual characters: _______________________________________________________________

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Animation Secrets

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Name:

Date:

Group:

3. With a classmate, list the advantages and disadvantages of using virtual characters. Advantages

Disadvantages

While Reading 4. Answer the following questions. a. What is the denition of a virtual character?

b. What are the two main kinds of computer-generated characters? 1.

2. c. What does the lm industry use to create a virtual character?

d. What are lmmakers getting closer to doing?

After Reading 5. Choose another title for this text: _______

a. Animators Are Now Actors b. To Be Real Is to Be Imperfect

Compare your answer with a classmate’s. Give a reason for your choice.

6. Do you think that an actor created by a 3D artist can become famous? Explain your answer.

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Unit 4

sixty-three 63

Name:

Date:

Group:

Grammar Close-Up The Present Continuous We use the present continuous to refer to an event or a situation that began in the past, is happening now and will probably continue into the future. I am reading a book about animation techniques. To form the present continuous, use the simple present of the verb to be and add ing to the base form of the main verb. You can also use the negative contracted form of the verb to be with not: He / She / it isn’t reading You / We / They aren’t reading Afrmative Verb To Be

Negative

Main Verb + ing

Verb To Be + not

Main Verb + ing

I am (I’m)

reading

I am not (I’m not)

reading

You are (You’re)

reading

You are not (You’re not)

reading

He / She / It is (He’s / She’s / It’s)

reading

He / She / It is not (He / She / It’s not)

reading

We are (We’re)

reading

We are not (We’re not)

reading

You are (You’re)

reading

You are not (You’re not)

reading

They are (They’re)

reading

They are not (They’re not)

reading

Yes / No Questions in the Present Continuous To form a yes / no question, use this word order: Verb to be in the simple present + subject + main verb + ing + the rest of the question? Are you doing your homework? Information Questions in the Present Continuous To form information questions in the present continuous, use this word order: Question word + verb to be in the simple present + subject + main verb + ing + rest of the question? Why are you running so fast?

Go to the Grammar File on page 157–159 for more information and practice. 64 sixty-four two

Animation Secrets

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Date:

Group:

FOCUS ON SPEAKING

Name:

Practise A. Underline the present continuous form of the verbs. Write the base form of the main verbs. 1. Jersey is creating a clay animation movie with modelling clay. ________________________ 2. We are reading a novel about Walt Disney’s life. _________________________ 3. They are painting the set. ________________________ 4. We are writing notes in our journal. ________________________ 5. Louise is installing the camera. ________________________ 6. They are deleting some frames to accelerate the action. ________________________ 7. Troy is planning the lighting. ________________________

B. Put the words and phrases in the right order to create yes / no questions. 1. are / about the movie / talking / they

?

2. is / a camera / buying / he

?

3. are / folding / paper / you

?

4. is / a long story / writing / she

?

5. is / the background / painting / Jack

?

6. are / making / the puppets / Sophia and Tam

?

7. is / talking / the dog / during the movie

?

C. Put the words in the right order to create statements or questions in the present continuous. 1. character’s / am / movements / planning / my / I

2. computer / I / a / webcam / working / a / am / with / and / not

3. using / in / he / toys / is / project? / his / small

4. project / is / pixilation / with / who / the / working / on / you

5. they / shots / 25 / taking / are

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Unit 4

sixty-ve two 65

Name:

Date:

Project

C1 C2 C3

Project

Group:

Create a storyboard and a short animated movie.

Pre-Production Step 1

Use your story from Task 4. Write down the topic.

Step 2

Decide on a media technique for your animation. clay animation

CGI animation

cut-out animation

classical animation

pixilation animation

rotoscoping

Step 3

Write down the materials you need to create your animation. Think about the characters, background and techniques.

Step 4

Create a storyboard for your story. Plan your visuals. Describe the shots you need to create each scene. Get feedback and ideas from your classmate.

Production Step 5

Produce the nal draft of the storyboard. Then, create your animation movie. Get feedback from your classmate. Use the feedback to revise your work.

Post-Production

66 sixty-six

Step 6

Post the nal draft of your work on your class webpage. Ask your classmates for feedback.

Step 7

Evaluate your work. Decide how you can improve your animation.

Animation Secrets

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Unit 5

The Push and Pull of Advertising

STARTING POINT

Name:

Date:

C2

Group:

1. Using Persuasion Pitches are arguments that advertisers use to get your attention. Learn more about them. 1. a. How many ads do you think you see and hear in one day? b. What types of ads get your attention?

2. List the places where you see and hear ads.

3. Read the following advertising pitches. Write down where you hear or read messages like these:

Timeto to Talk Time Talk • Describe your favourite ads to your classmates. What pitch and strategies does it use?

a.

Your computer is infected! Download our antivirus software for free. Full version $29.99

b.

UTES E NEXT 60 MIN CALL WITHIN TH DE A FREE REFILL! INCLU AND WE WILL

c.

• If possible, bring your favourite ads to show your classmates. d.

S 3 OUT OF 4 DENTIST ODUCT. RECOMMEND THIS PR

e.

Enriched, contains more vitamins.

f.

g.

68 sixty-eight

Do you want to have beautiful hair?

Weekly Specials!

Because YOU deserve the bes t

New! ! Helps control bad breath

The Push and Pull of Advertising

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Name:

Date:

Group:

4. Read how different advertising strategies can persuade customers to buy a product. Match each strategy below with a pitch line from Step 3.

1

Scientic or Statistical Claim These ads tell you that scientists proved that the product works. The ad will refer to scientic studies or mention a mystery ingredient that sounds impressive. Example: Acne medication developed by scientists

to deliver prescription-level results. Pitch:

2

Unnished Claim

These ads claim that the product is better, or has more of something, but do not nish the comparison.

These ads conrm your need for the product. They ask a question and the answer can only be “yes.” Example: : Do you want a healthy body?

Example: Power-X eliminates

Pitch:

more dirt. Pitch:

5

Urgency Tactic

4

Weasel Claim

3

Rhetorical Question

These ads use words that suggest specic information. In fact, the claims are very vague.

These ads create the impression that you have to act fast. Example: Buy now! Supplies are limited!

Everything must go! Order now and receive another free!

Example: Helps control allergy

Pitch:

symptoms. Pitch:

“Compliment the Consumer” 6 These ads compliment consumers and make them feel that they deserve the product.

7

Fear Tactic

These ads imply that if you do not buy the product now, something bad will happen. Example: Buy Wintersafe tires today.

Snow is on the way.

Example: A unique scent for a

Pitch:

unique person—YOU! Pitch:

5. a.

b.

What pitches do your favourite ads use?

What ad strategy inuences you the most?

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Unit 5

sixty-nine 69

Date:

FOCUS ON SPEAKING

Name:

C1

C2

Group:

2. Are Brands Important? Brands identify goods. Why are they important? 1. Read the text. Decide if you agree or disagree with the school’s position. Write down your answer.

School bans visible clothing logos Paul Smith High School is the rst school in Canada to ban visible logos on students’ clothes, shoes and other equipment. Why do so many teens try to wear the same styles as their favourite athletes and pop stars? Some teens think that they need to look trendy to t in. They believe that they cannot be cool unless they wear the same clothes or shoes as their idols. Brand names give them a false sense of condence. For other teens, it is important to own the most popular cellphone and other electronic gadgets.

Vocabulary t in: be accepted

Sadly, teens sometimes tease or exclude schoolmates who do not pay attention to the latest brands or own the latest gadgets. Banning visible logos is the rst step to stop this kind of behaviour.

LOGO

2. Conduct a survey to nd out if your classmates pay attention to brands. Ask eight classmates a different question.

tease: annoy as a joke trendy: fashionable

Find out if your classmate . . . 1.

wears a special brand of shoes.

2.

wears clothing with a visible brand logo.

3.

buys only brand-name jeans.

4.

buys a bicycle because it looks good.

5.

asks his or her parents to buy a specic brand of food.

6.

buys a particular brand of personal music player.

7.

dislikes wearing pieces of clothing with a visible logo.

8.

never pays attention to brands.

70 seventy

The Push and Pull of Advertising

Student’s answer and initials

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Name:

Date:

Group:

3. Share the results of your survey with a classmate. What is your conclusion? I think that most teens pay attention to brands. I think that some teens pay attention to brands. I think that very few teens pay attention to brands.

4. Read the question below. Prepare two arguments to support your answer. Then, discuss the question with a classmate. Read the model dialogue to help you use appropriate language during the discussion.

Question: Should visible clothing logos be banned in school? CD

What’s our answer? Yes or no? I say no. How about you? I agree. This will be easy! Let’s write our rst argument. Well, if teens can’t wear logos, I think they will nd another way to look cool and show off. That’s right. A ban will not change anything. Let’s nd a second argument.

5. Write down the two best arguments.

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Unit 5

seventy-one 71

Date:

FOCUS ON READING

Name:

C2

Group:

3. Slogans That Work Companies use slogans to make people remember their products. Find out how to write a good slogan. 1. Think about slogans. How many can you remember? _____________ 2. Read the text and underline the ve main characteristics of a good slogan.

Tips for Writing Slogans THE PURPOSE OF A SLOGAN IN AN ADVERTISEMENT IS TO LEAVE A MESSAGE IN THE MIND OF THE CUSTOMER OR BUYER. HERE ARE SOME TIPS ON HOW TO WRITE A GOOD SLOGAN. First, make your slogan short and snappy—

Third, good slogan creators use the impera-

usually about seven words long. Make it

tive form to catch the reader’s or listener’s

simple and easy to remember. The motto

attention. Be direct when you write your

is: “If you don’t remember the ad, at least

slogan. People will memorize a catchy slogan

remember the slogan!”

and will also be excited about a new product

Second, try to make the product sound

because of it.

effective and special. Give people a reason

Fourth, use the brand name in your slogan.

to

Use images of your brand.

remember

it.

Communicate

positive

feelings about the brand and give people a warm feeling. A good slogan differentiates one product from another. Make sure that your slogan does that. Vocabulary

Finally, a good way to publicize a brand name is to make the slogan rhyme with it. That is why it is very difcult to translate a slogan into another language and obtain the same result.

catchy: attracts attention • differentiates: distinguishes • snappy: fun

3. Complete the characteristics of effective slogans with information from the text. a. A good slogan is _______________ and snappy. b. A good slogan makes the product sound ________________________________. c. The verb form in a good slogan is usually the _________________________. d. A good slogan usually includes the _______________ name. e. A good way to publicize the brand name is to make the slogan __________________with it. 72 seventy-two

The Push and Pull of Advertising

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Name:

Date:

Group:

4. Read the slogans. Which characteristics from Step 3 do they have? Write the letters down. a.

Don’t get mad. Get GLAD. ____________

b.

The Quicker Picker-Upper ____________

c.

Doesn’t your dog deserve ALPO? ____________

d.

Melts in your mouth, not in your hand ____________

e.

EAT FRESH ! ____________

5. Choose an object in the classroom. Brainstorm ideas for a slogan to sell it. Create the slogan. Use four of the characteristics described in “Tips for Writing Slogans.”

Characteristics:

Grammar Flash Imperatives Use imperatives to give invitations, orders, commands, warnings and instructions. Add please to form polite requests. To form the imperative, use the base form of the verb without a subject.

Look out! us) before You can also use let’s (let yourself. the verb if you are including not. The negative of let’s is let’s Let’s go swimming. Let’s not swim too far.

Read this text. Please wait here. To make a negative imperative, put do not or don’t before the verb. Don’t go there. A. Circle the imperatives in the text “Tips for Writing Slogans.” B. Complete the sentences with the imperative form of the verbs in parentheses. 1. Please __________________ (buy, negative) this product. It is not very good. 2. ____________________ (go) to the store, I want to see the new computer. 3. ______________________ (read) this ad carefully. 4. Please __________________ (believe, negative) everything you hear. 5. Never ______________________ (buy) something under pressure. 6. ______________________ (send) your answer via email. 7. ______________________ (talk) about the brand.

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Unit 5

seventy-three 73

Date:

FOCUS ON LISTENING

Name:

Group:

4. Print Ads

C2

Print advertising includes billboards, newspapers, catalogues, mailers, yers and magazine ads. Do print ads inuence you? Listen to a media expert explain how to analyze them. 1. What do you rst notice in a print ad?

2. Read the words and their denitions. Complete the sentences with the correct words. Vocabulary

Word

Denition

target audience

group of people who will buy a product or service

customer or buyer

person who buys a product or service

logo

symbol or image

brand name

recognizable label

idealize

romanticize, make look better than reality

a. The ad ___________________ students’ lives. Everyone in it looks so happy. b. Often the company uses a ___________________ for its products. c. If the aim of an ad is to sell special running shoes to 14-year-old boys, the boys are the ___________________ . d. The client who purchases a product is a ___________________ or a ___________________. e. This company’s ___________________ represents a bird holding a pen. 3. Examine the ad on page 75. Answer these questions. a. How do the images in the ad make you feel?

b. What does the ad tell you about the product?

c. Do you think that the ad shows reality? Explain your answer.

74 seventy-four

The Push and Pull of Advertising

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Name:

Date:

Group:

CD 4. Listen to the expert’s explanation of the concepts behind the ad. Identify the concept for each step. Step 1: Step 2: Step 3: Step 4: Step 5: 5. Identify the concepts in the ad.

5

2 3

6 4

1

1: 2: 3: 4: 5: 6:

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Unit 5

seventy-ve 75

FOCUS ON WRITING

Name:

Date:

C3

Group:

5. What Makes a Good Ad? Not all ads are successful. Write about the advertising strategies used in a specic ad. 1. Choose a print ad or an ad from the Internet. Who is the target audience?

2. Describe the purpose of the ad.

3. With a classmate, discuss the ad you chose. Write notes about it to help you prepare to write your text. • The slogan

• The pitch

• The image

• The logo

• The brand name

4. Plan your text. Write an outline to help you organize your ideas.

76 seventy-six

The Push and Pull of Advertising

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

5. Write the rst draft of your text. Describe the advertising strategies used. Use your notes from Step 3 and your outline from Step 4 for help as you write.

6. Revise your text carefully. Use the writing checklist for help.

Writing Checklist Organize your information. Add new ideas and opinions to improve your rst draft. Make sure that your message is clear. Remove ideas and words that do not help to convey the message. Check your verb tenses and use of punctuation. Use your resources to check your work: dictionary, grammar notes, model texts and your peers. 7. Write the nal copy of your text. Place your ad and text on a poster board. 8. Post your work for your classmates to read. Reproduction prohibited © Chenelière Education Inc.

Unit 5

seventy-seven 77

Name:

Date:

Advertising 2020

C2

Group:

Extra Reading My phone will talk to me. It will remind me what types of articles I usually buy at this time of year. It will tell me how much money I can spend and what my credit limit is. It will give me directions to where I can buy anything I need. Even better, I will be able to set preferences for my family and friends as well. For example, I will see a picture of my mother on my phone and a message will remind me to buy her a birthday gift. It will

I like to imagine that in 2020, all ads will be customized to my own needs. Billboards will display ads just for me.

tell me where to buy her favourite perfume. I will also receive an email message with a list of gift ideas, to remind me that it is my friend Jade’s birthday in a week. The message will

They will identify who I am, my age, my

suggest that I forward the list to her three best

gender and my income. As I walk by, street

friends.

billboards will change their display and I will see an ad aimed at me, a 24-year-old woman. In the shopping malls, hidden cameras will also lm and read the way I am dressed and send the information to the display posters. The posters will then show where the kinds of clothes I wear are on sale.

On the Internet, pop-up ads on the pages I consult will match my favourite colours and show me products I like. My purchasing information will inuence every page I read. The search engine will also know when my car lease is going to end and will display car ads as I search.

Vocabulary customized: personalized income: pay

Before Reading 1. Do you think that ads will be the same or different in the future? Why?

78 seventy-eight

The Push and Pull of Advertising

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Name:

Date:

Group:

2. Do you think that we should ban all visual ads, such as billboards and signs, in a city? Why?

While Reading 3. Read the questions in Step 4. Then, read the text. As you read, underline the information that will help you answer the questions.

After Reading 4. Answer the following questions. a. What will billboards be able to do?

b. What information will your phone give?

c. How can you tell that nancial institutions will send information to search-engine companies?

d. What media used by advertising companies are mentioned in the text?

e. How old is the writer now?

5. Think of an original way that ads can be personalized to your needs.

6. Do you think that personalized ads can inuence you more than universal ads? Why?

7. Compare your answer in Step 5 with two classmates’. Choose one idea to present to the class. Give two reasons for your choice.

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Unit 5

seventy-nine 79

Name:

Date:

Group:

Grammar Close-Up The Future With Will and Going to With Will • To form afrmative sentences in the future with will, follow this word order: Subject + will + base form of the main verb + rest of the sentence. I will be a careful consumer in future. I will buy local produce. • To form negative sentences, put not after will.

Look out! The contracted form of will not is won’t.

Jean-Guy will not buy that bike next weekend. Time markers include words like tomorrow, in the summer, next year. • To form yes / no questions in the future with will, follow this word order: Will + subject + main verb + rest of the question? Will teens read print ads? • To form information questions in the future with will, follow this word order: Question word + will + subject + main verb + rest of the question? What will your slogan be? How will you advertise your health bar? With Going To • To form afrmative sentences in the future with going to, follow this word order: Subject + verb to be (present) + going to + base form of the main verb + rest of the sentence. Joshua is going to buy new skis next week. • To form the negative, put not after the verb to be. Patrick is not going to spend all his money. • To form yes / no questions in the future with going to, follow this word order: Verb to be (present) + subject + going to + main verb + rest of the question? Is Anne going to write about that new cellphone ad? • To form information questions in the future with going to, follow this word order: Question word + verb to be (present) + subject + going to + main verb + rest of the question? When are you going to buy new shoes?

80 eighty two

The Push and Pull of Advertising

Go to the Grammar File on pages 152–156 for more information and practice.

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Date:

Group:

FOCUS ON SPEAKING

Name:

Practise A. Re-order the words to form sentences. 1.

will / tomorrow / they / create / ad / an

2.

buy / brand / this / will / Paul / not

3.

going / parents / a / to / car / next / buy / her / are / weekend

4.

me / this / will / inuence / campaign

5.

to / I / going / next month / magazine / not / this / am / read

B. Write yes / no questions that correspond to the answers. 1.

__________________________________________________ Yes, I will talk about slogans.

2.

_____________________________________________________________________________ Yes, a famous athlete is going to endorse this product.

3.

_____________________________________________________________________________ Yes, my mom is going to join the group.

4.

________________________________________________ No, they will not cut out pictures.

5.

_______________________________________________________________________________ No, teenagers are not going to like this message.

C. Rewrite the questions with will or going to. 1.

Where do you see billboards? (will) _______________________________________________

2.

When do you watch TV? (going to) _______________________________________________

3.

How do they create bus ads? (will) _______________________________________________

4.

Why do you buy this kind of cereal? (going to) _____________________________________________________________________________

5.

How much do you pay for a 30-second ad? (will) _____________________________________________________________________________

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Unit 5

eighty-one two 81

Name:

Date:

Project

C1 C2 C3

Project

Group:

Create a print ad to advertise a new health bar.

Pre-Production Step 1

Choose your target audience. Decide where you want to place your ad.

Step 2

• Scan images to Step 3 place in your ad. • Use appropriate software to create the nal product. Step 4

on a billboard

on a bus

in a magazine

other

as an online pop-up

Find images that will convince consumers to buy the health bar. Write a slogan that will help consumers to remember your health bar.

Combine the ideas from your slogan and the image to make the pitch. Write two sentences that will convince consumers that your health bar is good.

Production Step 5

Create the rst draft of your ad. Get feedback from another student and make changes to your work if necessary.

Step 6

Produce the nal copy of your ad. Add images, colour and appropriate fonts.

Post-Production

82 eighty-two

Step 7

Post your ad in class. Respond to your classmates’ questions. Ask your classmates for their nal feedback and write it down.

Step 8

Evaluate your work. Decide what you will do differently next time.

The Push and Pull of Advertising

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Unit 6

Weird News

Date:

STARTING POINT

Name:

C2

Group:

1. Spot the Hoax Sometimes a news story can be too strange to believe. Sometimes that’s because it isn’t true! 1. Match each word with its denition. Write the appropriate letter on the line.

Vocabulary

TimetoTtalk to Talk Time

1. hoax

______

a) proprietor

2. hunting

______

b) pieces of metal that attract other metal

3. kernels

______

c) untrue story

4. magnets

______

d) seeds or grains of a plant

5. mall

______

e) chasing an animal for sport or food

6. owner

______

f) shopping centre

2. Read the story headlines and introductions. Guess if each story is true or a hoax. Give a reason for your answer. Write it below the story.

1

• With a classmate, form a group with another pair. Choose a story. • One pair thinks of reasons the story could be true. The other pair thinks of reasons it could be a hoax.

Denition

Word

True

Dog shoot

s owner

A dog on a hunting expedition Saturday shot its o when it ste wner last pped on a on the gro gun that w und. as lying

Hoax

• Take turns presenting your point of view. • Ask for a class vote on the more convincing side.

centre requires 2 Shopping chaperones for teenagers A local mall insists that anyone under the age of 18 must be accompanied by someone over 21.

True

84 eighy-four

Hoax

Weird News

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

True

Group:

Hoax

3

Fridge magnets a cancer risk The decorative ur magnets on yo emit refrigerator can ur radiation into yo ms. ai cl y food, a stud

4Women nd men

True

Hoax

in red more attractive If men want to attract women’s attention, then red is the colour for them.

5 A 25-year-old man died in a house re last night. It started because he forgot to turn off his laptop computer and left it on his bed while he slept.

True

Hoax

True

6

Hoax

British school uses nger scans to take attendance In this school, teachers don’t call names. Computers scan students’ ngers when they arrive.

7

True

Hoax

ry Fire in popcorn facto

factor y caused millions A large re at a popcorn s p last night. Popcorn wa of kernels of corn to po ows of the building for spilling out of the wind two hours.

Reproduction prohibited © Chenelière Education Inc.

Unit 6

eighty-ve 85

Date:

FOCUS ON READING

Name:

C2

Group:

2. Extra, Extra, Read All About It! Headlines try to surprise readers to catch their attention. If a story sounds incredible, it makes you want to learn more. 1. Read the headlines and the news articles below. Choose a headline for each story.

BROTHERS FIND EACH OTHER IN HOSPITAL

Garbage on ground in Germany Brothers have accident, go to hospital

BERLIN INSTALLS TALKING TRASH CANS

r British frogs Expensive tunnel fo

MAN’S FINGER STUCK IN PH ONE

FROGS CROSS THE ROAD IN SPRING 2 1 to build ying almost $300 000 A village in Wales is pa re er amphibians. Cars we a tunnel for frogs and oth als that tried to cross the killing hundreds of anim ch spring. road to get to a lake ea

3 Two brothers separated for 20 years checked into the same hospital on the same night. The brothers lost contact when their parents divorced and were happy to see each other again.

Ofcials in Berlin, the capital of Germany, installed talking trash cans this week. Too many people were throwing trash on the ground. The new cans encourage people to put their garbage in the right place by saying thank you, danke or merci.

4 Vocabulary checked into: registered at headlines: titles of news articles

Paramedics took a man and a pub lic tele phone to the hospital after the man’s nger got stuck in the coin return slot. The man was trying to get his money back. Doctors use d a lubricant and released the man’s nger.

trash: garbage

86 eighty-six

Weird News

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

2. Read about headlines. Underline the characteristics of a good headline.

How to Write a Headline Headlines do not have to be complete sentences. Capitalize only the rst letter in the rst word of the headline and any proper nouns. Do not end a headline with a period.

News headlines make people want to read your article. They must be short and snappy.

Headlines v v v v

give the reader an impression of the entire story are on one line include a noun and a verb use the present tense

3. Read the news stories below. a. Circle the key words in the stories.

Time to Talkto Time

b. Write a headline for each story. Use the key words and the How To box for help.

Form teams and make up a sketch based on one of the stories. Teams can present their sketches to each other. Switch teams and repeat.

1

she opened Mary Marciano got a shock when k that her her refrigerator yesterday. The duc not dead. husband shot two days before was duck to It was looking at her! She took the save it. the veterinarian, who managed to

Talk

2

Imagine Luc Garneau-Freenman’s surprise when a stolen car crashed into his house in the middle of the night. He was sleeping when the car hit the bed and pushed it through the wall into the garden. Luc was surprised, but not seriously hurt.

Look out! Always capitalize the rst letter of a headline and any proper nouns.

Reproduction prohibited © Chenelière Education Inc.

Unit 6

eighty-seven 87

Date:

FOCUS ON SPEAKING

Name:

C1 C2

Group:

3. Did You See the News? When you catch readers’ attention, they are ready to learn the facts. 1. Look at the rst article. Read the information in the arrows about the structure of the article. 2. Choose one article. Read and underline the information about who, what, where, when and why.

Head

line

ARTICLE 1

Skunk gets lift home Main idea: rst sentence

Less i infor mportant matio n

A skunk that accidentally travelled 3500 km in the back of a transport truck will get a free ride home. The female skunk was sleeping in a pipe in California when workers loaded it onto a truck last week. It spent seven days without food and water before it arrived in Mississauga, Ontario. The skunk could not stay in Ontario. As Nathalie Kavonen of the Toronto Wildlife Centre explained, “Skunks are very territorial animals. They won’t accept a stranger in their territory, so there would be a big skunk ght.” Airlines often return lost animals for free, but in this case they refused because of the risk of odour. Finally, the host of a radio show in California agreed to travel to Ontario to drive the skunk home.

t Importan n o ti a inform ma e fro expert t o u Q s or es witn

ARTICLE 2

Dumb car thief is captured Police in Montréal caught a car thief in an unusual way last night. As the man was driving away in a woman’s new sports car, the owner called the police from a nearby public telephone. She told the police ofcer that her cellular phone was in the car. The ofcer called the woman’s phone and Vocabulary host: announcer pipe: cylinder skunk: small black and white animal

the thief answered. The ofcer told him that there was an advertisement in the newspaper for the car, and that he wanted to buy it. The thief arranged to meet the ofcer, who then arrested him. The ofcer said, “I wish all my cases were that easy.”

unusual: not ordinary

88 eighty-eight

Weird News

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

ARTICLE 3

Man’s arm gets stuck in toilet A man was talking on his cellular phone in the washroom of a train in New York on Saturday. Suddenly, the phone fell into the toilet bowl. While he was trying to retrieve it, his hand and arm became stuck. The train staff could not help him, so they stopped the train. Fireghters came to free him. They had to take the toilet apart during a 90-minute rescue operation. The man’s arm was nally freed but he was not able to get his phone back. One reghter said, “What call can be that important?”

Vocabulary extort: trick nd out about: discover freed: released jail: prison retrieve: get stuck: trapped

ARTICLE 4

Man goes to jail for mouse-in-burrito trick A man will go to jail for trying to extort money from a Mexican restaurant in Michigan. He was eating a burrito at the restaurant in January when he complained that it tasted bad. He showed the employees a dead mouse in his food and said, “It won’t be a good day when the media nd out about this.” He was trying to make the restaurant give him money to stay quiet. The man’s girlfriend ended his plan when she told the police that her boyfriend bought the dead mouse at a pet store.

3. Write notes on the article you chose in the chart below or on page 90. Prepare to report the information to your classmates.

ARTICLE 1 Who What Where When Why

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Unit 6

eighty-nine 89

Name:

Date:

ARTICLE 2

Group:

What happened

Who

Where

When

What happened

Who

Where

When

What happened

Who

Where

When

Why

Who What Where When Why Why

ARTICLE 3

Who What Where When Why

ARTICLE 4

Why

Who What Where When Why 4. Form a team with classmates who read different articles. • Take turns to report information. As you listen to your classmates, complete the chart with key information from the other articles. • Decide which articles you think are true and which are hoaxes. Use the model dialogue to help you express your opinions.

CD I think that story is a hoax. Do you believe it? I’m not sure. I think it could be true. Why? Well, I heard a story like that on TV. I think it could happen because . . . 90 ninety

Weird News

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

4. Today in the News

FOCUS ON LISTENING

Name:

C2

Radio news reports use a structure similar to newspaper articles. 1. What two activities form the sport of kitesurng?

CD 2. Listen to the Weird News podcast about a kitesurfer. Write important information in the graphic organizer below. Then, write down the main idea of the news report.

Who Main Idea

What

When

Where

3. Write a headline for this story.

Reproduction prohibited © Chenelière Education Inc.

Unit 6

ninety-one 91

FOCUS ON WRITING

Name:

Date:

C3

Group:

5. Your Weird News Story Write your own weird news story. 1. Think of a strange story. It can be something that happened to you, a family member or a friend, or you can invent a story. Write down the topic.

You can use presentation software and include photos.

2. Brainstorm ideas for your article. Complete the graphic organizer. Share your ideas with a classmate and add new ideas.

Who Main Idea

What

When

92 ninety-two

Weird News

Where

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Write the rst draft of your story. Refer to your ideas in the graphic organizer as you write. Use the stories on pages 88–89 as models.

4. Revise your text carefully. Use the writing checklist for help.

Writing Checklist Be sure to follow the instructions. Make sure that your text is well organized and the message is clear. Check your verbs. Use the past continuous and the simple past. Use your resources to check your work: dictionary, model texts and information from tasks and your peers.

5. Write the nal copy of your weird news story. Write a headline and include a picture if you can. 6. Read your story to your classmates and ask them if they think that it is true or false. Reproduction prohibited © Chenelière Education Inc.

Unit 6

ninety-three 93

Name:

Date:

C2

Group:

Extra Reading

Your Weird News Page My name is John and I have a really weird story to tell. I was at work in a postal facility in Milwaukee one morning when I got the surprise of my life. My job is to sort the mail. It was a typical day, and everything was happening as usual. There were several large piles for us to organize and send in the right directions. Milwaukee is a big city and we get packages from all over the world. That day we encountered a very exotic parcel.

Everyone was panicking, but I knew I had to capture it. I grabbed it by its tail. It was ghting and biting, and trying to get away, but I threw it into a mail container and my colleague quickly put on the cover. The alligator was thrashing around in the bin and making a lot of noise. Everybody stayed far back but I sat on the cover to make sure it didn’t come off. Then, we called animal control ofcials to come and get the beast.

I was working at my station when I suddenly heard someone shout. I ran over to see what was happening. There was a large box and it was moving. I pushed the box with my foot. It tipped over. There was a small hole on one side. A nose and some sharp teeth were sticking out of it. We weren’t sure what it was but those teeth looked sharp. I had gloves on, so I tried to push the animal back inside and put tape over the hole. It didn’t work. It wasn’t long before the creature was out. It was an alligator about 1.2 m long!

The animal control people sent the alligator to a sanctuary in northern Illinois, and later it went to Florida. When we were talking about it afterwards, I discovered that the law says that you can only send live alligators by mail if they measure less than 50 cm! Cool!

Vocabulary bin: container facility: place where work happens grabbed: took with hands

sticking out of: coming out thrashing: moving violently tipped: fell

sort: organize

Before Reading 1. What surprising things do you think people try to send through the mail?

94 ninety-four

Weird News

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Name:

Date:

Group:

While Reading 2. What was John’s job? 3. What was the surprise in the mail? 4. Write down four things that John did to try to stop the alligator.

After Reading 5. Write T (true) or F (false) beside each statement. a. Someone tried to send an alligator by mail. b. The alligator escaped from the post ofce. c. John put the alligator back in its box. d. John’s colleague did not help him. e. The alligator survived the experience. f.

It is legal to send live alligators by mail.

6. How did the other workers react? 7. What is the law about mailing alligators?

8. Write a newspaper headline for this story.

9. Circle all the past continuous verbs in the text. 10. Answer the questions and discuss them with your classmates. Write down how many people support each side.

Question

My Answer

Classmates Classmates Against For

Do you think that John was brave or stupid to grab the alligator? Do you think that it is acceptable to mail live animals?

Reproduction prohibited © Chenelière Education Inc.

Unit 6

ninety-ve 95

Name:

Date:

Group:

Grammar Close-Up The Past Continuous We use the past continuous to: • refer to an action that was in progress in the past Joe was working on his project all morning. • refer to an action that was happening at a specic moment At 3 p.m., we were sitting in our English class. • refer to two actions that were happening at the same time While we were playing soccer, Joe was studying. • refer to an action that was interrupted by another action Jill was watching TV when the phone rang.

t!

Look ou

clude arkers in ight, m e im n T ay, last yesterd ing, at 7 p.m. rn this mo

Form the past continuous in the same way as the present continuous, but use the past form of the verb to be: was or were. Afrmative

was / were + verb + ing

I was working last night.

Negative

was / were + not + verb + ing

We were not having fun.

(contracted form: wasn’t / weren’t)

We weren’t having fun.

was / were + subject + verb + ing

Was he looking for me?

Yes / no questions

Exceptions: Some verbs cannot be used in the past continuous. They include believe, hate, have (for possession), know, like, need, own, prefer, see, understand, want.

Go to the Grammar File on pages 162–166 for more information and practice.

Practise A. Ravi likes to visualize his day before a tennis tournament. Look at Ravi’s schedule and complete the sentences about what he was doing. Use the past continuous. 7:15 a.m.: take a shower 7:30 a.m.: eat breakfast 8:00 a.m.: drive to the tennis club

9:00 a.m.: play against Roger Federer 11:00 a.m.: beat Rafael Nadal 2:00 p.m.: win against Andy Roddick

1. At 7:15 a.m., ________________________________________ 2. At 7:30 a.m., ________________________________________ 3. At 8:00 a.m., ________________________________________ 4. At 9:00 a.m., ________________________________________ 5. At 11:00 a.m., ________________________________________ 6. At 2:00 p.m., _________________________________________ 96 ninety-six two

Weird News

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

FOCUS ON SPEAKING

Name:

B. Rewrite these sentences in the negative. 1. June was listening to the teacher.

2. Peter was doing his homework.

3. Ilke was talking with friends.

4. Sam was asking a question

C. Complete these sentences in the past continuous. Use phrases from the word bank. Write afrmative or negative sentences as indicated.

Word Bank

1. (afrmative) At 7:00 a.m., __________________________________ 2. (negative) At 9:00 a.m., ___________________________________

watch television sit in class

3. (afrmative) At 12:00 p.m., ________________________________

study English

4. (negative) At 2:00 p.m., ___________________________________

take out the garbage

5. (afrmative) At 4:30 p.m., __________________________________

ride my bike eat dinner

6. (negative) At 6:00 p.m., ___________________________________

clean my bedroom

7. (afrmative) At 8:30 p.m., __________________________________

play video games

8. (negative) At 9:30 p.m., ___________________________________

talk with friends

9. (afrmative) At 10:00 p.m., ________________________________

D. Use the prompts to write yes / no questions in the past continuous. 1. Kyle / talk on the phone when you arrived? 2. you / study when the phone rang? 3. Julie / work on the computer when the electricity went off? 4. they / have a picnic when it started to rain? 5. we / work on our project when you remembered it was due yesterday? Reproduction prohibited © Chenelière Education Inc.

Unit 6

ninety-seven two 97

Name:

Date:

Project

C1 C2 C3

Project

Group:

Produce a Weird News radio show.

Pre-Production Step 1

Choose a story from the unit, or the story you wrote in Task 5, for your radio show. In your teams, decide who will be the host and who will present each news story. Place your stories in the order you wish to present them.

News Story

Presenter

1. 2. 3. 4.

Production Step 2

With your team members, prepare a script for your news stories. Add a short introduction and conclusion to each story. Edit and revise your text.

Step 3

Read your radio show script to another team. Make changes to your text if necessary.

Step 4

Record the nal version of the radio show. Add music and sound effects.

Use appropriate software to combine the stories for a radio show and add music.

Post-Production

98 ninety-eight

Step 5

Present your show to the class. Ask your classmates for their feedback. Write it down.

Step 6

Evaluate your work. Decide what you will do differently next time.

Weird News

Reproduction prohibited © Chenelière Education Inc.

a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a PhobiaFacing a Phobia Facing Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia a Phobia Facing a Phob SomeFacing people’s fears are Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing Phobia Faci extremely strong. Howacan a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing they control these phobias? a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci In this Facing unit, learn phobias. a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia a about Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing Phobia Facing Phobia • Talkaabout what scares a you and Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia a Phobia Facing a Phob your Facing classmates. Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci • Read messages about irrational a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob fears. Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci • Listen to advice about how to a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob deal with a phobia. Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci • WriteFacing emails to ask for and give a Phob a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia a Phobia Facing advice about a phobia. Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci • Practise grammar: prexes, a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob sufxes and comparative Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci adjectives. a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci Extra Reading Maddie’s Story a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci Read about how one girl a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia a Phobia tookFacing control of her fears.Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci Grammar Close-Up a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Verb tense review at a glance Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Project Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing Phobia Faci Design a web page for aa phobia support centre. a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facingninety-nine a Phobia Faci 99 a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phob Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Facing a Phobia Faci

Unit 7

Facing a Phobia

STARTING POINT

Name:

Date:

Group:

1. Name That Phobia

C2

A phobia is an uncontrollable fear. Anyone can have a phobia, even a successful adult. 1. What frightens you?

2. Underline the prexes in the following phobias. Read the meanings of the prexes to learn what the phobias are. Phobia

Vocabulary dark: without light stilts: long poles

Meaning of prex

Phobia

Meaning of prex

ailurophobia

cat

coulrophobia

walks on stilts

ataxophobia

without order

galeophobia

shark

aviophobia

bird

hydrophobia

water

brontophobia

thunder

nyctophobia

dark

chiclephobia

gum

ovophobia

egg

3. Read about some famous people’s phobias. a. Underline key words about their fears. b. Write down the name of the phobia. Use the chart above to help you.

1. Actor Joh nny Depp is afraid of clo wns. Stay aw ay from the circ us, Johnny.

4. Mystery writer Alfred Hitchcock was afraid of eggs, but one of his most famous lms was The Birds.

100 one hundred

is 2. Singer Madonna She’s r. de un th of afraid ms. very careful in stor

5. American actress Natalie Wood was afraid of water. Strangely, she died by drowning.

Facing a Phobia

3. Boxing champion Muhammad Ali was afraid of ying in airplanes.

6. Americ an televisio n star Oprah Winfrey is afraid of c hewing gu m. Her grand mother us e d to keep old gum in the cabinet.

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

7. Anne Rice , who writes books abou vampires, is t afra perhaps beca id of the dark, use vampire s like it.

Group:

m likes everything 8. Soccer player David Beckha rder. to be organized. He fears diso

Justin 10. American singer and music producer an aquarium. in even ks, shar of d afrai Timberlake is

rte, the great 9. Napoleon Bonapa afraid of cats. military leader, was

Time to Talkto Time

4. Invent and describe an unusual phobia. Use the model answer to help you.

Talk

• Describe to a classmate the phobia you invented in Step 4. Ask him or her to guess the name of the phobia.

Model answer prex + phobia pencilophobia: terrible fear of pencils and writing with pencils

Grammar Flash Prexes and Sufxes We add prexes and sufxes to words to change their meaning or function. A prex goes at the beginning of the word and a sufx goes at the end of the word. Common prexes: dis, im, ir, mis, pre, super, un Impossible (im + possible) means not possible. Common sufxes: able, ful, less, ment, er /or, ly Hopeful (hope + ful) means full of hope. Underline the prexes and circle the sufxes. 1. harmful

6. misunderstand

11. mispronounce

2. unafraid

7. slowly

12. prex

3. fearless

8. irrational

13. supernatural

4. disorder

9. reasonable

14. careful

5. unhappy

10. teacher

Reproduction prohibited © Chenelière Education Inc.

15. inspector

Unit 7

one hundred and one 101

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

2. Fears or Phobias? People fear different things. What frightens you and your classmates? 1. Read the cards below. Check (3) the situation that is more frightening in each pair. 2. Think of two other situations that scare you. Write them down.

Vocabulary cave: large space in a rock or the earth crowd: many people in the same place encountering: meeting germs: bacteria or microbes

3. Compare your answers with a classmate’s. Give reasons for your answers. Use the model dialogue to help you compare the situations. Which is scarier? Being vaccinated OR Going to the dentist

Which is scarier? Jumping from an airplane OR

Which is scarier? Facing a large barking dog OR Encountering a large spider Which is scarier? Giving a presentation in front of the class OR Writing a major nal exam

Going deep into a dark cave? Which is scarier? Being lost in a forest at night OR

Which is scarier? Telling the truth OR Telling a lie

Being lost in a city at night Which is scarier? Which is scarier? A lot of germs OR

Being alone OR Being in a huge crowd

A lot of blood Which is scarier? Which is scarier? Being trapped in an elevator OR Being outside in a thunderstorm

102 one hundred and two

Facing a Phobia

OR

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Name:

Date:

CD

Group:

Let’s start with being vaccinated and going to the dentist. Which is worse? It’s difcult to decide, but I think being vaccinated is really scary. Really? Why? Needles aren’t so bad. I hate the feeling of needles. I’m really scared that they’ll go right through my arm.

Grammar Flash Comparative Adjectives To compare two things, follow the rules below. Adjectives with one syllable

Add the sufx er + than.

The dog is bigger than the cat.

slow

December is colder than July.

Adjectives ending with y

Change the y to i and add er + than

This exam was easier than the last one.

dry

My brother is funnier than I am.

slower

My room is neater than yours.

Adjectives with two or more syllables

drier

more + adjective + than

The book was more interesting than the movie.

Complete the sentences with comparative adjectives. Go to the Grammar File on pages 192–193 for more practice.

1. hard

This text was ______________ than the other one.

2. boring

History was ______________ than biology.

3. tidy

My sister’s bedroom is ______________ than my bedroom.

4. small

That dog is ______________ than my dog.

5. good

The book was ______________ than the movie.

6. fast

An airplane is ______________ than a train.

7. crazy

Your idea is ______________ than my idea.

8. dry

This summer was ______________ than last summer.

Reproduction prohibited © Chenelière Education Inc.

Look out! Note these exceptions: good better bad worse fun more fun

Unit 7

one hundred and three 103

Date:

FOCUS ON READING

Name:

C2

Group:

3. Dear Simon Read about phobias that affect some teenagers. 1. Match the effects of fear with the illustrations.

Vocabulary

1. sick to your stomach

3. trouble breathing

5. shake/tremble

2. get the chills

4. heart pounds

6. faint

2. Read the message to Simon below. Circle the symptoms of the phobia and underline the consequences.

Gree

ting

From: [email protected] To: [email protected] Subject: I feel like a sardine.

ss and e r d d A ct line subje

Dear Simon,

e fear Describe th ation. u and the sit

I have trouble with crowds. I hate being surrounded by a lot of people. Every time I have to go to class, there are hundreds of

e s. rib tom c s p De sym e th

students all squeezed together going up and down the stairs. I feel like a sardine. I have trouble breathing and my heart pounds. Sometimes it makes me late for class. I think I’m enochlophobic.

Pen

nam e

What should I do?

Exp

lain the of th conse e fe quen ar. ce

Small Fish

104 one hundred and four

Facing a Phobia

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Read Simon’s response. Underline his advice.

Gree

ting

From: [email protected] To: [email protected] Subject: re: I feel like a sardine.

ss and Addre ct line subje

Dear Small Fish,

Mention the p

hobia.

I know what you mean. Sometimes there are so many people squeezed together that it is difcult to breathe. You could try taking some deep breaths before you take the stairs.

. trategies

s Suggest

Tell yourself that it will last only a couple of minutes and that you will be O.K. If that doesn’t work, try to see your school psychologist to get some professional help.

Closing

Good luck, Simon

4. Read the other three letters to Simon. Complete the chart on page 106. Vocabulary

From: panicky@ email.ca To: [email protected] Subject: Scared of failing

fail: not succeed stare: look

Dear Simon, School was always easy for me, but this year I nd it more difcult. My marks are still good, but I’m always scared that I’m going to fail. There is a lot of homework. Plus, exams start in a couple of weeks. I am so worried that I get the chills

From: [email protected] To: [email protected] Subject: Panic at the sight of blood

Dear Simon,

and I can’t sleep. When it’s time to

I panic when I see blood, even if it’s a tiny

study, I can’t do any work. I don’t

amount. It happened again yesterday. I was

even know how to begin. I just sit

babysitting my little brother and he cut his

there and stare at my books.

nger. It was only a small cut but I felt sick to

Am I atychiphobic? Can you help me? Panicky

my stomach and I almost fainted. I had to call a neighbour to come and help my brother. My parents say that I can’t babysit anymore. I think I’m hemophobic. Please help me. Bandaid Bozo

Reproduction prohibited © Chenelière Education Inc.

Unit 7

one hundred and ve 105

Name:

Date:

Group:

From: [email protected] To: [email protected] Subject: Helllllllp!

Vocabulary

Dear Simon,

freak out: lose control

I have an embarrassing problem. Whenever a storm starts,

lightning: electric storm

I totally freak out. When I was younger, I wasn’t afraid of storms. I even liked them. Then, a few years ago, I was camping and lightning hit a tree. It fell on a tent near us. Now I tremble, I get weak knees and I want to run and hide when there’s lightning. If there’s a storm when I’m at school, my classmates watch it through the window, but I can’t. They laugh at me. I feel like a baby. Do you have any advice for me? Do I sound astrapophobic? Lightning Chicken

Person

Name of phobia

Fear of

Symptoms

Consequence

Panicky

Bandaid Bozo

Lightning Chicken

106 one hundred and six

Facing a Phobia

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

4. Getting Over a Fear

FOCUS ON LISTENING

Name:

C2

Learn about strategies that can help you face your fears. 1. Write down the meaning of the following words and expressions. afraid: avoid: freak out: get over: panic: overcome: scared to death: scary: 2. What can you do to control extreme fears? Write down strategies you know for dealing with phobias. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

CD 3. Listen to the podcast. Check (

) the strategies that Camille

Time to Talkto Time

mentions. 4. Write down three strategies that you think could help you overcome a fear.

Reproduction prohibited © Chenelière Education Inc.

Talk

Do you know someone who has anglophobia? How can you get over this phobia?

Unit 7

one hundred and seven 107

FOCUS ON WRITING

Name:

Date:

C3

Group:

5. Phobia Advice Write an email to ask a classmate for advice about a phobia. Then, give your classmate advice. 1. Choose a phobia.

2. Plan your message. Complete the graphic organizer. Send the email messages to your classmate and your teacher.

Phobia

Describe the situation.

Explain the symptoms.

List the consequences.

3. How will you sign your message? Invent a pen name.

108 one hundred and eight

Facing a Phobia

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

4. Write your email message. From: To: Subject:

5. Reread and correct your email message carefully. Use the writing checklist for help.

Writing Checklist Organize your ideas logically. Make sure that your message is clear. Add new ideas and remove ideas that are not pertinent. Check your verb tenses. Use your resources to check your work: dictionary, grammar ash, information from tasks, model texts and peers.

6. Send your email to your classmate and your teacher. 7. Read and respond to your classmate’s email. Use the steps above to help you write and revise your email. 8. Send your response to your classmate and your teacher. Reproduction prohibited © Chenelière Education Inc.

Unit 7

one hundred and nine 109

Name:

Date:

C2

Group:

Extra Reading

Maddie’s Story It was spring. My schedule was like it always is: busy, busy, busy. One night at rehearsal for the school play, I started to think about all my responsibilities: my school work, the soccer team, music rehearsals, my boyfriend. I started to worry. I couldn’t concentrate on my music. I started to tremble and breathe too quickly. I felt like my world was falling apart. I started to feel that I was out of control. I had to leave the room and go to the bathroom, where I threw up. I didn’t go to school for the next three days. I just stayed in bed and worried. I broke up with my boyfriend but it didn’t help me feel better. I quit the soccer team. I felt worse. I felt like a quitter. When I returned to school, I couldn’t concentrate. I still worried and I wondered if I was normal. I thought that everyone would think I was weird. Was I crazy? I knew I should eat but I had no appetite. My friends listened to me but they didn’t understand why I was so

unhappy. One of my teachers noticed that something was wrong and asked me if I felt like talking to someone. I didn’t. Finally, my parents made me see a psychologist, even though I resisted. I discovered that he was a nice guy. He was just there to listen to me and help, not to report to my parents. So I talked. He gave me strategies to help me combat my worrying, like deep breathing and not jumping to conclusions. Eventually, we decided that I should take medication to calm my anxiety because I couldn’t stop worrying. At rst, I didn’t want to take medication, but I tried it. I started to feel like myself again. With the psychologist’s help, I eventually stopped needing the medication, too. Now I understand that I’m not perfect, but I know I’m not crazy. I learned that millions of young people suffer from anxiety. That makes me feel less alone. I’m a stronger person now, and I know that I can ask for help if I need it.

Vocabulary deep: slow

threw up: vomited

quitter: person who tremble: shake gives up easily wondered: considered rehearsal: practice worse: very bad

Before Reading 1. Do you know anybody who experiences a lot of stress? How does it make him or her feel?

While Reading 2. Why did Maddie feel like a quitter? • • 110 one hundred and ten

Facing a Phobia

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

3. Write down Maddie’s symptoms. Physical Symptoms

Mental Symptoms

•

•

•

•

•

•

4. How did people try to help Maddie? Maddie’s friends Her teacher Her parents The psychologist 5. In the text, underline two strategies that the psychologist suggested to Maddie.

After Reading 6. What lessons did Maddie learn from her experience?

7. How does knowing that many people feel anxious help Maddie?

8. How do you think schools can help students feel less stressed? Write down your suggestions and discuss them with your classmates.

9. Circle three suggestions on your list that you want to remember. Reproduction prohibited © Chenelière Education Inc.

Unit 7

one hundred and eleven 111

Name:

Date:

Group:

Grammar Close-Up Look out!

Verb Tense Review at a Glance Tense Simple Present

Simple Past

Future With Will

f irregular See the list o 13–214. es 2 verbs on pag

The Verb To Be Afrmative Negative I am (’m) I am not (’m not) You are (’re)

You are not (’re not, aren’t)

He / She / It is (’s)

He / She / It is not (’s not, isn’t)

We / You / They are (’re)

We / You / They are not (’re not, aren’t)

I was

I was not (wasn’t)

You were

You were not (weren’t)

He / She / It was

He / She / It was not (wasn’t)

We / You / They were

We / You / They were not (weren’t)

I / You / He / She / It will (’ll) be

I / You / He / She / It will not (won’t) be

We/You/They will (’ll) be

We / You / They will not (won’t) be

Other Verbs Tense Simple Present

Simple Past (regular verbs)

Present Continuous

Afrmative

Negative

I work

I do not (don’t) work

You work

You do not (don’t) work

He / She / It works

He / She / It does not (doesn’t) work

We / You / They work

We / You / They do not (don’t) work

I worked

I did not (didn’t) work

You worked

You did not (didn’t) work

He / She / It worked

He / She / It did not (didn’t) work

We / You / They worked

We / You / They did not (didn’t) work

I am (’m) working

I am (’m) not working

You are (’re) working

You are (’re) not working

He / She / It is (’s) working

He / She / It is (’s) not working

We / You / They are (’re) working We / You / They are (’re) not working Past Continuous

Go to the Grammar File on pages 132–172 for more information.

112 one two hundred and twelve

I was working

I was not (wasn’t) working

You were working

You were not (weren’t) working

He / She / It is was working

He / She / It is was not (wasn’t) working

We / You / They were working

We / You / They were not (weren’t) working

Facing a Phobia

Reproduction prohibited © Chenelière Education Inc.

Date:

Group:

Practise A. Complete each sentence with the verb in the simple present, the simple past or the future with will. Use the time markers for help. 1. (be) Yesterday, Julie __________ at the basketball tournament. 2. (love) She __________ basketball. 3. (have) Last year, Julie __________ a problem with tournaments. 4. (become) Before, she ______________ very anxious before games.

FOCUS ON SPEAKING

Name:

5. (learn) She ___________ to control her fear last summer. 6. (control) Now, she ___________ her anxiety. 7. (use) Julie __________ her stress as positive energy. 8. (see) Her teammates __________ Julie as a role model. 9. (explain) Next week, she _________________ how she does it to the other players. 10. (become) Soon, they _________________ the best team in the league.

B. Use the prompts to write sentences in the present continuous or the past continuous. Use the time markers for help. 1. Right now / Joe / eat an apple ______________________________________________________________________________ 2. Last night at 8 o’clock / I / watch TV ______________________________________________________________________________ 3. This morning / we / sit on the bus ______________________________________________________________________________ 4. This year / Jill / learn to dance ______________________________________________________________________________ 5. Last year / we / live in Florida ______________________________________________________________________________ 6. Today / I / do a grammar exercise ______________________________________________________________________________ 7. One hour ago / Frank / train in the gym

Go to the Grammar File on pages 132–172 for ______________________________________________________________________________ more practice.

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Unit 7

one hundred and thirteen two 113

Name:

Date:

Project

C1 C2 C3

Project

Group:

Design a web page for a phobia support centre.

Pre-Production Step 1

Brainstorm ideas to include on your web page with your teammates.

Step 2

Research useful information that will interest teens. Keep a list of the addresses of sites where you nd information. Copy interesting information into a word processing document to refer to later.

Step 3

Organize the notes from your research. Decide which information you want to use. Choose graphics, images and links to include.

Step 4

With your team, plan and design your web page on paper.

Step 5

Discuss your ideas with your teacher. Teacher’s signature _____________________________________________ Adjust your plan to include your teacher’s suggestions.

Production Step 6

Produce the rst draft of your web page. Follow your plan. Include the list of sources from Step 2.

Step 7

Edit your work until you are satised with the nal results.

Research phobias and phobia support on the Internet. Use appropriate software to create your web page. Scan images to illustrate the page.

Post-Production Step 8

Present your web page to your classmates. Ask for their feedback.

Step 9

Evaluate your teamwork.

114 one hundred and fourteen

Facing a Phobia

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Unit 8

Keyboard Travel

STARTING POINT

Name:

Date:

C1

Group:

1. Name That Destination Before you travel, nd out how much you know about the world. 1. Match the photos with the names of some well-known landmarks. Write down the city or country where you would nd each one.

2

4

3

1

7 5

6

8

a. Machu Picchu _______________________________: photo # _____. b. The Eiffel Tower ______________________________: photo # _____. c. The Roman Coliseum _________________________: photo # _____.

Time Talk Time toto Talk With your classmates, identify the nationality of the people who live in each country and the language(s) they speak.

d. The Statue of Liberty__________________________: photo # _____. e. The CN Tower _______________________________: photo # _____. f. Tower Bridge ________________________________: photo # _____. g. The Great Wall _______________________________: photo # _____. h. The Taj Mahal _______________________________: photo # _____. 2. Choose two places that you would like to visit. Explain why you would like to visit them to a classmate.

116 one hundred and sixteen

Keyboard Travel

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Date:

Group:

2. Travel From Your Chair

FOCUS ON LISTENING

Name:

C2

Listen as two teens experience the magic of virtual travel. 1. Before you listen, answer these questions. a.

Do you use your computer to explore places or nd information about places you like or would like to visit?

b.

How do you nd information about places?

c.

What websites do you use for your research?

2. Are you familiar with these technological terms? Match each term with its denition. Vocabulary

Term

Denition

interactive

________

a. image from all points of view

360o view

________

b. easy to use

HD resolution

________

c. recordings available on websites

user-friendly

________

d. allows input from the user

podcasts

________

e. superior picture quality

CD 3. Listen as two teens explore some virtual travel websites. Write notes about their experiences below and on page 118.

1

Destination 1: Reason: What They See

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What They Hear

Unit 8

one hundred and seventeen 117

Name:

Date:

Group:

2 Destination 2: Reason: What They See

What They Hear

4. Answer the questions.

118 one hundred and eighteen

a.

How is virtual travel different from watching TV?

b.

Which of the two destinations would be more fun to explore? Why?

c.

What destinations would you like to visit through virtual travel? Why?

Keyboard Travel

Reproduction prohibited © Chenelière Education Inc.

Date:

3. The World at Home

Group:

C2

What type of media would you like to use when you go virtual travelling? 1. Before you read, match each denition with a word from the word bank. Use a dictionary for help. a. impressive, unbelievable: ____________________

Vocabulary

Word Bank

b. system: ____________________

FOCUS ON READING

Name:

daily entertainment incredible network own range venture

c. common, everyday: ____________________ d. for fun, leisure activity: ____________________ e. personal: ____________________ f. selection, variety: ____________________ g. explore, risk: ____________________ 2. Read the texts on pages 120–121 about the different kinds of information and media you can nd on virtual travel websites. As you read, underline what each type of media allows you to do. 3. Choose four media types from pages 120–121 that you could use when visiting a destination on the Internet. Give examples of why you would use each one.

1

2

3

4

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Unit 8

one hundred and nineteen 119

Name:

Date:

Group:

Welcome to the World!

3D VISITS

VIDEO CLIPS

WEBCAMS

PHOTO ALBUM

Visit the world with your computer . . . PHOTO ALBUM: See incredible photos of the destination of your dreams. Contributors send in new photos every day. You can tour the world in minutes. You can view the modern architecture of Dubai, the wild animals of Kenya or Mardi Gras carnival participants in Rio de Janeiro in minutes! All photos are full colour and high denition. Just click on the photo to zoom in or out.

WEBCAMS: You can choose from our network of webcams from all over the world. With our cameras you can enjoy live views of indoor or outdoor sites. The cameras give you 360o views of the sites you select. New contributors add cameras daily. Just click on the webcam of your choice to view the trafc racing around the Eiffel Tower, the beaches of Mauritius, weather conditions in Los Angeles or daily life in Mexico City. A live experience is just a click away. VIDEO CLIPS: We have hundreds of HD video clips for your information and entertainment. You can learn how real chefs prepare gastronomical feasts in the kitchens of Paris, or join in the festivities at the FIFA World Cup Soccer Tournament. Accompany visitors as they discover the dramatic ruins of Pompeii. These videos let you experience the destinations of your dreams. You can walk the streets, visit the restaurants, tour the monuments and hear the sounds of local life—all from the comfort of your own home! Available 24/7! 3D VISITS (VIRTUAL TOURS): Visit the Louvre, the Leaning Tower of Pisa or Edinburgh Castle. Our full range of 3D museum visits, monument tours and street itineraries makes it all possible. Listen as digital tour guides show you the sites. Use the interactive functions to ask questions about the place. Choose the tour that interests you. Now you can visit the Acropolis in Athens, or venture into the jungle of the Amazon as you sit at your computer. We give you history and culture at your own pace. Vocabulary

120 one hundred and twenty

daily: everyday

incredible: difcult to believe

range: choice

entertainment: fun

network: system

venture into: explore

Keyboard Travel

Reproduction prohibited © Chenelière Education Inc.

DOWNLOADS

MAPS

PODCASTS

INFORMATION

Name:

Date:

Group:

TOURIST INFORMATION & RESERVATIONS: Our online travel experts are happy to help you make your reservations via video-conferencing. Just click on the icon and enter your dates and travel preferences. Within seconds, a travel expert will appear on the screen. This person can help you make all your travel plans. Do you want to plan a student trip to Costa Rica or a family vacation at Disney World? Our specialists make travel planning easy at no cost to you.

PODCASTS: Choose from a huge inventory of local radio stations for news, music or cultural shows. You can listen to reggae music from Jamaica, a classical concert from the Sydney Opera House or a comedy show from Las Vegas. You can also listen to local talk shows from a number of cities, or the cries of wild animals hiding in the jungles of Ivory Coast. Sounds from around the world have never been clearer. Tune in here! MAPS: Where do you want to go—New Zealand, Hawaii or Edmonton? Enter the name of your destination and you can view a map in seconds. Just point and click your mouse for more details or for a larger view. We have a full range of maps for your information and enjoyment. Choose the scale: international, national or local. You can choose the version, too. All map applications are offered in street (webcam), satellite and conventional versions. DIGITAL DOWNLOADS: Are you on the subway, on the bus or at school? You can download all our photos, webcams, videos, 3D visits and audio podcasts directly onto your cellphone, laptop or digital agenda. Select your personal travel experience and let us bring the world to you.

Reproduction prohibited © Chenelière Education Inc.

Unit 8

one hundred and twenty-one 121

FOCUS ON SPEAKING

Name:

Date:

C1

Group:

4. World Wide Web or Real World? Discuss the advantages and disadvantages of virtual travel. 1. Read the statements about virtual travel below. Decide if the statement presents an advantage or a disadvantage of virtual travel. 2. Add one advantage and one disadvantage of virtual travel to the list. Statement

Advantage

Disadvantage

1. Virtual travel is interactive. 2. Virtual travel is limited by Internet access. 3. Virtual travel webcams are not always available 24/7. 4. Virtual travel is cheaper than real travel. 5. You can visit more places faster with virtual travel. 6. Virtual travel videos are limited compared to actual experience. 7. Virtual travel is better for the environment. 8. Virtual travel does not allow you to taste local food. 9. You can visit other cities on your cellphone when you are on a bus or train. 10. More people can see the world. 11.

12.

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Keyboard Travel

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Name:

Date:

Group:

3. Discuss this question with your partner:

Do you think that virtual travel could ever replace real travel? • Read the model dialogue to help you ask questions and express your opinions. • Use the information from the chart in Step 2 to support your answer. • Take notes to be ready to report your opinions to your classmates.

4. Form groups of four. Take turns giving your opinions. Use your notes from Step 3 for help.

CD

I think that virtual travel 2. Circle favourite categories of questions. couldyour replace real travel.

Why? It’s cheaper. You could go anywhere and you wouldn’t need money. What do you think? I don’t think it could replace real travel. I would prefer to go to a real place. Why? I think that we should look at an interactive travel website. Then, we’ll decide. O.K. Reproduction prohibited © Chenelière Education Inc.

Unit 8

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Date:

FOCUS ON WRITING

Name:

C3

Group:

5. Share Your Favourite Places Write about a place that you would like to visit for an eTravel website. 1. Identify two places that you would like to visit on the Internet. Write down what you would like to see or hear.

Virtual Destination 1: _________________________________ See: _______________________________________________ Hear: ______________________________________________

Research virtual travel websites on the Internet and send your text to your classmate and teacher by email.

Virtual Destination 2: _________________________________ See: _______________________________________________ Hear: ______________________________________________

2. Look for travel websites about the destinations you chose. 3. Scan the websites and choose one destination. Then, select two websites about this place. Write them below.

Destination: ______________________________________________ Website 1: _______________________________________________ Website 2: _______________________________________________

4. Use the websites to nd more information about the destination. Take notes in the chart to help you write your text.

Aspect

What makes this destination interesting?

1. Sights (geographic attractions, monuments, museums, etc.)

124 one hundred and twenty-four

Keyboard Travel

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Name:

Date:

Aspect

Group:

What makes this destination interesting?

2. Sounds (transportation, animals, birds, music, etc.) 3. Local Food and Drinks

4. Local Products (fabrics, arts and crafts, etc.)

5. Write your text. Refer to your notes in Step 4. Include the name of the place, the location and the reasons that this place is interesting (sights, sounds, tastes, things).

6. Reread your text carefully. Use the writing checklist to help you revise it.

Writing Checklist

7. Include photos and website links in your revised copy. 8. Send your text to a classmate and your teacher.

Reproduction prohibited © Chenelière Education Inc.

Add new ideas and delete ideas that are not important or interesting. Check your verbs. Use would, should and could where necessary. Use your resources to help you: dictionary, grammar ash, information from tasks, websites.

Unit 8

one hundred and twenty-ve 125

Name:

Date:

C2

Group:

Extra Reading

Now That’s Interactive! Imagine if you could step inside a huge globe and be instantly transported to the Mayan ruins of Chichen Itza or the busy New York subway. Hear the crowds in a busy street in London, feel the sun on a Mexican beach, listen to the sound of your board as you ride down the Alps, and taste and smell a chocolate croissant in a Parisian café. All of this could soon be possible with the VE-Globe, a multi-sensory virtual environment (VE) system invented by university students in Atlanta.

Vocabulary endure: experience multi-sensory: appealing to all ve senses wireless headset: electronic headset without wires

The VE-Globe is like a huge hamster ball. It measures approximately four metres across and sits on a special platform. The platform lets the globe move in any direction without the risk of hitting another object. You enter the globe by a small door to experience the 360-degree interactive travel adventure. A wireless headset similar to the one you use to play 3D video games lets you control the specially designed software. You can decide where to go and how fast or slowly you want to travel. Unlike in virtual gaming, you can move in all four directions. You can run or walk, and the globe moves with you. Extra accessories allow you to add to the experience. For example, on a safari trip in Kenya, you can use binoculars to see animals close up. Wouldn’t it be great to have a VE-Globe at your local shopping mall? You could select any destination and take a 30-minute trip. Where would you go? You could go jogging in Rome or count the birds as you walk through the Amazon jungle. With the VE-Globe, instead of going swimming at the local pool for exercise, you could go scuba-diving in Polynesia and see and touch rainbow-coloured sh. The VE-Globe offers a 360o, HD, real time, completely interactive travel experience for much less than a real trip. There will be no need to endure airport searches and schedule delays. You will be able to see, hear, feel and smell your dream destination without leaving your own living room.

126 one hundred and twenty-six

Keyboard Travel

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Before Reading 1. What do you think VE means in VE-Globe?

2. What do you think the VE-Globe looks like? Draw a sketch.

While Reading 3. As you read, write notes on what you can do with the VE-Globe.

After Reading 4. With a classmate, write down the advantages of the VE-Globe experience.

5. Where would you like to go in the VE-Globe? Explain your answer.

6. Would the VE-Globe help you to exercise? Explain your answer.

Reproduction prohibited © Chenelière Education Inc.

Unit 8

one hundred and twenty-seven 127

Name:

Date:

Group:

Grammar Close-Up Would, Could and Should Use would, could and should to change the meaning of the main verb. • Use would to express desire or request. • Use could to express possibility or ability. • Use should to express advice or strong possibility. The Afrmative Use would, could and should before the base form of the main verb. I would like to visit Spain. The passengers could see out of the window. You should book your ight online. The Negative Add not between would, could and should and the main verb. I would not like to visit Spain. Go to the Grammar File on pages 167–170 for more information.

The passengers could not see out of the window. You should not book your ight online. Yes / No Questions To form yes / no questions, follow this word order: Would / Could / Should + subject + main verb + rest of the question? Would / Could / Should you visit a new place every day? Information Questions To form an information question, follow this word order:

Question word + would / could / should + subject + main verb + rest of the question? Where would / could / should we go tomorrow?

Practise A. Imagine a destination. Describe what you would: 1. see

I would see . . .

2. hear 3. feel

128 one two hundred and twenty-eight

Keyboard Travel

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Date:

Group:

B. Write advice to friends leaving on vacation. Use should to suggest two things that they should take and should not to suggest two that they should not take. 1. New York a) b) 2. Camping in the Saguenay a)

FOCUS ON SPEAKING

Name:

b) 3. Montréal a) b)

C. Write an appropriate question for each answer. Use the underlined words as clues. 1. Question: _______________________________________________________________________ Answer: You should bring an umbrella. 2. Question: _______________________________________________________________________ Answer: Yes, I would call to make a reservation. 3. Question: _______________________________________________________________________ Answer: No, the cruise ship couldn’t capsize. 4. Question: _______________________________________________________________________ Answer: The bus should arrive at 3:15 p.m. 5. Question: _______________________________________________________________________ Answer: Yes, the students would be allowed to visit Manhattan. 6. Question: _______________________________________________________________________ Answer: Two teachers and one parent should accompany the group. 7. Question: _______________________________________________________________________ Answer: The ight could be cancelled because of the heavy snow. 8. Question: _______________________________________________________________________ Answer: I would travel by plane. Go to the Grammar File on pages 167–170 for more practice. Reproduction prohibited © Chenelière Education Inc.

Unit 8

one hundred and twenty-nine two 129

Name:

Date:

Project

C1 C2 C3

Project

Group:

Design a virtual travel web page about a destination of your choice.

Pre-Production Step 1

Use the destination from Task 5 or another destination that interests you.

Step 2

Plan the contents of your virtual travel web page. Use the information and ideas from the tasks to help you. Decide which types of media you want to use.

Step 3

Choose the images and links you want to include. Design the layout of your web page on paper.

Step 4

Discuss your ideas with your teacher. Follow your teacher’s suggestions and add or discard ideas.

Teacher’s signature

Production Step 5

Use word processing and presentation Step 6 software to create your web page. Link it to the class or school web page if possible. Search words: virtual travel, virtual tourist, Step 7 [destination name] + virtual

Step 8

130 one hundred and thirty

Produce the rst draft of your web page. Follow your plan. Edit your work until you are satised with the nal results.

Post-Production Present your web page to your classmates. Ask them for feedback.

Evaluate your work. Think of your classmates’ feedback, the production process and the nal product. Decide what you will do differently next time.

Keyboard Travel

Reproduction prohibited © Chenelière Education Inc.

2 Grammar Grammar Files Files Section

VERBS

INFORMATION QUESTIONS

Simple Present...................... Verb To Be .............................. Yes / No Questions................... There Is and There Are ............ Other Verbs ............................. Yes / No Questions...................

132 132 133 135 137 140

Simple Past ........................... Verb To Be .............................. Yes / No Questions................... There Was and There Were ..... Other Verbs ............................. Yes / No Questions...................

142 142 143 146 147 150

The Future ............................. With Will .................................. Yes / No Questions................... With Going To ......................... Yes / No Questions...................

152 152 154 155 156

Continuous Tenses .............. Present Continuous ................. Yes/No Questions ................... Past Continuous ...................... Yes / No Questions ..................

157 157 160 162 165

Question Words .................... 173 Simple Present and Simple Past ........................... 176 Verb To Be .............................. 176 Other Verbs ............................. 177 Future .................................... 179 With Will .................................. 179 With Going To ......................... 180 Present Continuous and Past Continuous............ 181 Modals ................................... 182

Modals ................................... 167 Yes / No Questions................... 169 Imperatives ........................... 171

SENTENCE BUILDERS

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

183 183 184 185 186

Pronouns ............................... 187 Subject and Object.................. 187 Indenite.................................. 189 Adjectives.............................. Position and Order .................. Comparatives and Superlatives Possessives.............................

190 190 192 194

Demonstratives .................... 196 Adverbs ................................. Time and Frequency ................ Manner.................................... Sequence Adverbs and Ordinal Numbers ..............

197 197 199

Prepositions .......................... Place ....................................... Direction.................................. Time .......................................

202 202 203 204

201

Conjunctions......................... 206 Articles .................................. 208 Capitalization ........................ 209 Punctuation........................... 211 Irregular Verbs ...................... 213

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one hundred and thirty-one 131

Name:

Date:

Simple Present

Group:

Verb To Be

Affirmative and Negative We use the verb to be in the simple present for facts and present states. Negative

To form negative sentences, add not after the verb.

Contracted Forms

In everyday English, we often use the contracted form of the verb to be after pronouns and some short nouns. We drop some letters from a word and use an apostrophe instead. (I’m cold. My room’s freezing.)

Singular Plural

VERBS VERBS

Afrmative

Negative

I am (I’m) cold.

I am not (I’m not) cold.

You are (You’re) cold.

You are not (You’re not or You aren’t) cold.

She / He / It is (She’s / He’s / It’s) cold. She / He / It is not (She’s / He’s / It’s not or isn’t) cold. We are (We’re) cold.

We are not (We’re not or aren’t) cold.

You are (You’re) cold.

You are not (You’re not or aren’t) cold.

They are (They’re) cold.

They are not (They’re not or aren’t) cold.

Practise A. Complete the text with the correct form of the verb to be.

My Favourite Subject is Science _________ my favourite subject. I _________ good at it. Sometimes it _________ difcult, but the experiments _________ really interesting. Some of my friends think that I _________ too serious in class, but I think that they _________ too relaxed. My teacher _________ really dynamic. That _________ why I like science.

B. Write three sentences about your favourite subject. Use the verb to be.

Favourite Subject: 1.

_____________________________________________________________________________

2.

_____________________________________________________________________________

3.

_____________________________________________________________________________

132 one hundred and thirty-two

Grammar File

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Name:

Date:

Group:

C. Rewrite the sentences with the negative contracted form of the verb to be. 1. You are really boring. You aren’t really boring / You’re not really boring. 2. Claire is at home. 3. Lucie is happy to be at school. 4. Bob and Hugo are in the gym. 5. Horses are my favourite animals. 6. Jasmine and I are best friends. 7. I am a terrible guitar player. 8. Jake, Julie and I are in the same class. 9. You and Pia are bad singers. VERBS

10. A dog is man’s best friend.

Yes / No Questions To form yes / no questions in the simple present with the verb to be, follow this word order: Am / Is / Are + subject + rest of the question? Is Maria at school today?

!

Plural

Singular

Question

Look out

Short Answers

Am I tired?

Yes, you are.

No, you are not.*

Are you tired?

Yes, I am.

No, I am not.

Is he / she / it tired?

Yes, he / she / it is. No, he / she / it is not.

Are we tired?

Yes, you are.

No, you are not.

Are you tired?

Yes, we are.

No, we are not.

Are they tired?

Yes, they are.

No, they are not.

stions swer que r n a e w , y so Usuall t answer with shor s or No. with Ye

* For the contracted forms, see the table on page 132.

A. Write questions with the prompts and the verb to be. 1. you – hungry Are you hungry? 2. they – late for school 3. he – good at English 4. we – busy on Saturday

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5. it – a good time to talk 6. I – on the team 7. she – available tomorrow 8. you and Tom – friends 9. they – at the cinema 10. we – sure that this is a good idea

VERBS

B. Write three yes / no questions in the simple present with the verb to be. Ask your classmates to answer them. 1. Answer: 2. Answer: 3. Answer:

C. Complete the dialogue. are Jade: Hi Mahir! How________ you today? That ________ a cute dog! Mahir: I ___________ (negative) great. I ________ upset. Jade: Why? What ________ up? Mahir: My aunt ________ on vacation and she left her dog with me.

He ___________ (negative) very friendly to me. Jade: Why? What ________ the problem? Mahir: I think he ________ lonely. Maybe he misses my aunt. He ________ always at the door.

He ____________________ (negative) cooperative at all. In fact, he ________ really annoying. Jade: ________ he bored? Do you play with him? Mahir: Not really. I ________ too busy with my video games. Jade: You ________________ (negative) a very good dog-sitter. Mahir: Hey, ________ you busy? Can you take him for a walk for me? Jade: O.K. Poor dog! Come with me.

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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 must agree with the noun (the subject) that follows. There is a book on the shelf. There are books on the shelf.

Afrmative

Negative

Yes / No Question

There is not (isn’t) a dog outside.

Is there a dog outside?

There are two dogs outside.

There are not (aren’t) two dogs outside.

Are there two dogs outside?

y use the We usuall forms. d contracte aren’t. d n a isn’t VERBS

Singular

There is (There’s) a dog outside.

Plural

!

Look out

Practise A. Underline the rst noun in each sentence. Complete the sentences with there is or there are. Then, rewrite the sentences as yes / no questions (Q) and in the negative (N). There are 1. ____________________ ten new students in our French class. Are there ten new students in our French class? Q: _____________________________________________________________________________ There are not / aren’t ten new students in our French class. N: _____________________________________________________________________________ 2. ____________________ a re in the cafeteria. Q: _____________________________________________________________________________ N: _____________________________________________________________________________ 3. ____________________ a football practice tonight. Q: _____________________________________________________________________________ N: _____________________________________________________________________________ 4. ____________________ a lot of exams this week. Q: _____________________________________________________________________________ N: _____________________________________________________________________________ 5. ____________________ money on the table. Q: _____________________________________________________________________________ N: _____________________________________________________________________________ Reproduction prohibited © Chenelière Education Inc.

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Vancouver B. Write sentences to describe Vancouver. Use there is and there are and the following words and expressions.

VERBS

1. many large buildings There are many large buildings. 2. ocean 3. sailboats 4. bridge 5. mountains 6. aquarium 7. beluga whale 8. totem poles in Stanley Park

C. Describe what there isn’t or there aren’t in Vancouver. Use the following words and expressions. 1. a desert There isn’t a desert. 2. a lot of snowstorms 3. just one culture 4. palm trees

D. Write three yes / no questions about what you want to know about Vancouver. Start with Is there or Are there. 1. _______________________________________________________________________________ 2. _______________________________________________________________________________ 3. _______________________________________________________________________________

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Other Verbs

Affirmative and Negative We use other verbs in the simple present to describe facts, habits and feelings. Afrmative Use the base form of the verb. (I like hamburgers.) Add s to form the third person singular. (Martin likes tofu.) Negative Add do not or does not before the verb. Do not add s to the verb. (I do not like tofu. Martin does not like hamburgers.) don’t, doesn’t

Plural

Singular

Afrmative

!

Look out

Negative

I swim well

I do not (don’t) swim well

You swim well

You do not (don’t) swim well

He / She / It swims well

He / She / It does not (doesn’t) swim well

We swim well

We do not (don’t) swim well

You swim well

You do not (don’t) swim well

They swim well

They do not (don’t) swim well

Spelling Rules

d s to the Do not ad when you b main ver r does. o o d e s u

VERBS

Contracted Forms

Follow these rules to create the third person singular: Verb

Rule

Examples

Most verbs (eat, read, swim)

Add s.

eats, reads, swims

Verbs that end with a consonant + y (cry, hurry, study)

Change the y to i and add es.

cries, hurries, studies

Verbs that end with ch, o, s, sh, x, z (watch, go, pass, wash, tax, whizz)

Add es.

watches, goes, passes, washes, taxes, whizzes

Practise A. Complete the sentences with the simple present of the verbs in parentheses. Use the spelling rules in the chart. fries 1. Joe ______________ eggs. (fry)

6. Jade ____________ to school. (hurry)

2. The bee ______________ around the

7. Chantal _____________ movies. (love)

owers. (buzz)

8. Nadia _____________ her homework. (do)

3. Terry ___________ for the ball. (reach)

9. He _________________ his car. (wash)

4. Carolyn _____________ horses. (ride)

10. My cat _________________ TV. (watch)

5. William _____________ for trout. (sh)

11. Jay _________________ a lot. (worry)

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B. Underline the subjects. Complete the text with the simple present of the verbs in parentheses.

What I Think enjoys Everybody (enjoy) ________________ different things, just as we all (look) ____________ different. Maybe you (prefer) _____________ sports, but your brother (enjoy) ______________ music and art. It (be) ____________ often the case that people who (share) ____________ similar preferences (want) ______________ to spend time together. In some ways, this (be) ____________

VERBS

understandable. We (get) ____________ to know people and we (make) ____________ new friends when we (do) ____________ activities with them. But sometimes you (need) ____________ to make an effort to meet people who (like) ____________ different activities and experiences. They (be) ____________ worth it!

C. Edit the message. Circle the incorrect verbs in the simple present. Write the correct verb above the error.

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

Hi Cyndi! are How am you? I are ne. Don’t forgets that there are a practice tomorrow night. The coach say that we all needs to be there. If you is late again . . . Well, you doesn’t wants to know! He say that this are a very important practice. See you tomorrow at 5! Pascale

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D. Read the list. In the Venn diagram, write sentences about the things that Ann Thu and Mick don’t like.

kes

to cook supper to go to school to wash the car to ask for help piano lessons e class to talk in front of th

Things Mick Lik es reptiles rainy days to clean the ho use to cook supper to go to school to wash the ca r to ask for help piano lessons to talk in front of the class

√ √

√

√

√

VERBS

√

Things Ann Thu Li reptiles rainy days to clean the house

Ann Thu doesn’t like reptiles. 1. ____________________________________________________

Ann Thu

2. ____________________________________________________________ 3. ________________________________________________________________

Ann Thu and Mick 1. ________________________________________________________ 2. _________________________________________________________ 3. ___________________________________________________

Mick

1. ____________________________________________________________ 2. ________________________________________________________ 3. ______________________________________________

E. Write sentences about three things that you don’t like to do. 1. _______________________________________________________________________________ 2. _______________________________________________________________________________ 3. _______________________________________________________________________________

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Yes / No Questions To form yes / no questions in the simple present with other verbs, follow this word order: Do / Does + subject + base form of the main verb + rest of the question? Do you like chocolate? Does Sophie prefer cookies?

VERBS

Plural

Singular

Question

Short Answers

Do I run fast?

Yes, you do.

No, you do not (don’t).

Do you run fast?

Yes, I do.

No, I do not (don’t).

Does he / she / it run fast?

Yes, he / she / it does.

No, he / she / it does not (doesn’t).

Do we run fast?

Yes, you do.

No, you do not (don’t).

Do you run fast?

Yes, we do.

No, we do not (don’t).

Do they run fast?

Yes, they do.

No, they do not (don’t).

F. Put the words in the correct order to form yes / no questions. Start with Do or Does. Does Jim play tennis? 1. Jim tennis play ________________________________________________________________ 2. you sports prefer music or ____________________________________________________ 3. haircut have Nancy new a ____________________________________________________ 4. understand you question the ___________________________________________________ 5. to brother I have to my bring _______________________________________________ 6. Sian help need some _________________________________________________________ 7. problem have a Murray Alix and ______________________________________________ 8. the want go to dog outside __________________________________________________

G. Write questions to go with the following answers. Do you want to go to a movie? 1. _____________________________________________________ Yes, I want to go to a movie. 2. _____________________________________________________ Yes, Charles wants to come. 3. ________________________________________________ Yes, we need money for popcorn. 4. ________________________________________________ Yes, the movie starts at 7:30 p.m. 5. ___________________________________________________Yes, the theatre has an arcade. 6. ________________________________________________ Yes, I want to meet at your house.

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H. Complete the proles below. Then, write four sentences to describe each person and two yes / no questions about each person. e: ______ ________________ Ag e colour: ____________ r: ______________ Ey

Name: ______________ Hair colou

__________ __________________ __ __ __ __ n:_ tio pa cu Oc __________ __________________ Home town: ________ _________ __________________ Likes: ______________ __________ __________________ Doesn’t like: ________

2. _____________________________________________________________________________ 3. _____________________________________________________________________________

VERBS

1. _____________________________________________________________________________

4. _____________________________________________________________________________ Q1: _____________________________________________________________________________ Q2: _____________________________________________________________________________

Name: __________

________________

Hair colour: ______

____ Age: ______

________ Eye colou

Occupation:______

r: ____________

________________ _______________ Home town: ______ ________________ ______________ Likes: ____________ ________________ _____________ Doesn’t like: ______ ________________ ______________

1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________ 4. _____________________________________________________________________________ Q1: _____________________________________________________________________________ Q2: _____________________________________________________________________________

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Simple Past Verb To Be Affirmative and Negative We use the verb to be in the simple past for completed facts, states or descriptions. Time markers

Words like yesterday, last night, last week, last month, last year

Plural

VERBS

Singular

Afrmative

Negative

I was angry.

I was not (wasn’t) angry.

You were angry.

You were not (weren’t) angry.

She / He / It was angry.

She / He / It was not (wasn’t) angry.

We were angry.

We were not (weren’t) angry.

You were angry.

You were not (weren’t) angry.

They were angry.

They were not (weren’t) angry.

Practise A. Complete the sentences with the afrmative of the verb to be. Then, write the sentences with the negative contracted form. was 1. Last year, I ____________ in Grade 6. Last year, I wasn’t in Grade 6. ______________________________________________________________________________ 2. You ____________ in the principal’s ofce yesterday. ______________________________________________________________________________ 3. Meg ____________ on vacation last week. ______________________________________________________________________________ 4. Jill and I ____________ on the same hockey team last winter. ______________________________________________________________________________ 5. Last year, I ____________ in a different school. ______________________________________________________________________________ 6. Last month, I ____________ in China. ______________________________________________________________________________ 7. You ____________ very good last night. ______________________________________________________________________________

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B. Underline the time markers. Complete the text with the afrmative or negative of the verb to be.

Dear Diary, was not / wasn’t the best day. First of all, Zack and I ___________ Yesterday (negative) ________________ supposed to give a presentation in French. Last weekend, Zack ____________ away skiing at Mont Ste-Anne. He ____________ sure that I would do all the work. I (negative) ________________ ready because my computer ____________ broken and I (negative) ________________ able to nish my research. On Sunday, I wanted to go to the

prepared and, of course, we ____________ the ones the teacher called rst! She (negative) ________________ happy with us when I told her that we (negative) ________________ ready. Now we have to go to detention for the week.

VERBS

library but it ____________ closed for renovations. All our other classmates ____________

Yes / No Questions To form yes / no questions in the simple past with the verb to be, follow this word order: Was / Were + subject + rest of the question? Was Pueblo at school yesterday? Were his sisters there?

Plural

Singular

Question

Short Answers

Was I happy?

Yes, I was.

No, I was not (wasn’t).

Were you happy?

Yes, you were.

No, you were not (weren’t).

Was she / he / it happy?

Yes, he / she / it was.

No, he / she / it was not (wasn’t).

Were we happy?

Yes, we were.

No, we were not (weren’t).

Were you happy?

Yes, you were.

No, you were not (weren’t).

Were they happy?

Yes, they were.

No, they were not (weren’t).

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C. Combine words from the pyramid to write questions in the simple past with the verb to be. Write a short answer for each question.

was / were

verbs

VERBS

the students / the team / your dog / my brother / Elliot and Jay / Emma’s party / the Olympics / your trip / English class / the hamsters / the doctor / your teachers / King Kong / the Maritimes / the movie

subjects

successful / friendly / interesting / lost / angry / difcult / ridiculous / wonderful / miserable / violent / boring / exciting / cute / available / demanding / hungry / cold

adjectives

the students friendly? Yes, they were / No, they weren’t. 1. Were _______________________________________________________________________________ 2. _______________________________________________________________________________ 3. _______________________________________________________________________________ 4. _______________________________________________________________________________ 5. _______________________________________________________________________________ 6. _______________________________________________________________________________ 7. _______________________________________________________________________________ 8. _______________________________________________________________________________ 9. _______________________________________________________________________________ 10. _______________________________________________________________________________ 11. _______________________________________________________________________________ 12. _______________________________________________________________________________ 13. _______________________________________________________________________________ 14. _______________________________________________________________________________ 15. _______________________________________________________________________________

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D. Complete the message with was, were, was not/ wasn’t or were not / weren’t. Then, write six yes / no questions about the message and give short answers.

From: Jean-Philippe To: Jasmine Subject: Guess what??

Hey Jasmine!

were Yesterday, friends and I ___________ on a TV game show. It ___________ a blast! We ____________ in competition against students from other

well prepared. Some of the students from the other schools (negative) ____________ very prepared, so the competition ___________________

VERBS

schools. I ____________ very nervous, but we ____________

always tough. The questions ____________ difcult. For the most important question, Toby __________________ sure about the answer, but he guessed and he ____________ right! At the end, the score ____________ close, but we ____________ the winners. Cooooool! JP

1. Q. _____________________________________________

A. ___________________________

2. Q. _____________________________________________

A. ___________________________

3. Q. _____________________________________________

A. ___________________________

4. Q. _____________________________________________

A. ___________________________

5. Q. _____________________________________________

A. ___________________________

6. Q. _____________________________________________

A. ___________________________

7. Q. _____________________________________________

A. ___________________________

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Simple Past

Group:

There Was and There Were

We use there was and there were to refer to things in the past. When a sentence begins with There was or There were, the verb must agree with the noun (the subject) that follows. There was a coat on the oor. There were coats on the oor.

Yes / No Question

Singular

Negative

There was There was not (wasn’t) a soccer match. a soccer match.

Was there a soccer match?

Plural

VERBS

Afrmative

There were two penalties.

Were there two penalties?

There were not (weren’t) two penalties.

!

Look out

y use We usuall d forms te ac the contr sn’t and a w e r e th ren’t. e r e th we

Practise A. Look at the picture of the fair. Write questions or answers with there was or there were to describe what you see.

1. Were there a lot of people?

No, there weren’t a lot of people. Yes, there was a Ferris wheel.

2. 3. Was there a clown game? 4. Was there a baseball game?

No, there weren’t long line-ups.

5. 6. Was there a haunted house? 7.

No, there wasn’t an animal show.

8.

Yes, there were things to eat.

9. Was there garbage on the ground? 10. Was there a tentacle ride?

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Simple Past

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Other Verbs

Affirmative and Negative We use other verbs in the simple past for completed actions. Regular Verbs To form the simple past of most regular verbs, add d, ed or ied to the base form. (loved, enjoyed, carried) To form the negative, add did not before the base form of the verb.

Plural

Singular

Afrmative

Negative

I loved the movie.

I did not (didn’t) love the movie.

You loved the movie.

You did not (didn’t) love the movie.

He / She / It loved the movie.

He / She / It did not (didn’t) love the movie.

We loved the movie.

We did not (didn’t) love the movie.

You loved the movie.

You did not (didn’t) love the movie.

They loved the movie.

They did not (didn’t) love the movie.

Spelling Rules

Follow these rules to create the past tense of regular verbs:

Verb

Rule

Examples

Most verbs ending with a consonant

Add ed.

work → worked, stay → stayed

Most verbs ending with e

Add d.

agree→ agreed, hope → hoped

Most verbs ending with a consonant + y

Change y to i and add ed.

try → tried, hurry → hurried

Some verbs ending with a consonant

Double the last consonant and add ed.

hop → hopped, t → tted

Pronunciation

VERBS

Negative

Follow these rules for pronouncing the ed ending of past tense verbs: Verb

Pronunciation

Verbs that end with t or d (admit, need)

id (admitted → admit-id, needed → need-id)

Verbs that end with b (grab), g (beg), j (judge), l (kill), m (frame), n (fan), r (scare), v (starve), z (zz), or with a vowel sound (agree)

d (grabbed → grab’d, begged → begg’d, killed → kill’d, framed → frame’d, scared → scare’d, agreed → agree’d)

Verbs that end with f (laugh), k (work), p (stop), s (embarrass), x (mix), sh (crush), ch (attach)

t (laughed → laugh’t, stopped → stop’t, crushed → crush’t)

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Irregular Verbs These have different forms in the past tense. (buy → bought, go → went) Use the list on pages 213–214 to learn the past tense of irregular verbs. Negative

I went home.

I did not (didn’t) go home.

You went home.

You did not (didn’t) go home.

He / She / It went home.

He / She / It did not (didn’t) go home.

We went home.

We did not (didn’t) go home.

You went home.

You did not (didn’t) go home.

They went home.

They did not (didn’t) go home.

!

Look out

the e form of se s a b e th Use ou u b when y main ver t or didn’t. did no

Practise A. Underline the simple past verbs. Then, write the verbs and their negative form in the chart.

Dear Diary, I just had the most amazing day. My uncle came to pick me up, and he took me to see the factory where they build airplanes. He works there. We saw airplanes that were only half ready. I even stood on top of a wing. It was really cool. Then we went for lunch at a fancy restaurant. I ate pasta with seafood. My uncle loves beef, so he ordered a steak. Then we enjoyed a big dessert. We had a great time.

Afrmative had

Negative

Afrmative

Negative

did not / didn’t have

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VERBS

VERBS

Plural

Singular

Afrmative

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S ___ T ___ O ___ L ___ E steal: ___ 1 2 become: ___ ___ ___ ___ ___ ___ 3

teach: ___ ___ ___ ___ ___ ___ 19

wake: ___ ___ ___ ___ 4 5

lie (down): ___ ___ ___ 23 24

throw: ___ ___ ___ ___ ___ 6 7 come: ___ ___ ___ ___ 8

sell: ___ ___ ___ ___ 25 26 read: ___ ___ ___ ___ 27 28

spend: ___ ___ ___ ___ ___ 9 light: ___ ___ ___ 10 11

build: ___ ___ ___ ___ ___ 29 30 choose: ___ ___ ___ ___ ___ 31 32

run: ___ ___ ___ 12 buy: ___ ___ ___ ___ ___ ___ 13 14

cost: ___ ___ ___ ___ 33 34

leave: ___ ___ ___ ___ 15 16

hit: ___ ___ ___ 37

understand: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 20 21 22

VERBS

VERBS

B. Write the irregular verbs in the simple past. Copy the numbered letters into the message to nd out what it says.

drink: ___ ___ ___ ___ ___ 35 36

catch: ___ ___ ___ ___ ___ ___ 17 18

Message

“___S1 ___5 ___ 32 ___ “___ 36 12

___ ___ ___ ___ ___ ___ ___ ___ 24 34 13 30 3 14 16 7

, ___28 ___15 ___2 ___11 ___17 ___23 ___18 ___22 ___27 !”

,

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 19 4 6 37 10 8 33 20 21 31 25 35 29 26 9

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Yes / No Questions To orm yes / no questions in the simple past with other verbs, ollow this word order: Did + subject + base orm o the main verb + rest o the question?

Look out!

Did Lena tidy her room? Did they help her? Short Answers

Use the base form of the main verb when you use did.

Did I help her?

Yes, I did.

No, I did not (didn’t).

Did you help her?

Yes, you did.

No, you did not (didn’t).

Did she / he / it help her?

Yes, he / she / it did.

No, he / she / it did not (didn’t).

Did we help her?

Yes, we did.

No, we did not (didn’t).

Did you help her?

Yes, you did.

No, you did not (didn’t).

Did they help her?

Yes, they did.

No, they did not (didn’t).

Verbs erbs

Plural

Singular

Question

Practise

Word Bank

A. For each age, write a question in the simple past. Use the phrases in the word bank to help you. go to school • read books • sleep over at a friend’s house • have homework • eat your vegetables • have a pet • watch cartoons • play video games • speak English • make your own lunch • ski • live in Québec

Question

1. When you were our, did you go to school?

Short Answer

Yes, I did / No, I didn’t.

2. When you were fve, 3. When you were six, 4. When you were seven, 5. When you were eight, 6. When you were nine, 7. When you were ten, 8. When you were eleven, 9. When you were twelve,

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B. Complete the dialogue with the simple past or simple present of the verbs in parentheses. cleaned Adam: I (clean) _____________ the kitchen, this morning. Where (be) _____________ you? Barrack: No, you (do, negative) ________________ . I (clean) _____________ the kitchen

before I (go) ______________to baseball. You (do, negative) ____________________ anything! You (be) _____________ lazy! Adam: No, I (be, negative) _____________ . Every day, I (take) ________________ out the

garbage. You (help, negative) ____________________ me with that! What (do) _____________ you ____________ today to help?

Adam: You (wash) ____________________ the dishes. Mom always (do) _____________ them. Barrack: She (do, negative) _________________ them by herself! I (help) _____________ her.

VERBS

VERBS

Barrack: I (wash) _____________ the dishes.

You (know, negative) _________________, you (be, negative) _________________ there! Adam: Maybe I (see, negative) __________________ you, but I know that you (do, negative)

_________________ them by yourself. Barrack: O.K., maybe I (wash, negative) ____________________ them by myself, but I (help)

_____________. You (do, negative) ____________________ very much. Taking out the garbage (be, negative) _____________ a big help. Adam: Uh, Mom (look) _____________ tired. Barrack: Maybe she (need) _____________ a cup of tea!

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The Future

Group:

With Will

Affirmative and Negative We use the simple future for future actions or states. To form afrmative sentences in the future with will, follow this word order:

Afrmative

Subject + will + base form of the main verb + rest of the sentence. I will leave home when I turn 18. My brothers will stay at home. Negative

To form negative sentences, add not after will.

Matt will not go to a new school next year. His family will not move to Ontario.

Singular

Afrmative

Plural

VERBS

Time Markers Words like later, tonight, tomorrow, next week, in a day / week / month, next week / month / year

Look out

!

action The contr ot of will n is won’t.

Negative

I will (I’ll) practise every day.

I will not (won’t) practise every day.

You will (You’ll) practise every day.

You will not (won’t) practise every day.

He / She / It will (He’ll / She’ll) practise every day.

He / She / It will not (won’t) practise every day.

We will (We’ll) practise every day.

We will not (won’t) practise every day.

You will (You’ll) practise every day.

You will not (won’t) practise every day.

They will (They’ll) practise every day.

They will not (won’t) practise every day.

Practise A. Match each resolution with a name. Use will to write a resolution for each person. Then write two resolutions for yourself. New Year’s Resolutions eat fewer hotdogs

1. Alex: 2. Mari:

study harder ask for help with math

3. Ali:

be nice to his/her sister

4. Dori:

practise more often

5. Emily:

exercise more get more sleep

6. Tim: 7. Ming: 8. 9.

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B. Choose activities for Vladimir for Activity Day. Write sentences about what he will and will not (won’t) do.

Name: Vladimir

√ relax in a yoga class

play volleyball in the gym do weight training

10:30–12:00 show your skills at oor hockey in the gym take a walk in the woods compete in a trivia challenge

12:00–1:00

1:00–2:15 do theatre improv. in the drama room climb the climbing wall jam in the music room

2:30-4:00 participate in a mini basketball tournament in the gym create a masterpiece in the art room watch a movie in the auditorium

VERBS

9:00–10:15

ENJOY A DELICOUS LUNCH

Activity Day

1. At 9:00, he will relax in a yoga class. He won’t play volleyball. He won’t do weight training. 2. At 10:30,

3. At 12:00, 4. At 1:00,

5. At 2:30,

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Simple ThePresent Future

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Yes / No Questions To ask yes / no questions with will, follow this word order: Will + subject + base form of the main verb + rest of the question? Will Andrew come? Will the whole class go?

VERBS

Plural

Singular

Question

Short Answers

Will I pass the exam?

Yes, I will.

No, I will not (won’t).

Will you pass the exam?

Yes, you will.

No, you will not (won’t).

Will she / he / it pass the exam?

Yes, he / she / it will.

No, he / she / it will not (won’t).

Will we pass the exam?

Yes, we will.

No, we will not (won’t).

Will you pass the exam?

Yes, you will.

No, you will not (won’t).

Will they pass the exam?

Yes, they will.

No, they will not (won’t).

Practise A. Re-order the words to form yes / no questions in the future. 1. rain tomorrow it will

Will it rain tomorrow?

2. soon they arrive will 3. Josh party will invite to us the 4. global affect will warming us 5. life in successful will they be 6. will nish we on work this time ever Yes/No Questions

7. homework you help my with me will 8. I will coat my need 9. computers rule will some the world day 10. mess please you will up clean your

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The Future

Group:

With Going To

Affirmative and Negative To talk about the future, we can also use the verb to be in the present + going to. Follow this word order: Subject + am / is / are + going to + base form of the main verb + rest of the sentence. I am going to visit my friend. We are going to see a movie. Negative

I am (I’m) going to run fast.

I am (I’m) not going to run fast.

You are (You’re) going to run fast.

You are (You’re) not (aren’t) going to run fast.

He / She / It is (He’s / She’s / It’s) going to run fast.

He / She / It is (He’s / She’s / It’s) not (isn’t) going to run fast.

We are (We’re) going to run fast.

We are (We’re) not (aren’t) going to run fast.

You are (You’re) going to run fast.

You are (You’re) not (aren’t) going to run fast.

They are (They’re) going to fast.

They are (They’re) not (aren’t) going to run fast.

VERBS

Plural

Singular

Afrmative

Practise A. For each prompt, write one thing that you are going to do and one thing that you are not going to do in the future. 1. If I meet a bear, I am going to play dead. I am not going to run. 2. When I learn to drive,

3. When it’s time for nal exams,

4. When school nishes in June,

5. When I get a job,

6. When I nish high school,

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Yes / No Questions To ask yes / no questions with going to, follow this word order: Am / Is / Are + subject + going to + base form of the main verb + rest of the question? Are we going to watch a movie? Short Answers

Am I going to do well?

Yes, I am.

No, I am (I’m) not.

Are you going to do well?

Yes, you are.

No, you are (you’re) not (aren’t).

Is she / he / it going to do well?

Yes, he / she / it is.

No, he / she / it is (’s) not (isn’t).

Are we going to do well?

Yes, we are.

No, we are (we’re) not (aren’t).

Are you going to do well?

Yes, you are.

No, you are (you’re) not (aren’t).

Are they going to do well?

Yes, they are.

No, they are (they‘re) not (aren’t).

VERBS

Plural

Singular

Question

Practise Complete the dialogue with questions. Use going to. Are you going to come Jake: Hi Jenny. (you, come) ___________________________________ to the meeting tonight? Jenny: Hi Jake. Yes, I am. (you, be) ___________________________________ there? Jake: Yes. (we, talk) ___________________________________ about the new soccer stadium

project? (the teachers, help) ___________________________________ us get organized? Jenny: Yes, they are. (you, bring) ___________________________________ the pamphlet you

made? We have to show the mayor how important this project is. Jake: For sure. (your mother, write) ___________________________________ a letter to the

newspaper? I think it‘s a good idea. Jenny: Yes, she is. (parents, go) ___________________________________ to the town

council meeting next week? Jake: Yes, they are. We are going to put a lot of pressure on them. (we, succeed) _____________

______________________ ? Jenny: Yes, we are!

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Group:

Present Continuous

Affirmative and Negative We use the present continuous to express an action that is in progress in the present. To form afrmative sentences in the present continuous, follow this word order:

Afrmative

Subject + am / is / are + base form of the main verb + ing + rest of the sentence. The dog is barking. The cats are sleepng. Negative verb to be.

To form negative sentences in the present continuous, add not before the

His mother is not driving. His sisters are not being quiet. Words like right now, at the moment, today

Plural

Singular

Afrmative

Negative

I am (I’m) leaving now.

I am (I’m) not leaving now.

You are (You’re) leaving now.

You are (You’re) not leaving now. (or You aren’t)

He / She / It is (He’s / She’s / It’s) leaving now.

He / She / It is (He’s / She’s / It’s not leaving now. (isn’t)

We are (We’re) leaving now.

We are (We’re) not leaving now. (aren’t)

You are (You’re) leaving now.

You are (You’re) not leaving now. (aren’t)

They are (They’re) leaving now.

They are (They’re) not leaving now. (aren’t)

Spelling Rules

VERBS

Time Markers

Follow these rules to create the ing form of verbs: Verb

Rule

Examples

Most verbs

Add ing.

talk → talking, read → reading

Verbs ending with e

Remove the e and add ing.

take → taking, lose → losing

Most verbs ending with a short vowel + a consonant

Double the last consonant and add ing.

sit → sitting, win → winning

Verbs ending with ie

Replace the ie with y and add ing.

lie → lying, tie → tying

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Practise A. Complete the sentences with the present continuous of the verbs in parentheses. Then, write two sentences about what you are doing right now. is putting 1. Marnie (put) _______________________ on makeup. 2. Kelly and Heather (read) _______________________ a book. 3. Alex (work out) ____________________________________. 4. Ian (vacuum) _______________________ the oor. 5. Suzy and Rachel (dance) _______________________. 6. Fred (make) _______________________ supper.

VERBS

7. Monica and Jose (argue) _______________________. 8. Adam and Chris (wrestle) _______________________. 9. _______________________________________________________________________________ 10. _______________________________________________________________________________

Word Bank

B. Amber and Liz are hanging out. What are they doing? Use the present continuous and the phrases in the word bank. sit on the couch eat a sandwich watch TV send text messages paint her toenails

lie on the bed surf the Internet talk on her phone listen to music do homework

1. Amber is painting her toenails. 2. Liz 3. Liz and Amber 4. Amber 5. Liz 6. Liz and Amber 7. Amber 8. Liz and Amber 9. Liz 10. Amber

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C. Rewrite the following sentences in the negative. Use the contracted forms. 1. Sunni is working very hard.

Sunni isn’t working very hard.

2. We are watching a movie. 3. I am getting hungry. 4. They are leaving the city. 5. You are riding a scooter. 6. The principal is calling your dad. 7. You are growing very tall. 8. It is snowing very hard.

VERBS

9. I am studying math. 10. Joe is skiing in Tremblant today.

D. Complete the dialogue with the present continuous. Use the contracted forms. Charlie: Mom! Frank is hitting me. I’m not hitting Frank: (I, hit, negative) ___________________ him. (We, play)_______________________. Charlie: (We, play, negative) ______________________________.

(He, pick on)____________________ me. Frank: (I, pick on, negative) _______________________ him. (He, lie) ___________________. Charlie: (I, lie, negative) ____________________. (I, tell) ___________________ the truth. Frank: (You, tell, negative) __________________________ the truth! (You, exaggerate)

_______________________! Charlie: (I, exaggerate, negative) _____________________! (You, joke) _________________! Frank: (I, joke, negative) _______________________. (I, tell) ____________________ Mom. Charlie: (You, tell, negative) _______________________________. She isn’t home!

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Yes / No Questions To ask a question in the present continuous, follow this word order: Am / Is / Are + subject + base form of the main verb + ing + rest of the question? Am I working hard enough? Are you studying tonight?

VERBS

Plural

Singular

Question

Short Answers

Am I talking loudly?

Yes, I am.

No, I am (I’m) not.

Are you talking loudly?

Yes, you are.

No, you are (you’re) not (aren’t).

Is she / he / it talking loudly?

Yes, he / she / it is.

No, he / she / it is (’s) not (isn’t).

Are we talking loudly?

Yes, we are.

No, we are (we’re) not (aren’t).

Are you talking loudly?

Yes, you are.

No, you are (you’re) not (aren’t).

Are they talking loudly?

Yes, they are.

No, they are (they’re) not (aren’t).

Practise A. Write yes / no questions in the present continuous. Use the prompts. 1. you – listen to me Are you listening to me? 2. the baby – cry 3. I – talk too loudly 4. they – get a haircut 5. the train – leave soon 6. we – go to Manitoba 7. your dog – bark 8. my sister – go out with your brother 9. I – play in this game 10. the teacher – correct the exam 11. Luke and Laura - watching a movie 12. I - bother you 13. you and Tracy - learn Spanish 14. you and I - talk about the same person 15. Isaac - get angry with the boys

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B. Complete the text with the simple present or the present continuous.

Dear Diary, Every night, I have the same dream. am I (be) _________________ in the middle of a big eld. There (be) _________________ owers all around me and the birds (sing) ____________________. Suddenly, it (start) ____________________ to rain. Giant raindrops (fall) ____________________ all around me.

(get) _________________ bigger and bigger. I (start) __________________ to run, but my feet (feel) ____________________ heavy. I (be, negative) ____________________ able to move. The water (rise)

VERBS

The rain (crush) ____________________ the owers. The raindrops

____________________ and (cover) ____________________ me. I (drown) ____________________! Suddenly, a giant bird (arrive) ____________________ and (rescue) ____________________ me from the water. He (carry) ____________________ me up into a tree, and then I (wake) ____________________ up! Weird!

C. Write ve yes / no questions about the dream. Use the simple present or the present continuous. Underline the verbs. 1. Is the person outside? 2. 3. 4. 5.

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Continuous Tenses

Group:

Past Continuous

Affirmative and Negative We use the past continuous to express an action that was in progress at a certain moment in the past. Afrmative

To form afrmative sentences in the past continuous, follow this word order:

Subject + was / were + subject + base form of the main verb + ing + rest of the question? Serena was washing her hair. Her parents were watching TV. Negative To form negative sentences in the past continuous, add not before the verb to be. She was not making supper. They were not setting the table. Words like at, when, while

Singular

Afrmative

Plural

VERBS

Time Markers

Negative

I was talking too fast.

I was not (wasn’t) talking too fast.

You were talking too fast.

You were not (weren’t) talking too fast.

He / She / It was talking too fast.

He / She / It is was not (wasn’t) talking too fast.

We were talking too fast.

We were not (weren’t) talking too fast.

You were talking too fast.

You were not (weren’t) talking too fast.

They were talking too fast.

They were not (weren’t) talking too fast.

Practise A. Complete the sentences with the past continuous of the verbs in parentheses. was teaching 1. Mr. Desroches (teach) ____________________ students how to use the dictionary and Ms. Perrier (explain) _______________________ how to do algebra when the bell rang. 2. At 2:30, Mr. Chelico and Mr. Valiquette (prepare) ______________________ a laboratory experiment. Ms. Desrochers (demonstrate) __________________________ how to paint. 3. Mr. Gagnon and Mr. Bellart (show) ____________________ the students how to stretch while Ms. Arsenault (unpack) ____________________ some new books. 4. Ms. Bill (give) ____________________ a lesson on the past continuous in the third period, and Miss Giroux (talk) ____________________ about Les Patriotes. 5. Mr. Gilbert (have) ____________________ a meeting with a parent after school. 6. At 10:45, Mr. Pasquale (make) ____________________ cabbage rolls for lunch.

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B. Write sentences about what Joe was doing during the day. Use his schedule.

Joe’s Garage Schedule – Tuesday 8:00 9:00 10:00 11:00 12:00

(with Jack) Change oil – Mazda Put snow tires on – Mercedes Do engine diagnostic – Ford (with Jack) Repair mufer – Dodge truck Have lunch with Emily

1:00 2:00 3:00 4:00 5:00

(with Jack) Replace transmission – BMW Fix windshield wipers – Toyota (with Jack) Check oil pump – Chevrolet Clean spark plugs – Honda Go home

1. At 8:00, Joe and Jack were changing the oil of a Mazda. 2. At 9:00, Joe 3. At 10:00, Joe VERBS

4. At 11:00, Joe and Jack 5. At 12:00, Joe 6. At 1:00 Joe and Jack 7. At 2:00, Joe 8. At 3:00, Joe and Jack 9. At 4:00, Joe 10. At 5:00, Joe and Jack

C. Re-order the words to form sentences in the past continuous. Use the negative. 1. snowing

yesterday

wasn’t

hard

very

it

It wasn’t snowing very hard yesterday. 2. to

listening

3. my

hard

4. wasn’t

5. Jay

6. going

you

working

team

weren’t

Luc

me

on

training

forward

to

up

weren’t

I

the

wasn’t

the

Monday

give

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project

eld

to

on

Amid

and

looking

wasn’t

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D. Complete the discussion with the past continuous of the verbs in parentheses.

weren’t listening The players (listen) _____________________

to their coach. Their coach (push) _____________________ them hard enough. They (practise) _____________________ intensively enough. They (make) _____________________

VERBS

opportunities to score.

They (train) _____________________ often enough. The coach

They (skate)

(put)_____________________ enough

_____________________

pressure on them. The coach (make)

fast enough. Their best scorer

_____________________

(play) _____________________ well.

them work hard enough.

The defencemen (do) ________________ their jobs. The goalie (stop) _____________________ the pucks.

Gus Don

Lou

1. Which commentator blames mostly the players for the loss? ______________________ 2. Which commentator blames mostly the coach for the loss? ______________________ 3. Which commentator blames the coach and the players? _________________________

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Yes / No Questions To ask a question in the past continuous, follow this word order: Was / Were + subject + base form of the main verb + ing + rest of the question? Were you training yesterday? Short Answers

Was I sleeping in class?

Yes, I was.

No, I was not (wasn’t).

Were you sleeping in class?

Yes, you were.

No, you were not (weren’t).

Was she / he / it sleeping in class? Yes, he / she / it was. No, he / she / it was not (wasn’t). Were we sleeping in class?

Yes, we were.

No, we were not (weren’t).

Were you sleeping in class?

Yes, you were.

No, you were not (weren’t).

Were they sleeping in class?

Yes, they were.

No, they were not (weren’t). VERBS

Plural

Singular

Question

Practise E. Rewrite the following sentences as yes / no questions in the past continuous. 1. You were going to the eld. Were you going to the eld? 2. Henri and Lisa were leaving early. 3. I was doing the right thing. 4. You were sleeping when I called. 5. Sam was taking a shower. 6. We were using the wrong instructions. 7. They were living in Alberta last year. 8. I was running fast enough. 9. Ms. Tobin was looking for something. 10. We were concentrating very hard. 11. Tammy was doing her homework. 12. They were planning their project. 13. Arianne was going skiing. 14. We were trying to open the can of soup. 15. Kelly and Shannon were waiting for the bus.

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F. Complete the message with the simple past or past continuous of the verbs in parentheses.

From: Jasmine To: Jean-Philippe Subject: Guess what I saw…

JP!!!

saw You won’t believe what I (see) _____________ this morning. I (walk) _________________ to school, and it (rain) _________________

VERBS

Suddenly, three boys (run) _____________ across the street in front of me. One of them (be) _____________ short, and the others (be) _____________ tall. One of them (carry) _________________ a bag. Suddenly, I (see) _____________ two police ofcers. They (chase) ___________________ the boys! The boys (jump) _____________ over a fence and (throw) _____________ the bag over it. While I (watch) _________________ the action, a police car (arrive) _____________ . Its siren (blare) _________________ and its lights (ash) _________________. The police (follow) _____________ the boys into a house. A few minutes later, they all (come) _____________ out. The boys (wear) __________________ handcuffs. The police (put) _____________ them in the car and (drive) _____________ away. What a crazy way to start the day! Jasmine

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Modals Affirmative and Negative We use modals to change the meanings of verbs. To form afrmative sentences with modals, follow this word order:

Afrmative

Subject + modal + base form of the main verb + rest of the sentence. I might go to Moscow. Nash can speak Russian. Negative

To form negative sentences with modals, follow this word order:

Subject + modal + not + base form of the main verb + rest of the sentence. They must not (mustn’t) play outside. Meaning

Example

must / must not

obligation

You must (mustn’t) eat your vegetables.

can / cannot

ability or possibility

I can (can’t) speak Spanish.

could / could not

ability (past tense of can)

You could (couldn’t) go last week.

could / could not; might / might not

possibility

Jill might (mightn’t) come to the party.

should / should not

advice

Fred should (shouldn’t) study more.

would / would not

conditional

They would (wouldn’t) prefer to stay home.

VERBS

Modal

Practise A. Read the statements. Use the modals in parentheses to make a suggestion for each situation. 1. I got a bad mark on my exam. (should)

2. I can’t play this game (could)

3. I didn’t play well during the concert. (must)

4. I don’t understand anything in math. (can)

5. My sister is angry at me for something I said. (should)

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B. Complete the conversation with modals. Then, draw an arrow from each modal to the verb it modies.

I want to break up with my girlfriend. but I don’t know how to do it. could You _______________ send her a text message.

Do you think she _______________ be angry? Of course! You ______________ tell her to her face. VERBS

Raj is right. You _______________ be honest and tell her how you feel! When _______________ you talk to her? I _______________ invite her to have lunch with me tomorrow. I don’t want to hurt her. It sounds like you _______________ like to stay together, then. I still think that they _______________ break up if Dan has doubts. If they can work it out, they should work it out. It’s worth a try! Thanks, guys.

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C. Use the prompts and write sentences with modals in the negative contracted form. 1. should – swim in the dark You shouldn’t swim in the dark. 2. must – be grumpy all the time

3. should – eat too much junk food

4. could – nish the project alone

VERBS

5. can – believe everything on the Internet

6. would – understand him

7. could – go to Alaska alone

8. must – leave without me

Yes / No Questions To form yes / no questions with modals, follow this word order: Modal + subject + base form of the main verb + rest of the question? Would you like some chocolate?

Plural

Singular

Question

Short Answers

Could I go now?

Yes, I could.

No, I could not (couldn‘t).

Could you go now?

Yes, you could.

No, you could not (couldn‘t).

Could she / he / it go now?

Yes, he / she / it could.

No, he / she / it could not (couldn‘t).

Could we go now?

Yes, we could.

No, we could not (couldn‘t).

Could you go now?

Yes, you could.

No, you could not (couldn‘t).

Could they go now?

Yes, they could.

No, they could not (couldn‘t).

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Practise D. Choose a word or phrase from each column to form questions. Write the questions below. Modal

Subject

Verb

Rest of the Question

Can

I

take

during the game?

Could

you

help

our project this weekend?

Might

he / she

go

our lunch now?

Must

they

have

to go to a movie with me?

Should

we

like

dance lessons?

Would

it

rain

the dog for a walk?

VERBS

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

E. Choose one of the questions. Write your opinion using modals. Include at least one negative modal. at? Should people eat less me Must people respec

t each other?

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ge t ers chan g a n e e t Can

?

he world

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Imperatives Affirmative and Negative We use imperatives to tell someone what to do. Afrmative

To form imperative sentences in the afrmative, follow this word order:

Base form of the verb + rest of the sentence. Close the door. Negative

To form imperative sentences in the negative, follow this word order:

Do not + base form of the verb + rest of the sentence.

Afrmative

Negative

Remember your schoolbag.

Do not (Don’t) forget your gym clothes.

VERBS

Do not cross the road.

Practise A. Read the blog. Underline Kelly’s tips and write them as imperatives on page 172.

Kelly’s Blog: How to Make a Good First Impression Knowing how to make a good rst impression is essential to help you get a job, get a date, or make new friends. First, you should always stand up straight, and try to take a deep breath to calm your nerves. You will want to look the person straight in the eye and to smile as you shake his or her hand rmly. Then you can introduce yourself and say that you are pleased to meet him or her. You can also ask for the person’s name if you don’t already know it. Of course you should listen carefully to what the other person is saying. Remember, if you stay condent and relaxed, your positive attitude and energy will be contagious!

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Kelly’s Tips: 1. Stand up straight. 2. 3. 4. 5. 6. 7. 8.

VERBS

9.

B. Read the statements below. Write the statements as negative imperatives Put a the three statements that you want people to remember.

enter my room without knocking take my things without asking give me too much homework yell at me make me eat my vegetables ask me too many questions laugh at me

√ beside

Don’t enter my room without knocking.

make me clean my bedroom ask me for money take away my cellphone

C. Write three dos and three don’ts for younger students about how to behave at high school.

Advice for Students Starting High School Dos

Don’ts

1.

1.

2.

2.

3.

3.

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Question Words We use question words at the beginning of an interrogative sentence to ask for information. Question words can be: • interrogative pronouns (What is your favourite subject?) • adjectives (What school do you go to?) • adverbs (Why do you like rugby?) Question Word

Identity of persons

Example Who was your coach last year?

Whom (object)

Whom did you invite?

What

Identity of things and events

What did you have for lunch?

Which

Choice of things and events

Which apple do you want?

Where

Place

Where does your brother live?

When

Time

When will we leave?

Why

Reason

Why is it so difcult?

Whose

Possession

Whose coat is this?

How

Manner, means, degree

How can I help you?

How + Adjective / Adverb

To Ask About

Example

How much

Quantity (uncountable nouns)

How much money do you have?

How many

Quantity (countable nouns)

How many kilometres did 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?

INFORMATION QUESTIONS

Who (subject)

To Ask About

Practise A. Read the newspaper on page 174. Then, answer each of the questions on page 175 with a complete sentence. Pay attention to the verb tenses.

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Name:

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Date:

Group:

1. When did the newspaper appear? It appeared on January 15, 2012. ________________________________________________________________________________ 2. How many degrees will it be on Monday? ________________________________________________________________________________ 3. How long ago did the triplets last see each other? ________________________________________________________________________________ 4. How old are the brothers? ________________________________________________________________________________ 5. Why did the chickens escape? ________________________________________________________________________________ 6. How far did some of the chickens go? ________________________________________________________________________________ 7. How many chickens were in the truck? ________________________________________________________________________________

________________________________________________________________________________ 9. Whose business sells pizza? ________________________________________________________________________________ 10. How often does Gerry sell his pizzas 2 for 1? ________________________________________________________________________________ 11. How large are the 2 for 1 pizzas at Gerry’s? ________________________________________________________________________________

INFORMATION QUESTIONS

8. How much does the newspaper cost?

12. How long does it take for pizza delivery? ________________________________________________________________________________ 13. How much does an oil change cost at the garage? ________________________________________________________________________________ 16. How long will the oil change special at the garage last? ________________________________________________________________________________ 15. Where is the garage? ________________________________________________________________________________

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Question Words

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Simple Present and Simple Past

Verb To Be

To form information questions in the simple present and the simple past with the verb to be, follow this word order: Question word + am / is / are or was / were + subject + rest of the question? Where is the book? When was Diane’s birthday? Question

Plural

Singular

Simple Present

Simple Past

Why am I always late?

Why was I so angry?

When are you on vacation?

When were you at the game?

Where is he / she / it on Saturday?

Where was he / she / it after the movie?

How late are we?

How late were we?

How are you?

How were you after the accident?

Whose gloves are these?

Whose books were those?

INFORMATION QUESTIONS

Practise A. Write information questions to go with the answers in bold. Use who, what, where, when or why and the verb to be in the simple present. is very tall? 1. Who _____________________________________________ Justin is very tall. 2. _____________________________________________ Maryse and Sarah are in Vancouver. 3. _____________________________________________ The book is on the table. 4. _____________________________________________ The rehearsal is over at 3:00. 5. _____________________________________________ Our new coach’s name is Robert. 6. _____________________________________________ The new players are Max and Albert.

B. Complete the questions with how many or how much and the simple past of the verb to be. many were 1. How _________________ people ____________ at the party? 2. _________________ snow ____________ on the ski hill? 3. _________________ money ____________ in the purse? 4. _________________ days ____________ you absent? 5. _________________ trouble ____________ you in? 6. _________________ players ____________ on your team? 176 one hundred and seventy-six

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Simple Present and Simple Past

Group:

Other Verbs

To form information questions in the simple present and the simple past with other verbs, follow this word order: Question word + do / does /did + subject + base form of the main verb + rest of the question? Whose homework did the dog eat? When did they visit Ottawa? With Who or What as Subject

What do I care?

What happens now?

Why do you like to read? When does he / she / it arrive home? How do we save money?

Who swims the fastest?

Why do you sleep late? How many books do they have?

Plural

Singular

Simple Past

With Who or What as Subject

What did I do?

What happened now?

Why did you listen? When did he / she / it go shopping? How did we rank?

Who swam the fastest?

Whom did you invite home? How many bottles did they get?

Practise

PROFILE 1

A. Read the Teen Helper proles on this page and page 178. Write four information questions in the simple present about each teen. Write down the answers. 1. Where does Tara live?

INFORMATION QUESTIONS

Plural

Singular

Simple Present

2. When

3. Who

4. What

Simple Present and Simple Past

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Simple Present and Simple Past

Tara lives in Red Dee r, Alber ta. Every Saturda y she coaches younger kids who play socc er. one hundred and seventy-seven 177

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PROFILE 2

Group:

1. Where

2. When

3. How ngley, B.C. Max lives in La , he helps On his holidays bank. He at a local food baskets for prepares food eed help. families who n

4. Why

B. Complete the dialogue with information questions in the simple past that match the underlined words. Choose question words from the word bank. You can use the question words more than once. What did you do last weekend? 1. A: _________________________________________________

INFORMATION QUESTIONS

B: I went skiing with my family.

Word Bank how

2. A: _________________________________________________ B: We went to Owl’s Head.

how many how much what

3. A: _________________________________________________

where

B: I liked it a lot. The conditions were fantastic! 4. A: _________________________________________________ B: We got about 30 cm of snow. The powder was amazing! 5. A: _________________________________________________ B: They opened 21 trails. We didn’t have time to get bored. 6. A: _________________________________________________ B: We stayed at the hotel at the mountain. 7. A: _________________________________________________ B: We spent three days there. 8. A: _________________________________________________ B: I liked the snow park the best.

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Future

Group:

With Will

To form information questions in the future with will, follow this word order: Question word + will + subject + base form of the main verb + rest of the question? When will I see you again? How often will Ingrid go to town?

Plural

Singular

Question What will I do?

With Who or What as Subject Who will pass the ball?

Why will you leave? When will he / she / it return? Where will we go?

What will happen?

Whom will you ask to dance? How long will they run?

Practise

1. do next

your vacation you what summer will during

What will you do during your vacation next summer? ________________________________________________________________________________ 2. leave Jack when on will holiday ________________________________________________________________________________ 3. where trip Jack go his will on ________________________________________________________________________________ 4. when get job will a you

INFORMATION QUESTIONS

A. Re-order the words to form questions.

________________________________________________________________________________ 5. you how your spend will money ________________________________________________________________________________ 6. why help Jane need will ________________________________________________________________________________ 7. will much save next how you summer ________________________________________________________________________________

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Future

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Future

Group:

With Going To

To form information questions with going to, follow this word order: Question word + am / is / are + subject + going to + base form of the main verb + rest of question? Where is Henri going to buy his shoes? When are Nathalie and Miles going to leave?

Plural

Singular

Question

With Who or What as Subject

Who am I going to believe?

Who is going to win?

How long are you going to stay with your sister? Where is he / she / it going to go? What is going to happen?

When are we going to eat? Why are you going to read? What are they going to do?

Practise

INFORMATION QUESTIONS

A. Use words and phrases from the chart and add am going to, is going to or are going to to form information questions in the future. Question Word

Subject

Verb

Rest of the Question

How far When Why How long Where How busy How hard How often

the hockey players the boys the practice I we you your mother the school

study be sign run close last bake practise

in the race next week autographs some cookies tomorrow with the team

1. How far are the boys going to run in the race? 2. 3. 4. 5. 6. 7.

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Present Continuous and Past Continuous To form information questions in the continuous, follow this word order: Question word + am / is / are or was / were + subject + base form of the main verb + ing + rest of question? What is he eating for lunch? Whom were you calling on the computer? Question Past With Who, What Continuous or How Many as Subject

With Who, What or How Many as Subject

Whom am I calling?

Who is leaving?

Who was I calling?

Who was leaving?

What are you doing?

What is happening?

What were you doing?

What was making a noise?

Why is he / she / it playing chess?

Why was he / she / it playing chess?

When are we going to school?

How many are going to the What are you wearing? park?

When were we going to school?

How many were going to What were you wearing? the park?

How many games are they buying?

How many games were they buying?

Practise Match each beginning with an end of a question. Write the letter on the line. Beginning

End

1. Who is

i/j _____

a. they leaving so early?

2. Why are

_____

b. you going?

3. What is

_____

c. is driving us home?

4. How many people _____

d. Gerry and Keith arriving?

5. Where are

_____

e. are giving extra help in math?

6. How is

_____

f. Lou skiing so fast?

7. What time are

_____

g. is barking so loudly?

8. Whose father

_____

h. are coming to the meeting?

9. Which teachers

_____

10. Whose dog

_____

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INFORMATION QUESTIONS

Plural

Singular

Present Continuous

i. singing so badly? j. causing the problem?

Present and Past Continuous

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Modals

Group:

Can, Could, May, Must, Would, Should

To form information questions with the modals can, could, may, must, would and should, follow this word order: Question word + modal + subject + base form of the main verb + rest of the question? Where would you like to go this summer?

Plural

Singular

Question

With Who or What as Subject

Whom may I help?

Who could help me?

How long would you wait? Where must he / she / it sit? When could we know?

What would work?

Why should you try? What would they prefer?

INFORMATION QUESTIONS

Practise A. Write information questions with the following question words and modals. 1. where - should ________________________________________________________________________________ 2. who - can ________________________________________________________________________________ 3. when - may ________________________________________________________________________________ 4. when - can ________________________________________________________________________________ 5. how - could ________________________________________________________________________________ 6. why - must ________________________________________________________________________________ 7. why - should ________________________________________________________________________________ 182 one hundred and eighty-two

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Nouns

Group:

Types

Look out!

We use nouns to identify people, places and things. There are four types of nouns. Type

Used to Identify

Examples

Proper nouns always start with a capital letter.

Common

Physical things

bed, car, table, tree

Proper

Names, places, days, months, holidays, languages and nationalities

Joe, Banff, Friday, May, Thanksgiving, French, Swiss

Abstract

Feelings, qualities and concepts

anger, beauty, work

Collective

More than one person or thing

class, crowd, gang, group

Practise A. Read the article below. Underline all the nouns. Write them in the categories in the table.

Student wears same jeans for 15 months An Edmonton man wore the same pair of

much bacteria there would be in the pants.

jeans for 15 months without washing them.

He was surprised to learn that even if there

Josh Le, who studies at the University of

were a lot, they were not dangerous to his

Alberta, wanted to see how dirty the jeans

health. According to other students in his

would get. He wanted them to mould to

class, the biggest problem was the smell,

his body. He also wanted to measure how

Le said.

Common Nouns

Proper Nouns

Abstract Nouns

Collective Nouns

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Nouns

SENTENCE BUILDERS

Wednesday, January 19, 2011

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Nouns

Group:

Plurals

We add a nal s to most nouns to make them plural. Follow these rules. Noun

Examples

Rule

Singular

Plural

Most nouns

Add s.

holiday, movie, skateboard

holidays, movies, skateboards

Nouns ending with consonant + y

Drop the y and add ies.

party, city

parties, cities

Nouns ending with ch, o, s, sh or x

Add es.

bench, tomato, business, brush, fox

benches, tomatoes, businesses, brushes, foxes

Most nouns ending with f or fe

Change the f or fe to ves.

elf, life but chief, roof

elves, lives but chiefs, roofs

Exceptions Nouns that change their form in the plural.

Learn the plural.

child, man, mouse, person

children, men, mice, people

Nouns that do not change in the plural.

Leave in the singular.

sh, moose, sheep, tuna

sh, moose, sheep, tuna

Nouns that are always plural

Leave in the plural.

clothes, glasses, jeans

clothes, glasses, jeans

Practise

SENTENCE BUILDERS

A. Write the plural form of the following nouns in the grid. Find the mystery word in the shaded squares. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 1.

mouse army knife dress baby calf boss y person pants life

1 2 3 4 5 6 7 8 9

Mystery word:

10

Type of noun: 184 one hundred and eighty-four

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Nouns

Group:

Countable and Uncountable

Countable nouns: • take a number or place a / an in front (a bike, an onion, two shoes) • have a plural form (two dollars, three children)

Look out!

• take plural verbs when used in the plural (Three sheep were in the eld.) • are often preceded by words like (too) many, a couple of, (a) few Uncountable nouns:

Some uncountable En nouns are countable glish in Fr hair, homework, rese ench: arch news, information, et , c.

• cannot take a number or a / an in front • stay in the singular form (with exceptions) • always take a singular verb • include many substances (gold, water) and abstract nouns (work, trouble, help) • are often preceded by (too) much, a little, some, no or by nouns like bit, piece, slice + of Note

Some nouns can be both countable and 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 down C if the nouns are countable and U if they are uncountable. Then, complete the sentences with the correct form of the noun. C ______

sandwiches There are two ___________________ on the table.

2. hamburger

______

How many ___________________ did you eat?

3. trafc

______

There was no ___________________ last night.

4. exam

______

We have many ___________________ this week.

5. information

______

Do you have some ___________________ ?

6. sh

______

Allie caught a lot of ___________________ yesterday.

7. t-shirt

______

Jimi has many ___________________ .

8. cat food

______

Can you buy some ___________________ ?

9. snow

______

A little ___________________ fell last winter.

10. y

______

There are few ___________________ in here.

11. time

______

We have no___________________ .

12. person

______

There are ___________________ outside.

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Nouns

SENTENCE BUILDERS

1. sandwich

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Nouns

Group:

Possessive Form

We use the possessive form to indicate that something belongs to a person, an animal or a region. Noun

Rule

Examples

Singular nouns

Add an apostrophe + s (’s) to the end.

a girl’s hat, Anthea’s cat, Chris’s pen, the boss’s ofce

Plural nouns that do not end with s

Add an apostrophe + s (’s) to the end.

the children’s game, the mice’s cheese

Plural nouns and some names that end with s

Add an apostrophe to the end.

my sisters’ bedroom, the boys’ coach, Pythagoras’ theorem

Inanimate objects

Use of.

the windshield of the car, the cover of my book

! Look out ing in s

mes end Family na ither ’s or just ’. e can take r s’s dog o Mr. Jone s’ dog Mr. Jone

Practise Write the possessive form of the nouns and complete the sentences. 1. Ian / cat Ian’s cat is very cute. 2. The team / coach 3. The horses / stable 4. My doctor / ofce 5. The musicians / concert 6. Joel / car 7. The princess / crown

SENTENCE BUILDERS

8. The cats / litter box 9. My aunts / houses 10. The deer / antlers 11. My boss / rules 12. Ms. Mills / attitude 13. Baptiste / younger brother 14. Chris / soccer team 15. A shark / teeth

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Pronouns

Group:

Subject and Object

We use personal pronouns to replace nouns. Subject Pronouns Object Pronouns

They replace subject nouns. (Yan likes hamburgers. He likes hamburgers.) They replace nouns that are the object of a verb or a preposition.

(Yan likes hamburgers. Yan likes them.)

Singular

I we he she it

me you him her it

Plural

Subject Pronouns Object Pronouns

we you they

us you them

Look out! pronoun it We use the things, for objects, eas. id animals and

Practise A. Complete the chart with nouns and subject pronouns from the word bank. Pronoun

your parents 1. ________________________

they

2. Rosie

___________

3. ________________________

it

4. Ravi and Liu

___________

5. Uncle Tony

___________

it

6. ________________________

we

we

7. ________________________

she

8. ________________________

he

9. Jenn and I

___________

a bad idea Mr. Austin a snowstorm Ms. Simpson he she

they you and Toby my brother and I your parents

10. a glass of milk

___________

11. ________________________

you

12. ________________________

it

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Noun

Word Bank

187

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B. Underline the subject in each sentence. Rewrite the sentences with subject pronouns. 1. Jeff and Sharon went to Drummondville.

They went to Drummondville.

2. The dog ate the entire cake. 3. Jon and you are good friends. 4. David and Julie were laughing. 5. Dan and I were having a good time. 6. The problem started with Justine. 7. Zack and Nick planned the party.

C. Underline the object in each sentence. Write down the object pronoun that replaces it. 1. I invited Jass and J.P. to my house.

them

2. I thought about inviting you and Candice. 3. I didn’t want to invite Gerry, Mark and Keith. 4. I asked my father to help me. 5. My father will help me and my brother to make supper. 6. I hope everybody likes the food. 7. I told my sister to go out!

D. Circle the subject pronouns and underline the object pronouns in the text.

Dear Diary, Today wasn’t the best day. I was working on my science project, but it was really

SENTENCE BUILDERS

difcult for me. My brother was home. I asked him to help me but he was too busy. My mother isn’t very good at science, but I asked her anyway. She had to visit my father’s two old aunts, and she made me go with her. I don’t like them very much, but at least they give me cookies. We spent the whole afternoon with them. Now my project isn’t done and I don’t know how I will nish it. It’s due tomorrow . . . Help! How many pronouns did you nd? Subject:__________ Object:__________

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Pronouns

Group:

Indenite

We use indenite pronouns to refer to a person, thing or place that is not specic. Pronoun everybody / everyone

Meaning All

Example Everybody helped to clean the gym.

everything

We have everything we need.

everywhere

I looked everywhere for my cat.

somebody / someone Unknown or unimportant something

Someone forgot her coat.

somewhere

I left my coat somewhere.

anybody / anyone anything anywhere

nobody / no one

I forgot something important.

Practically every, or no particular one

Anybody can come to the party.

Any- becomes negative when used with a negative verb.

I’ll live anywhere.

Negative

Nobody was at school.

I’ll eat anything for lunch.

Look out! Do not use nopronouns with negative verbs. They are already negative. Incorrect: I didn’t go nowhere. Correct: I went nowhere.

There wasn’t anybody at school.

nothing

I have nothing to do.

nowhere

He went nowhere on Saturday.

Else We often use the word else with these pronouns. Someone else will do the job. There is nothing else that we can do.

Practise A. Circle the correct pronouns to complete the message.

Hey Jass were supposed to have our bowling party. When I arrived, I couldn’t nd everybody / anybody / nobody to open the door. I tried to call to see if there was anywhere / nowhere else we could go bowling. Everywhere / Nowhere / Anywhere was closed. I waited for everybody / anybody / nobody to arrive so I could tell them, but everybody / somebody / nobody came. Then I realized everything / something / nothing —the party is tomorrow! Duh!!! J-P

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Pronouns

SENTENCE BUILDERS

I have to tell you everything / anything / something ridiculous. Tonight we

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Adjectives

Group:

Position and Order

We use adjectives to add information about people, places and things. Position We usually place adjectives before nouns (Charlie loves spicy food) or after the verb to be. (Daniel and Tara are funny). Order Quantity

When we use two or more adjectives, they generally follow this order: Size

Description

Age

Shape

Colour

Origin

some

big

ugly

old

round

yellow

Canadian

two

small

beautiful

young

diagonal

red

Indian

many

enormous

horrible

teenage

rectangular

blue

American

a lot of

miniature

fantastic

ancient

at

dark

Québécois

Multiple Adjectives We use commas to separate multiple adjectives. It is not necessary to put a comma after numbers or words like some or many or between the last two adjectives. (Three big, teenage American boys)

Look out! ever Adjectives n rm l fo take a plura . in English

Practise A. Place the adjectives in the correct order. tall, young blond 1. (young, blond, tall) My ________________________________________ cousin came to visit. 2. (funny, American, new) We saw the _________________________________ movie last night. 3. (square, colourful, big) I put a _______________________________ painting in my bedroom. 4. (tiny, many, black) There were ____________________________________ ants at our picnic. 5. (delicious, French, warm, some) We ate _____________________________________ bread. 6. (wonderful, a lot of, young) There are ______________________________ people in the world. 7. (cute, two,black, tiny) I adopted ____________________________________________ kittens. SENTENCE BUILDERS

8. (ugly, big, green, hairy) Jay dressed up as a _________________________________ monster at Halloween. 9. (ancient, short, Indian, interesting) The teacher read us a _______________________________ ___________________ legend. 10. (red, Italian, fast, expensive) My brother bought an ____________________________________ _____________________ car.

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B. Underline the adjectives in each sentence. Rewrite the sentences with the adjectives in the correct order. Add commas where necessary. 1. Your funny tall older brother was late for practice. ________________________________________________________________________________ 2. Two green enormous three-headed aliens kidnapped my brother. ________________________________________________________________________________ 3. My coach is a bald old short man. ________________________________________________________________________________ 4. I opened a triangular blue small box. ________________________________________________________________________________ 5. We enjoyed a juicy big fresh watermelon. ________________________________________________________________________________

C. Write sentences with the adjectives provided. Make sure to place the adjectives in the correct order. 1. old horrible ________________________________________________________________________________ 2. exciting fast ________________________________________________________________________________ 3. dirty huge ________________________________________________________________________________ 4. arrogant loud ________________________________________________________________________________ 5. windy cold

6. handsome charming energetic ________________________________________________________________________________ 7. mysterious old haunted ________________________________________________________________________________ 8. deep cold dark ________________________________________________________________________________

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Adjectives

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191

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Adjectives

Group:

Comparatives and Superlatives

We use comparative adjectives to compare two things, and superlative adjectives to compare more than two things. Adjective One-syllable adjectives

Comparative tall → taller than

Add est and place the before the adjective.

Joe is taller than I am.

tall → the tallest

One-syllable adjectives ending with one vowel and a consonant

Double the nal consonant and add er + than.

Double the nal consonant and add est. Place the before the adjective.

hot → hotter than

hot → the hottest

Two-syllable adjectives ending in y

Change the y to i and add er + than.

Change the y to i and add est. Place the before the adjective.

funny → funnier than

funny → the funniest

You are funnier than Sophie.

You are the funniest guy I know.

Most other adjectives with two or more syllables

Add more / less before the adjective + than

Add the most / the least before the adjective.

The exam was more / less difcult than we expected.

That was the most / the least difcult exam of the year.

Irregular:

worse than, better than, more fun than

the worst, the best, the most fun

bad, good, fun

Add er + than.

Superlative

Today is hotter than yesterday. Today is the hottest day of the summer.

Practise

SENTENCE BUILDERS

A. Underline the comparatives and circle the superlatives in the advertisement.

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B. Complete the sentences with the comparative or superlative forms of the adjectives. cleaner 1. (clean) Your bedroom is ______________________ than my bedroom. 2. (boring) That was the ______________________ movie ever! 3. (long) Tonight’s practice was ______________________ than the last one. 4. (exciting) Your idea is ______________________ than mine. 5. (tiny) That is the ______________________ dog in the world. 6. (intelligent) We don’t know who the ______________________ person in the class is. 7. (good) You are ______________________ than me at math. 8. (bad) I am the ______________________ singer in the world!

C. Write sentences with comparative and superlative adjectives. Use the prompts. 1. Cyndi – fast – Jacquie and Liz Cyndi is faster than Jacquie and Liz. ________________________________________________________________________________ Cyndi is the fastest. ________________________________________________________________________________ 2. Ravi – unpleasant – the other guys ________________________________________________________________________________ ________________________________________________________________________________ 3. Theresa – old – Dan and Gary ________________________________________________________________________________ ________________________________________________________________________________ 4. My cat – fat – your two cats ________________________________________________________________________________ ________________________________________________________________________________

________________________________________________________________________________ ________________________________________________________________________________ 6. Angela – short – Ron and Erik ________________________________________________________________________________ ________________________________________________________________________________

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Adjectives

SENTENCE BUILDERS

5. Mimi – hungry – Jake and Deb

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Adjectives

Group:

Possessives

We use possessives to show that someone owns something or is related to someone. Adjective

We place possessive adjectives before nouns. (Rosie is my dog.)

Pronoun We can use possessive pronouns to replace a possessive adjective and a noun. (Rosie is mine.)

Plural

Singular

Possessive Adjective

Possessive Pronoun

my

mine

your

yours

his / her / its

his / hers / —

our

ours

your

yours

their

theirs

Look out! Possessives refer t to the possessor, no d. se es ss po g the thin d. Mary’s dad is her da d. da s hi is d Mike’s da

Practise A. Complete the sentences with the correct possessive adjectives. Underline the owners. her 1. Jenny read ____________ book for the book report. 2. Mark brought ____________ ball to the practice. 3. Ali and Jeb won ____________ competition on the weekend. 4. Mitch and I went to ____________ rehearsal. 5. You and Lou ate ____________ lunch together. 6. Jeff ate ____________ lunch alone.

SENTENCE BUILDERS

B. Complete the sentences with possessive pronouns that correspond to the highlighted words. mine 1. This is my dog. It is __________________. 2. This is Maria’s book. It is __________________. 3. This is Jose and Isabel’s cat. It is __________________. 4. This is my lunch. It is __________________. 5. This is Yvan’s scooter. It is __________________. 6. This cake is for me and you. It is __________________.

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Group:

C. Match each sentence in Column 2 with a sentence in Column 1. Column 1

Column 2

1. Bea brought her dog.

c _____

a. They are theirs.

2. I like your new shoes.

_____

b. They are his.

3. Max has a new coat.

_____

c. It is hers.

4. Baptiste and JP have their skis.

_____

d. They are yours.

5. You and Ben have your lunch.

_____

e. They are mine.

6. I have a new laptop.

_____

f. They are ours.

7. Alex has two calculators.

_____

g. It is mine.

8. We forgot our coats.

_____

h. It is his.

9. You have a nice house.

_____

i. It is yours.

_____

j. It is yours.

10. I have my golf clubs.

D. Complete the dialogue with the present continuous. Use the contracted forms. Leah: Hey, Chuck! Did you see my / mine dog just now? He / Him is loose again. Chuck: Yes, I / Me just saw a dog. He / his was crazy—jumping all over the place. Leah: What colour was it / their? My / mine dog is grey and white. Chuck: That was your / yours dog? I / My didn’t know it / its was you / yours. I / Me saw Luke and

Laura. I / Me thought it / its was their / theirs. Leah: Yes, he / his is my / mine. I have his / him leash here. Which way did he / him go? Chuck: Val caught his / him. He’s / His in her / hers backyard. Hey, Val! The dog is hers / theirs!

E. Write two sentences with possessive adjectives and two sentences with possessive pronouns.

1. 2. 3. 4.

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Adjectives

SENTENCE BUILDERS

Val: He’s your / yours? That’s a wild dog. You can have he / him!

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Demonstratives

Group:

This / That / These / Those

We use demonstratives to draw attention to a person, creature or thing. Near Singular Plural

Far

this

that

these

those

Look out! Check subject‑verb agreem when a demonstrativ ent e pronoun is the subjec t.

Adjective We can use this / that and these / those as adjectives before nouns. This / That game is fun. These / Those students are my friends. Pronoun We can use this / that and these / those as pronouns to replace a noun and a demonstrative adjective. This / That was fun. These / Those are my friends.

Practise A. Complete the dialogues with this, that, these or those. 1. A: Can you pass me the book beside you? this B: Do you mean ____________ book? A: Yes, ____________ one. 2. A: I like ____________ shoes you are wearing. B: ____________ aren’t my shoes. They’re Karen’s. 3. A: Aren’t ____________ puppies in the window cute? B: Yes, which one do you like? A: I like ____________ one over there.

SENTENCE BUILDERS

B: Really? I prefer ____________ one, in the front. 4. A: ____________ cookies aren’t very good. B: Do you want me to open ____________ other bag over there? A: No, open ____________ bag here, please. It’s from ____________ new bakery downtown. 5. A: People say ____________ are the best days of our lives. B: Who says ____________ ? A: I don’t know. ____________ is what I heard!

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Adverbs

Date:

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Time and Frequency

Look out!

Adverbs of Time We use adverbs of time to describe when something happens. We usually place them at the beginning or end of a sentence. Yesterday I got my allowance. I am going to the mall tomorrow. They include now, soon, later, today, tomorrow, tonight, yesterday, nally, eventually, next / last week, next / last month.

The verb tense also gives a clue about time: r; past → yesterday, last yea present → today, now; nth future → tomorrow, next mo

Adverbs of Frequency We use adverbs of frequency to describe how often something happens. We usually place them before the main verb but after the verb to be. I always do my homework. He is often late. They include always, twice, often, usually, regularly, sometimes, occasionally, rarely, once, hardly ever, never.

Practise A. Circle the adverb of time that best completes the sentence. 1. We are going on vacation yesterday / tomorrow. 2. The bus is coming! We have to leave now / later. 3. Next / Last week we learned about adverbs. 4. My aunt left home two hours ago. She will arrive soon / nally. 5. We will nally / later nish our project tomorrow / yesterday. 6. We had a substitute teacher yesterday / tomorrow in English class. 7. I am looking forward to the dance now / tonight. It starts in two hours. 8. My birthday is next / last month. 9. With help, I later / eventually understood the math question. SENTENCE BUILDERS

10. Last night / Soon I will nish my work. 11. We will go home tomorrow / yesterday. 12. Next / last class we will do a presentation. 13. We had a snow day tomorrow / yesterday. 14. Goodbye! I’ll see you later / now. 15. Congratulations! You nally / soon completed this exercise.

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B. Write the adverbs of frequency in the word bank in order from never to always.

Word Bank never

never always sometimes often regularly occasionally rarely once usually

always

C. Write sentences with the prompts. Choose an adverb from the arrow above for each sentence.

How Often Do You . . . 1. eat your vegetables? I usually eat my vegetables. 2. dance? 3. ride a bicycle? 4. speak English?

SENTENCE BUILDERS

5. watch movies? 6. play sports? 7. use a computer? 8. do your homework? 9. y on an airplane? 10. clean your bedroom?

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Adverbs

Group:

Manner

We use adverbs of manner to describe how something is done. We usually place them after the main verb or verb to be. Jane smiled happily. It was agreeably warm outside. Formation

Some adverbs are formed from adjectives. Follow these rules:

Adjective

Examples

Rule

Adjective

Adverb

Most adjectives

Add ly.

brave, quiet, slow

bravely, quietly, slowly

Adjectives ending with ble

Drop the e and add ly

agreeable, horrible

agreeably, horribly

Adjectives ending with y

Change the y to i and add ly.

lazy, happy

lazily, happily

Adjectives ending with a vowel and l

Add ly.

hopeful, thankful

hopefully, thankfully

Exceptions Some adverbs are the same as adjectives.

Do not change.

early, rst, hard, straight

early, rst, hard, straight

Some adverbs are completely different from the corresponding adjective.

Use the adverb.

good

well

Practise A. Write down the adverbial form of the adjectives.

dangerous

Adverb dangerously

Adjective fortunate

funny

good

happy

truthful

poor

slow

quick

careful

normal

angry

extreme

terrible

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Adverb SENTENCE BUILDERS

Adjective

Adverbs

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Adjective

Adverb

Group:

Adjective

early

dead

weak

hard

incredible

sad

Adverb

B. Find the adverbs in the table above and on page 199 in the following word search puzzle.

T Y O Y R B R L Y Y I F S Y Y

H R L Z L Y F L L L N O A L L

S A U B C R R E I E C R D D I

M L P T I I A W N M R T L A R

W E O P H R E E N E E U Y E G

W V J W I F R D U R D N O D N

O L R W L L U E F T I A E K A

R T G U M Y Y L T X B T W L S

N O R M A L L Y L E L E O B G

C R W R J M A M X Y Y L O Y B

Y L S U O R E G N A D Y L D K

Y L L U F E R A C B D R Y Q I

G Y G X Z Z V T Q R O I K P C

J N U J U O D Q A O Q E H H S

Q U I C K L Y H P W E A K L Y

C. Re-order the words to create sentences. 1. did we on well the exam We did well on the exam. ________________________________________________________________________________ 2. last cold winter was it extremely

SENTENCE BUILDERS

________________________________________________________________________________ 3. poorly ran the Joel race in ________________________________________________________________________________ 4. scary the was incredibly movie ________________________________________________________________________________ 5. principal’s ofce Andy slowly walked to the ________________________________________________________________________________

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Adverbs

Group:

Sequence Adverbs and Ordinal Numbers

We use sequence adverbs and ordinal numbers to show the order in which events happen. We usually place them at the beginning or end of a sentence.

Look out! ns:

Note the spelling exceptio fth , eighth.

First, write your name. Write the date next. Sequence Adverbs Ordinal Numbers

Include after that, next, then, nally Include rst, second, third, fourth

Practise A. Complete the sandwich recipe with words from the word bank.

Word Bank nally rst last then second

_______________, take two slices of bread, chicken, lettuce and mayonnaise. _______________, spread mayonnaise on the bread. _______________, add the chicken and lettuce. _______________, add some salt and pepper. _______________, enjoy your sandwich!

SENTENCE BUILDERS

B. Write down the recipe for your favourite sandwich. Use sequence adverbs and ordinal numbers.

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Prepositions

Group:

Place

We use prepositions of place to indicate the relative position of people, places and things. This green one is on the other ones. It is on top.

The mufn in the yellow case is beside / next to the blue one. It is over / above / on top of the red one.

This red one is behind the blue one. The yellow one is under / below the blue one. This green one is on the bottom. It is between a red one and a yellow one.

Practise A. Write sentences with the prepositions of place provided. pear

apple lemon kiwi

purple grapes

bananas

green grapes plum

1. beside

peach oranges

The green grapes are beside the purple grapes.

2. on top of

SENTENCE BUILDERS

3. under 4. above 5. on the bottom 6. on top 7. in front 8. below 9. between 10. next to

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Prepositions

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Direction

We use prepositions of direction to indicate where someone or something is moving.

1

4

2

He is on the roof.

He is climbing onto the roof.

He is walking from / away from the house.

She is walking over the bridge.

5

She is looking through the window.

6 7

3

8

She is in / inside the house. She is at home.

9

He is walking across the road.

She is going to / toward the house.

He is going into the house.

Practise A. Circle the correct pronouns to complete the message.

From: Jasmine To: Jean-Philippe Subject: Visit to / in Quebec!!!

Hi J-P! Guess what? Tomorrow I’m going to / in Québec City. I will stay to / at my

ice palace, too. It is so cool into / inside. On our way to / in Québec, we will drive in / through Trois-Rivières and stop for lunch. We’ll just eat in / at the car—it’s faster. It will be nice to have a break to / from my routine. It’s fun to be away at / from home! I’ll write when I get back, Jass

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two hundred and three

SENTENCE BUILDERS

aunt’s house. We are going at / to the carnival. I hope to go onto / into the

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Prepositions

Group:

Time

We use prepositions of time to indicate the time, date or duration of an event. Preposition at

Indicates A specic time

Examples I go to bed at 9:00. My dog barks at night.

on

A specic age

I could ski at three years old.

A specic day or date

I ski on Saturdays. My birthday is on September 18.

in

Part of day ( morning, afternoon or evening), month, season

School starts early in the morning. It’s cold in February. I like to swim in the summer.

by

A deadline

We must nish our work by 4:00.

from . . . to

Between one time and another

She works from Thursday to Sunday.

before

Preceding action

I stretch before I play soccer.

after

Following action

We play hockey after supper.

Practise A. Write sentences about your day. Use prepositions of time from the word bank.

Word Bank at • to • from • on • before • after • in

SENTENCE BUILDERS

1.

8:30, I will have breakfast at a restaurant with Aunt Jane.

2. 3. 4. 5. 6. 7.

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B. Complete the chart with information about yourself.

About Me 1. Favourite day of the week: 2. Favourite activity: 3. Where I do my favourite activity: 4. Favourite restaurant: 5. Favourite movie/sports star: 6. Favourite meal: 7. Favourite condiment: 8. Favourite band:

C. Write the information from Step B on the numbered lines below. Then, in the grey spaces, write prepositions from the word bank to complete your story.

Word Bank into • after • to • on • at • in • at • to • on top • through • by then

Dear Diary, This year my birthday fell on

a (1.) _____________________. First, we went

(2.) _____________________

the (3.) _____________________. It was

really fun! Then we went to eat never guess who I saw coming

the restaurant when we

. It was (5.) _____________________! I asked for his / her autograph.

He / she sat

me and we talked. Then I ate my favourite meal:

(6.) ____________________. I put (7.) _____________________ supper, we went

a concert to see the band

(8.) _____________________. We had to return home we didn’t want to turn

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.

midnight because

pumpkins. It was the best night ever!

Prepositions

two hundred and ve

SENTENCE BUILDERS

walked

(4.) _____________________. You will

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Conjunctions Conjunctions connect two words, phrases or sentences. They have different functions. Conjunction and, also

Function To add information

Examples He loves hockey and soccer. He also likes tennis.

or

To indicate a choice

Do you prefer hockey or soccer?

but, except

To show contrast

I love hockey but I prefer soccer.

because, if, so

To give a reason or cause

I prefer soccer because the coach is great. Tell me if you have a match this weekend. Give me the details so that I can come and watch.

Practise A. Circle the correct conjunctions to complete the note.

SENTENCE BUILDERS

Hi Jennifer,

ask Lynn use I am sick. Can you ca be / so t gh ni to e tic I can’t go to the prac d / or Eve d need a goalie. Jill an an / so al e W e? m e ac or / also Isa to repl a problem, ey can’t go we will have th so / if t bu e, er th said they would be better soon erything! I’m sure I’ll be ev el nc ca we d an s in but / except if it ra e, r if / and you have tim te la e m ll Ca . ek we xt me for ne if / so you can count on

Jass

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B. Choose the best excuse to complete each sentence.

Excuse Bank I didn’t know about the other page I didn’t do any of it a lot of math homework I left it in my locker I didn’t know how I had to do all of it for the last task

1. I didn’t do my homework because 2. I forgot to do this page and 3. I didn’t know if 4. I also had 5. I did it all 6. I tried to do it but 7. I didn’t understand it so

C. Write sentences with the conjunctions provided. 1. because 2. and 3. except 4. so 5. or SENTENCE BUILDERS

6. but 7. also 8. if 9. and, because 10. but, or

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Conjunctions

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Articles Indenite Articles We use the indenite articles a and an with singular countable nouns to refer to unspecied people or things. You have a cat. I eat an apple every day. We cannot use indenite articles with plural nouns. You have cats. I eat apples every day. Usage

Look out! We do not use th e to sports, places when we refer (cities, province s, countries), mea ls, la school subjects. nguages and I love te Québec is beautif nnis. ul.

Use a before a consonant or consonant sound.

a pig, a university, a hippopotamus Use an before a vowel or a silent h. an apple, an honest person Denite Articles We use the denite article the with singular and plural nouns to refer to specic people or things. There is a teacher in the classroom. The teacher is Ms. Ford.

Practise A. Write a, an or nothing before the nouns. _____ elephant

_____ honour

_____ school

_____ house

_____ knife

_____ hour

_____ pizzas

_____ ocean

_____ cans

_____ sandwich

_____ friend

_____ atom

_____ laser

_____ apples

B. Complete the sentences with a, an, the or nothing. 1. I saw _______ police ofcer on _______ corner. _______ police ofcer talked to me. SENTENCE BUILDERS

2. I ordered _______ biggest sandwich on _______ menu. It was _______ tuna sandwich. 3. I asked for cheese on _______ sandwich. 4. _______ teacher was late for _______ class. _______ students waited outside. 5. He needs _______ pencil. There are _______ pencils on _______ table. 6. Which _______ pizza do you prefer? I prefer _______ vegetarian pizza. 7. I like _______ cities. I will move to _______ city some day. 8. We need _______ day to rest. Today is _______ day.

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Capitalization Used For

Examples

• The rst word of a sentence

It snowed last night.

• Proper nouns (names, places, months, days, holidays, nationalities)

My cousin was born in Calgary last May.

• The pronoun “I ”

Lou and I are in the same class.

• Titles and street names

I just read The Headless Horseman.

You are learning Spanish from the Chilean teacher, Ms. Allende.

I live at 28 Drury Lane. To address an envelope, follow this format: Mr. Patrick Lutzy 28 Drury Lane London, Ontario N5V 1A3

ddres

rn a Retu

s

dress

ad ation n i t s De

Ms. Susan King ue 244 McGraw Aven chewan at sk Sa Saskatoon, S7N 1Z4

Practise A. Cross out the letters that need capitals. Write the capitals above the letters.

may 12, 2015 dear ms. bell, i am writing to apply for the host job at bell’s bistro. i saw your advertisement in

last july and august, i worked at mike’s restaurant in blainville. my supervisor there, mr. jason currie, would be happy to give you a reference. thank you for considering my application. sincerely yours, sophie bouchard

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Capitalization

two hundred and nine

SENTENCE BUILDERS

the saturday edition of the gazette.

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B. Rewrite the sentences with capital letters where necessary. 1. my new spanish teacher is from chile. My new Spanish teacher is from Chile. _______________________________________________________________________________ 2. remi goes skiing in austria with the canadian team every january. _______________________________________________________________________________ 3. the montreal canadiens often play on saturday nights. _______________________________________________________________________________ 4. i saw the canadiens play at the bell center in december. _______________________________________________________________________________ 5. we visited the canadian war museum in ottawa on friday. _______________________________________________________________________________

C. Write the names and addresses on the envelopes. Use capital letters where necessary. Write your own name and address for the return address. 1. miss janie drew, 27 garry street, winnipeg, manitoba, r2c 0b5

SENTENCE BUILDERS

2. mr. steven hayman, 101 oak avenue, vancouver, b.c., v5k 1e7

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Punctuation Punctuation Period ( . )

Comma ( , )

Uses

Examples

• To end a sentence

We are ready.

• To separate initials

J. K. Rowling

• To end an abbreviation

Park Ave. (Avenue)

• To separate items in a list

Joe is wearing a hat, gloves, a scarf, thick socks and winter boots.

• To separate phrases in a sentence

I listened, but I didn’t understand.

• To separate numbers in a date

Two tickets, please. March 24, 2015

Exclamation Mark ( ! )

• To show surprise or other emotion

That was amazing! Wow!

• To warn

Be careful! Run away!

Question Mark ( ? )

• To indicate a question

What do you want?

Apostrophe ( ’ )

• To show possession

That is Amid’s lunch.

• To indicate a missing letter in a contraction

She doesn’t like homework.

• To indicate dialogue

“I loved that movie,” Eli said.

Quotation Marks (“ ”)

Eli said, “I loved that movie.”

Practise A. Add commas and periods in the correct places. 1. Alain brought cookies chips lemonade and a pizza to the sleepover 2. I wanted to go to the concert but Alice Luke and Molly took the last tickets 3. Joe Annie and Kevin were all born on May 18 1998 SENTENCE BUILDERS

4. At the time we thought it was a good idea 5. The twins are from Calgary Alberta 6. Of all punctuation marks the comma is the most useful 7. I would like a hamburger with lettuce onions tomatoes and pickles please. 8. “When I was little I ate only chicken nuggets ” Jim said.

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? !?

B. Complete each sentence with a question mark or an exclamation mark. 1. What did you say

4. Do you want a sandwich

2. This is too difcult

5. Why did he do that

3. Help me

6. Go away

!

C. Add apostrophes to the phrases where necessary. 1. don t go

5. Oscar s hometown

2. couldn t nd

6. doesn t like

3. Casey s skis

7. shouldn t do

4. the birds cages

8. can t eat

D. Punctuate the news bulletin.

NEWS BULLETIN Today a man s boots disappeared from the chalet at Sleeper s Mountain Ski Hill The man said

Why would somebody want my boots It doesn’t make sense

Later that day police arrested John James the ski hill s manager for theft They later found hundreds of boots in James house

Wow said the victim

That

SENTENCE BUILDERS

guy must have really cold feet

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Common Irregular Verbs Base Form

Simple Past

arose

ee

ed

be

was

ing

ung

bear

bore

y

ew

beat

beat

forbid

forbade

become

became

forecast

forecast

begin

began

forget

forgot

bend

bent

forgive

forgave

bind

bound

freeze

froze

bite

bit

get

got

bleed

bled

give

gave

blow

blew

go

went

break

broke

grind

ground

breed

bred

grow

grew

bring

brought

hang

hung

build

built

have

had

burst

burst

hear

heard

buy

bought

hide

hid

catch

caught

hit

hit

choose

chose

hold

held

cling

clung

hurt

hurt

come

came

keep

kept

cost

cost

kneel

knelt

creep

crept

know

knew

cut

cut

lay

laid

deal

dealt

lead

led

dig

dug

leave

left

do

did

lend

lent

draw

drew

let

let

drink

drank

lie

lay

drive

drove

light

lit

eat

ate

lose

lost

fall

fell

make

made

feed

fed

mean

meant

feel

felt

meet

met

ght

fought

mislay

mislaid

nd

found

mislead

misled

Base Form

Simple Past

arise

Meaning

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Common Irregular Verbs

Meaning

two hundred and thirteen

213

Name:

Base Form

Date:

Simple Past

Meaning

Group:

Base Form

Simple Past

mistake

mistook

spend

spent

outgrow

outgrew

spin

spun

overcome

overcame

spit

spat

overhear

overheard

split

split

oversleep

overslept

spread

spread

overthrow

overthrew

spring

sprang

overtake

overtook

stand

stood

pay

paid

steal

stole

put

put

stick

stuck

quit

quit

stink

stank

read

read

stride

strode

rebuild

rebuilt

strike

struck

redo

redid

sting

stung

repay

repaid

swear

swore

reset

reset

sweep

swept

rewrite

rewrote

swim

swam

ride

rode

swing

swung

ring

rang

take

took

rise

rose

teach

taught

run

ran

tear

tore

say

said

tell

told

see

saw

think

thought

sell

sold

throw

threw

send

sent

tread

trod

set

set

understand

understood

shake

shook

undo

undid

shine

shone

unwind

unwound

shoot

shot

upset

upset

shrink

shrank

wake

woke

shut

shut

wear

wore

sing

sang

weave

wove

sit

sat

weep

wept

sleep

slept

win

won

slide

slid

wind

wound

speak

spoke

withdraw

withdrew

speak

sped

write

wrote

214 two hundred and fourteen

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Meaning

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Grammar File p. 131: Image Source/Getty Images • p. 132: Natalja Jatsuk/Shutterstock • p. 134: amanda hughes/Istockphoto • p. 136: (totem poles) Adam Korzekwa/Istockphoto • (ski runs): Linda Epstein/Istockphoto • (skyline): Volodymyr Kyrylyuk/Istockphoto • (aquarium): Feng Yu/Istockphoto • p. 141: (tl) vvetc/Shutterstock • (t): slobo/Istockphoto • (c): beboy/Shutterstock • (b): Kelly Cline/ Istockphoto • p. 143: Valua Vitaly/Shutterstock • p. 146: Mark Stay/Istockphoto • p. 149: Multik/Dreamstime.com • p. 151: Chris Fertnig/istockphoto • p. 153: António Jorge Da Silva Nunes/Dreamstime.com • p. 158: (t) Svetlana Gucalo/ Dreamstime.com • (b): Leigh Schindler/Istockphoto • p. 159: Lara65/Shutterstock • p. 168: Dean Mitchell/Shutterstock • p. 171: Monkey Business Images/Shutterstock • p. 176: Dori Oconnell/Istockphoto • p. 177: Photographerlondon/ Dreamstime.com • p. 178: (t) Paul Simcock/Dreamstime.com • (b): Elena Elisseeva/Shutterstock • p. 188: tiridifilm/ Istockphoto • p. 192: (bottle) nullplus/Istockphoto • (locker): Ivylingpy/Dreamstime.com • (girl): Jonathan Ross/Dreamstime.com • p. 202: (t) Janet Faye Hastings/Shutterstock • (b): Eugene Shapovalov/Shutterstock • p. 205: tiridifilm/ Istockphoto • p. 206: chris scredon/Istockphoto • p. 207: Scott Griessel/Dreamstime.com • p. 209–210: slobo/ Istockphoto • p. 212: Robyn Mackenzie/Bigstockphoto Illustrators pp. 55–56, 57–58, 164, 174, 203: Volta; p. 104: Pierre Berthiaume; Look Out! Mascots, p. 192: Studiokazaz

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Snapshot

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet Claire Maria Ford

Secondary Cycle One • Year Two

TEACHER’S GUIDE

Snapshot English as a Second Language Secondary Cycle One, Year Two Teacher’s Guide Cynthia Beyea, Hélène Blanchet, Claire Maria Ford © 2011 Chenelière Éducation inc. Editor: Susan Roy Project managers: Lee Ann Balazuc, Jeanine Floyd Proofreader: Roberto Blizzard Book designer: Micheline Roy Typesetter: Micheline Roy, Interscript Printer: Imprimeries Transcontinental Illustration page 302: Volta

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: 3rd quarter 2011 Bibliothèque et Archives nationales du Québec National Library of Canada Printed in Canada 1

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ITM 15

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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 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

220

Audio-Visual Material Audio CD Tracks .....................................................................

225

Audio CD Transcripts .............................................. T1.1–T8.2

226

DVD Segments .......................................................................

243

DVD Handouts................................................... DVD1–DVD4

244

Evaluation Unit Writing Task Evaluation Grids ......................... WG1–WG8

251

Unit Project Evaluation Grids ....................................PG1–PG8

259

Unit Grammar Quizzes.................................................Q1–Q8

273

Observation and Compilation Sheets (C1, C2, C3)...................

281

ES1 Teacher’s Notes and Grids ....................................ES1.1

286

Student Handouts ..................................... ES1.2–ES1.4

290

ES2 Teacher’s Notes and Grids ........................ ES2.1–ES2.2

295

Student Handouts ..................................... ES2.3–ES2.6

301

ES3 Teacher’s Notes and Grids ........................ ES3.1–ES3.2

308

Student Handouts ..................................... ES3.3–ES3.7

314

Answer Keys DVD Handouts ............................................ AK DVD1–DVD4

AK-2

Unit Grammar Quizzes ..........................................AK Q1–Q8

AK-6

ES1 .........................................................................AK ES1.2

AK-10

ES2 ............................................................. AK ES2.4–ES2.5

AK-11

ES3 ............................................................. AK ES3.3–ES3.5

AK-13

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Snapshot Year Two n Table of Contents

219

220 Snapshot Year Two

n Scope and Sequence Chart

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Project Participation in oral interaction

Task 2 Articulation of the message

C1 Interacts Orally

Extra Reading and Project Use of knowledge from texts in a reinvestment task

Task 1, Task 3 and Task 4 Evidence of understanding of texts through the response process

C2 Reinvests Understanding

Project Formulation of the message

Formulation of the message

Task 5 Use of strategies and resources

C3 Writes and Produces Texts

Task 2 Requests for information

Unit 1 Uniquely Cool

Functional Language

Task 3 Pay selective attention

Simple present

Project Ask questions Cooperate

Task 4 Skim Scan

Task 2 Take risks

Strategies

Position of adjectives

Grammar

Project Magazine

Extra Reading Report on science project

Task 4 Proles Task 5 Prole

Task 3 Audio text: interview

Task 2 Game rules

Task 1 Survey Prole descriptions

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 2. It also gives the evaluation criteria for each task.

Scope and Sequence Chart

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Snapshot Year Two n Scope and Sequence Chart

221

Task 4 and Project Participation in oral interaction

Task 3 and Project Use of strategies and resources

Task 1 and Task 2 Evidence of understanding of texts through the response process

Project Use of strategies and resources

Task 3 and Extra Reading Use of knowledge from texts in a reinvestment task

Task 2 and Task 4 Evidence of understanding of texts through the response process

Task 1 and Task 2 Participation in oral interaction

Project Articulation of the message

C2 Reinvests Understanding

C1 Interacts Orally

Task 1 Suggestions Teamwork and encouragement

Unit 2 Trivia Challenge

Functional Language

Task 4 Clarication

Participation in the writing process

Project Content of the message

Content of the message

Task 2 Teamwork

Task 5 Use of strategies

Grammar

Simple past

Question words

Formation of questions with can / could, must / have to and should

Modals can / could, must / have to and should

Which and what

Unit 3 Extraordinary Sports

Participation in the production process

Project Content of the message

Task 5 Formulation of the message

C3 Writes and Produces Texts

Task 5 Use semantic mapping

Task 3 Direct attention

Task 2 Take notes

Task 1 Activate prior knowledge

Project Take risks

Extra Reading Compare

Task 3 Pay selective attention

Encourage and reward self and others

Task 2 Cooperate

Task 1 and Task 4 Activate prior knowledge

Strategies

Project Poster

Extra Reading Biographies

Task 5 Graphic organizer

Task 4 Game rules and instructions

Task 3 Audio text: interview

Task 2 Descriptive texts

Task 1 Sports cards

Extra Reading History of a radio game Project Game-show script

Task 5 Trivia questions and answers

Task 4 Audio text: radio quiz

Question cards

Task 3 Factual descriptions

Task 2 Game rules and cards

Task 1 Graphic organizer

Text Types

222 Snapshot Year Two

n Scope and Sequence Chart

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Project Articulation of the message

Task 2 Content of the message

Task 1 Evidence of understanding of texts through the response process

Task 4 and Project Articulation of the message

Project Content of the message

Task 4 and Project Use of strategies and resources Participation in the production process

Task 5 Formulation of the message Opinions

Task 2 Agreement / disagreement

Future with will and going to

Imperatives

Unit 5 The Push and Pull of Advertising

Project Plan

Task 3 and Task 4 Direct attention

Task 1 Activate prior knowledge

Project Cooperate

Task 6 Use semantic mapping

Task 5 Direct attention

Task 4 Stall for time

Task 2 Scan

Task 1 Activate prior knowledge

Participation in the production process

Present continuous

Ordinal numbers

Adverbs of sequence

Strategies

Task 3 Pay selective attention

Task 4 Description

Grammar

Project Content of the message

Participation in the writing process

Task 6 Formulation of the message

Functional Language

Unit 4 Animation Secrets

C3 Writes and Produces Texts

Task 2 Use of knowledge from texts in a reinvestment task

Task 5 and Project Use of strategies and resources

Task 3 Evidence of understanding of texts through the response process

Task 2 Use of knowledge from texts in a reinvestment task

C2 Reinvests Understanding

C1 Interacts Orally

Project Advertisement

Extra Reading Personal essay

Task 5 Descriptive text

Task 4 Audio text: description

Task 3 Instructions Advertising slogans

Task 2 News story Survey

Task 1 Advertising pitches

Project Storyboard Animated movie

Extra Reading Informational text

Task 5 Story

Task 5 Audio text: interview

Task 4 Storyboard

Task 3 Description of a process Storyboard

Task 2 Personal narratives Timeline

Task 1 Images

Text Types

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Snapshot Year Two n Scope and Sequence Chart

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Project Use of strategies and resources

Task 4 Use of knowledge from texts in a reinvestment task

C2 Reinvests Understanding

Task 2 Articulation of the message

Task 3 and Task 4 Evidence of understanding of texts through the response process

Unit 7 Facing a Phobia

Project Participation in oral interaction

Task 3 Content of the message

Unit 6 Weird News

C1 Interacts Orally

Participation in the writing process

Project Content of the message

Task 3 Opinions

Decision / indecision

Opinions

Participation in the writing process Project Content of the message

Task 3 Agreement / disagreement

Functional Language

Task 5 Formulation of the message

C3 Writes and Produces Texts

Verb tense review

Comparative adjectives

Prexes and sufxes

Task 3 Take notes

Past continuous

Task 2 Question cards Task 3 Email messages Task 4 Audio text: podcast Task 5 Email message Extra Reading Personal account

Task 2 Compare Task 3 Direct attention Task 4 Predict Task 5 Plan Project Practise

Project Web page

Task 1 Descriptive texts

Project Radio show

Extra Reading Personal account

Task 4 Audio text: news report

Task 3 News stories

Task 2 News stories

Task 1 News headlines and introductions

Text Types

Task 1 Infer

Project Cooperate Encourage and reward self and others

Task 5 Use semantic mapping

Task 4 Pay selective attention

Task 1 Predict

Strategies

Capitalization of headlines

Grammar

224 Snapshot Year Two

n Scope and Sequence Chart

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C2 Reinvests Understanding

Project Participation in oral interaction

Project Use of strategies and resources

Task 3 Use of knowledge from texts in a reinvestment task

Task 2 Evidence of understanding of texts through the response process

Unit 8 Keyboard Travel

C1 Interacts Orally

Participation in the production process

Project Content of the message

C3 Writes and Produces Texts

Task 4 Opinions Requests for information Agreement

Functional Language

Modals would, could and should

Grammar

Task 5 Websites

Project Self-monitor

Project Travel web page

Extra Reading Promotional text

Task 4 Personal opinion

Task 3 Informational texts

Task 2 Audio text: conversation

Text Types

Task 3 Scan

Task 2 and Task 4 Take notes

Task 1 and Task 2 Activate prior knowledge

Strategies

Audio CD Audio Transcripts CD Transcripts Track Introduction ...........................................................................1

1

T2.1 T2.2 T2.3

2:11 min 1:28 min

T3.1 T3.2

1:33 min 2:20 min

T4.1 T4.2

1:35 min 2:09 min

T5.1 T5.2

1:18 min 1:29 min

T6.1 T6.2

1:49 min 2:50 min

T7.1 T7.2

2:22 min 1:52 min

T8.1 T8.2

Facing a Phobia 2. Fears or Phobias? (p.102) — Dialogues ..................................15 4. Getting Over a Fear (p.107) — Podcast ..................................16

8

1:21 min 1:44 min 6:48 min

Weird News 3. Did You See the News? (p.90) — Dialogues............................13 4. Today In the News (p.91) — News report................................14

7

T1.1 T1.2

The Push and Pull of Advertising 2. Are Brands Important? (p.71) — Dialogues .............................11 5. Print Ads (p.75) — Guidelines .................................................12

6

1:52 min 2:00 min

Animation Secrets 4. Fun Animations (p.57) — Dialogues ..........................................9 5. What Makes a Great Character? (p.59) — Interview................ 10

5

–

Extraordinary Sports 3. The Ultimate Decision (p.39) — Interview ..................................7 4. Ready, Set, Action! (p.40) — Dialogues .....................................8

4

0:34 sec

Trivia Challenge 1. Trivia Games 101 (p.18) — Dialogues........................................4 2. Trivia Time (p.19) — Dialogues ..................................................5 3. Is That Your Final Answer? (p.25) — Radio quiz ........................6

3

Handout

Uniquely Cool 1. Tic-Tac-Cool (p.4) — Dialogues.................................................2 2. Cool Yesterday, Cool Today (p.6) — Conversation....................3

2

Duration

Keyboard Travel 2. Travel From Your Chair (p.117) — Conversation ......................17 4. World Wide Web or Real World? (p.123) — Dialogues ............ 18

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Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 1

Tic-Tac-Cool CD

Task 1, Step 3 Workbook page 4

Model Dialogue

BOY: No, it doesn’t.

BOY: Pastimes. Do you do this indoors?

GIRL: Is it going to a movie?

GIRL: No, I don’t.

BOY: No, that’s not it.

BOY: Do you need a ball?

GIRL: Is it going to a concert?

GIRL: Yes, I do.

BOY: Yes, you guessed it!

Audio CD Track 2 Handout T1.1

BOY: Do you play in a team? Extra Dialogue 2 GIRL: Yes, I play in a team. BOY: Is your pastime soccer? GIRL: Yes! O.K., it’s your square! It’s my turn now.

BOY: Let’s see, a person. Is it a man? GIRL: Yes, it is. BOY: Does he play music? GIRL: No, he doesn’t.

Extra Dialogue 1

BOY: Does he play a sport?

GIRL: My turn now. Is it a sports event? BOY: No, it’s not.

GIRL: Yes, he does. BOY: Does he play hockey?

GIRL: Do you go to a theatre? BOY: You mean, to see it? GIRL: Yes.

GIRL: Yes. BOY: Is he in the NHL? GIRL: Yes, he is.

BOY: No, you don’t go to a theatre. GIRL: Is it musical?

BOY: This is not easy. Is it Carey Price? GIRL: Wow, good job! Yes, it is.

BOY: You mean does it involve music? GIRL: Yes.

226 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

Cool Yesterday, Cool Today CD

Unit 1

Task 2, Step 2 Workbook page 6

Audio CD Track 3 Handout T1.2

EMILIO: Hey, Mom, the topic in my English class is the generation gap. MARIA: Generation gap? EMILIO: Yes, the differences between us and our parents. Do you want to do a quiz with me? MARIA: Sure. EMILIO: I say a category. Then, you say what you think is cool. MARIA: For example? EMILIO: The rst category is music. My answer is top ten popular tunes. What do you say? MARIA: I say Peruvian traditional music. I like lando. EMILIO: O.K. Category two is clothes. MARIA: Cool clothes? That makes me think of the eighties: shoulder pads! When I was a teen, they were cool. EMILIO: My answer is skater clothes! Category three: restaurants. MARIA: That’s easy! Peru Fiesta. EMILIO: I agree. I think that restaurant is cool, too. MARIA: What’s the next category? EMILIO: Movies. MARIA: I say movies like Saturday Night Fever and Grease—movies with dance in them. They’re really cool. EMILIO: I guess we’re different there. To me, a cool movie has lots of special effects. The last category is computers. MARIA: I only use a computer for work. It must be user-friendly. To me, cool means applications that are easy to use. EMILIO: I’m on my computer all the time: to nd information, keep in touch with friends, listen to music. Cool is computers 24/7!

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Snapshot Year Two n Audio CD Transcripts

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Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 2

Trivia Games 101 CD

Task 1, Step 1 Workbook page 18

Audio CD Track 4 Handout T2.1

Model Dialogue BOY: What trivia games do you like to play? I like board games. GIRL: Me too. Let’s write that down. BOY: Next, places to nd trivia games. Let’s make a list. Then we can compare them, O.K? GIRL: Right! What a team! Extra Dialogue 1 GIRL: There are a lot of trivia games that ask questions. BOY: Yes, there are. What are some different places to nd them? GIRL: I like to play one on the Internet. It’s about movie stars. BOY: Oh, I play one online too. It’s about sports. GIRL: Great, we can write that down: online. Extra Dialogue 2 BOY: Now we need to write down categories of questions. GIRL: Yes. Well, we have sports. BOY: Right. And there’s geography. GIRL: That’s a good one. And movie stars can also be a category, so let’s add that to our list.

228 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

Trivia Time CD

Unit 2

Task 2, Step 2 Workbook page 19

Audio CD Track 5 Handout T2.2

Model Dialogue GIRL 1: O.K., it’s your turn. What question do you choose? BOY: Question X, for ve points. First, write my initials. Let me read it to you. GIRL 1: Wow! That’s difcult. Do you know the answer? BOY: I think so. The answer is Ottawa. GIRL 1: O.K., everyone, write it down. GIRL 2: I’m the next player. My question is F for one point. Extra Dialogue 1 GIRL 2: All right. Question F for 1 point. Did you write down my initials? GIRL 1: Yes, we did. Read out the question. BOY: That doesn’t sound too difcult. GIRL 2: No, it doesn’t. That’s why I chose it. The answer is B. BOY: Circle that answer, everybody. GIRL 1: I don’t think you’re right. GIRL 2: Uh oh! Extra Dialogue 2 GIRL 1: It’s my turn. Hmm. I think I’ll try question S for 4 points. BOY: We all wrote down your initials. Do you want to read out the question? GIRL 1: Sure. And I’m pretty sure I know the answer. GIRL 2: So what do you say? GIRL 1: I say it’s A, rice. Everybody circle my answer. BOY: Got it. Now it’s my turn. Look out!

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Name: ___________________________________________ Group: ___________ Date: ________________________

Is That Your Final Answer? CD

Unit 2

Task 4, Step 2 Workbook page 25

Audio CD Track 6 Handout T2.3

HOST: Hello, listeners! Welcome to Snapshot Radio. Nick Vogel is here today. Nick, I hear you have a quiz for us. NICK: Hi everybody. That’s right. Today I have a trivia quiz that will test your knowledge of Canada. HOST: Great! How do our listeners play? NICK: There are three types of questions: multiple choice, true or false, or just give an answer. I’ll read each question and give you time to write down the answer. HOST: Great! Let’s go. NICK: Question one: How many provinces are there in Canada? a) 8, b) 10 or c) 13? Question two is a true or false question. True or false? A Canadian invented the game of basketball. For Question three, you have to give the answer. What animal is on the Canadian quarter? Question four: multiple choice. In what two provinces are the Rocky Mountains? a) Alberta and Saskatchewan, b) British Columbia and Saskatchewan or c) British Columbia and Alberta? Question ve is also multiple choice. What province do we call “The Rock”? Is it a) British Columbia, b) Ontario or c) Newfoundland and Labrador? Question six: multiple choice again. What is the name of the famous bridge that goes to Prince Edward Island? Is it a) Long Bridge, b) Green Gables Bridge or c) Confederation Bridge? Question seven: true or false? The province of Saskatchewan is beside an ocean. Question eight: another multiple choice. Which territory came into existence in the year 1999? Was it a) Nunavut, b) the Northwest Territories or c) the Yukon? Question nine: give the answer. Name the oldest fortied city in North America. And now the last question. True or false? Canadians eat more macaroni and cheese any other nationality in the world. HOST: Wow! Now that’s an interesting question. Thanks, Nick, for preparing that quiz for us. It was fun. NICK: You’re welcome.

230 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

The Ultimate Decision CD HOST: Mathieu Jodoin, a bungee jumper, is with us today. He jumped 62 metres! Let’s nd out what extreme athletes think before they jump. Mathieu? MATHIEU: One voice is saying, “Wait! I could die!” The other voice is saying, “Fun! I like being scared!”

Unit 3

Task 3, Step 2 Workbook page 39

Audio CD Track 7 Handout T3.1

HOST: Those are the same two reasons you gave. MATHIEU: Yes, excitement and risk. I could break a leg or suffer a concussion, but the desire to jump is too strong! HOST: And you could die.

HOST: That’s crazy! Why do you bungee jump?

MATHIEU: True. I could die. That’s the second thing the researchers found.

MATHIEU: I get bored quickly. I like to try new things.

HOST: What do you mean?

HOST: I do too, but this is different. It’s dangerous.

MATHIEU: When you’re on the edge and ready to jump, you’re totally terried. Your heart rate is high. The adrenaline ows through your body!

MATHIEU: Yes, it’s very dangerous. That’s also why I like it.

HOST: That’s exciting?

HOST: I don’t understand. MATHIEU: I’m not afraid to take risks. I like excitement. HOST: I read that researchers did a study and they found that someone who does ultimate sports has a special brain. Do you agree? MATHIEU: Yes, I read that article, too. I totally agree. HOST: They studied mountain climbers and BASE jumpers.

MATHIEU: It is! Adrenaline makes you strong and you’re able to move faster. But there’s more. When you make a jump, your brain secretes serotonin. HOST: Serotonin? What’s that? MATHIEU: It’s a chemical that sends messages to your brain. It makes you feel great. It gives you feelings of well-being. HOST: That’s amazing! Ultimate sports, ultimate brain. Thank you, Mathieu, and good luck on your next jump.

MATHIEU: Yes, they found that they’re easily bored and they’re not afraid of risks.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Ready, Set, Action! CD

Unit 3

Task 4, Step 2 Workbook page 40

Audio CD Track 8 Handout T3.2

Model Dialogue GIRL: The answer is rock climbing. You must have a harness. BOY: What’s a harness? GIRL: It’s a belt to hold you in place. BOY: Oh, I remember. O.K. My turn. Extra Dialogue 1 GIRL: Mountain biking. What equipment do you need? A helmet and—how do you say it? BOY: You mean pads? GIRL: Yes, that’s it. Thanks. Your turn. BOY: What science does the person who practises this sport use? I have BMX. Science? I don’t remember. GIRL: Come on! Choose from physics, chemistry or biology. BOY: Oh, physics: speed. Extra Dialogue 2 BOY: Hill-rolling. Is it a high- or low-risk sport? GIRL: What’s hill-rolling? BOY: Remember, the sport where you roll down a hill in a plastic ball. GIRL: Oh, right. I would say low-risk, but you could still get hurt. BOY: Good job! My turn!

232 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

Fun Animations CD

Unit 4

Task 4, Step 3 Workbook page 57

Audio CD Track 9 Handout T4.1

Model Dialogue BOY: Let’s look at the storyboard. Do you want to start? GIRL: Sure. I think the meteor is moving. It will hit the earth. BOY: Um. What’s happening in the next shot? Oh, the girl is ying a kite. Extra Dialogue 1 GIRL: Let’s look at Scene 2. It shows a superhero and he’s sleeping. BOY: In Square 4, we see the meteor again. It’s getting close to the earth. What happens next? GIRL: A woman is calling the superhero. Look, his cellphone is beeping. BOY: You’re right. I think that she’s the President of the U.S.A. and she’s calling for help. Extra Dialogue 2 GIRL: In Scene 3, the girl is holding her kite. She’s looking at the sky. BOY: In the next shot, she’s on the kite. Look, she’s ying. GIRL: What do you think she’s doing? Oh, she’s hitting the meteor and pushing it away. BOY: I think that the girl replaced the superhero. GIRL: Yes, look at Scene 4. The President is surprised.

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Name: ___________________________________________ Group: ___________ Date: ________________________

What Makes a Great Character? CD

Unit 4

Task 5, Step 3 Workbook page 59

Audio CD Track 10 Handout T4.2

HOST: Hello, William. Welcome to our show. Tell us about yourself. WILLIAM: I’m studying 3D computer animation at CEGEP. HOST: What else do you do? WILLIAM: In my spare time, I work as a freelance animator for TV shows. I help to create characters. HOST: So what makes a great animated character? WILLIAM: Many things, I think. A good character is unique. Let’s say it’s a dog. This dog may walk in an unusual way. He’s funny and does surprising things. Maybe he wears special outts or is a strange colour. He’s different from everyone else. He has an attitude. HOST: What makes a character popular? WILLIAM: Let’s take the example of the dog again. This dog uses humour. He’s intelligent and curious but he also has a major aw. He isn’t perfect. He’s clumsy and causes accidents around him. This makes him more sympathetic to the audience. HOST: Besides acting differently, wearing special clothes and having an important aw, what else makes an animated character a star? WILLIAM: I always create different facial expressions for my characters. Audiences like this. But part of a character’s popularity depends on another artist called a voice-over artist. An appealing character has a distinct voice that gives him or her a distinct personality. For example, a deep voice can make a character sound serious—“My name is Scruffy.” A high-pitched voice gives a different impression—“My name is Scruffy.” HOST: You’re right, there’s a lot of difference between those two voices. William,thank you for talking with us today. WILLIAM: You’re welcome.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Are Brands Important? CD

Unit 5

Task 2, Step 4 Workbook page 71

Audio CD Track 11 Handout T5.1

Model Dialogue BOY: What’s our answer? Yes or no? GIRL: I say no. How about you? BOY: I agree. This will be easy! Let’s write our rst argument. GIRL: Well, if teens can’t wear logos, I think they will nd another way to look cool and show off. BOY: That’s right. A ban will not change anything. Let’s nd a second argument. Extra Dialogue 1 GIRL: I think that some teens will always tease others. BOY: That’s true. That could be our second argument. GIRL: So what do we write? BOY: Banning logos will not stop teens who are cruel. Extra Dialogue 2 GIRL: I don’t think that logos are the real problem. Some teens are just mean. BOY: That’s a very good argument. We need to change people’s attitudes. GIRL: We should ban bullying and hurtful remarks, not logos. Do you agree? BOY: Yes. I’m writing it down. I think that we must stop excluding schoolmates and be more accepting.

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Name: ___________________________________________ Group: ___________ Date: ________________________ Unit 5

Print Ads CD

Task 4, Step 4 Workbook page 75

Audio CD Track 12 Handout T5.2

Companies create ads to sell you a product. Be a smart, critical consumer. Be aware of how print ads work. My name is Danny Smith and I want to help you read ads. Here are some steps to follow. Step 1: First, identify the brand name. This tells you who the ad is from. It’s important to know who wants to sell you something. Step 2: Second, read between the lines. Who do you think will like this ad? Is it aimed at male or female customers? At teens or adults? The advertiser wants to sell a product to specic buyers. We call these buyers the target audience. Step 3: Next, look at the people in the ad. Do they look happy? Does the advertiser use a lot of colours? Does the ad represent a specic lifestyle? If so, is it idealized or gloried? For example, it may show a group of good-looking teenagers having a lot of fun eating cereal. Image is important. It makes people feel good. Step 4: Examine the slogan and the logo. Are they visible and easy to remember? Is the slogan short and snappy? Is the logo clearly identiable? And nally, Step 5. Think about the strategies the advertiser uses to convince people to buy the product. What words does the ad use in the pitch line? Remember the techniques in Task 1. Does it use weasel claims or urgency tactics?

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Did You See the News? CD

Unit 6

Task 3, Step 4 Workbook page 90

Audio CD Track 13 Handout T6.1

Model Dialogue GIRL: I think that story is a hoax. Do you believe it? BOY: I’m not sure. I think it could be true. GIRL: Why? BOY: Well, I heard a story like that on TV. I think it could happen because . . . Extra Dialogue 1 GIRL: Which text did you read? BOY: I read this one. What a crazy story! I’m sure it’s a hoax. GIRL: I don’t agree. I think it’s true. BOY: Why do you think that? Extra Dialogue 2 BOY: This story is really hard to believe. GIRL: It is bizarre. So you don’t think it’s true? BOY: No, I don’t think that could happen. I’m going to say it’s a hoax. What about you? GIRL: All of these stories are hard to believe, but I’m sure that this one is true.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Today in the News CD

Unit 6

Task 4, Step 2 Workbook page 91

Audio CD Track 14 Handout T6.2

ANNOUNCER: Good day. This is John-Carlo Santella with the Weird News Service report. Today in the news, we have a fantastic story of good luck and survival from New Zealand. Our reporter Stephanie Kroiter has the story. Stephanie, what happened? STEPHANIE: Thanks, John-Carlo. This really is an incredible story. A man was kitesurng on the ocean near his home in New Zealand. It was about 2 p.m. The wind became very strong. It lifted the kitesurfer high into the air and carried him past the beach and over some trees. He crashed onto the roof of one of the houses. He was badly injured, but his life is not in danger. The most incredible part of this story is who lives in that house. It’s the kitesurfer! He landed on the roof of his own house. The woman who lives next door saw it all happen and called the ambulance. She said, “It gave me a huge shock.” ANNOUNCER: Thanks, Stephanie. That really is an incredible story. Join us tomorrow for the next Weird News Service Report.

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Fears or Phobias? CD

Unit 7

Task 2, Step 3 Workbook page 102

Audio CD Track 15 Handout T7.1

Model Dialogue BOY: Let’s start with being vaccinated and going to the dentist. Which is worse? GIRL: It’s difcult to decide, but I think being vaccinated is really scary. BOY: Really? Why? Needles aren’t so bad. GIRL: I hate the feeling of needles. I’m really scared that they’ll go right through my arm. Extra Dialogue 1 BOY: Which is scarier to you, an oral presentation or a big exam? GIRL: That’s an easy one. I’m allergic to orals. They’re more frightening to me than exams. BOY: Wow, I totally disagree! I like to do orals. They’re more fun than exams. GIRL: Not for me. I prefer exams because then I can study and be well prepared. BOY: Exactly. I hate studying! Extra Dialogue 2 GIRL: Let’s talk about the next one. Which situation do you think is scarier? BOY: Well, I’m not afraid of dogs or spiders, so I don’t know what to say. GIRL: Let’s say that the dog is really aggressive and the spider is poisonous. Then what do you say? BOY: In that case, they’re both scary. I think an aggressive dog is more dangerous than the spider, though. GIRL: I agree. I think that the dog is worse than the spider.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Getting Over a Fear CD

Unit 7

Task 4, Step 3 Workbook page 107

Audio CD Track 16 Handout T7.2

Do you panic at the sight of a snake? Do you avoid climbing ladders? Maybe you’re afraid of swimming in a lake. If you have a very strong fear of something that’s normal for most people, you might have a phobia. Today on the Help Yourself podcast, I’ll talk about what you can do to get over a fear. It’s normal to be afraid of some things. But a fear that goes too far and stops you from doing something that you want to do isn’t normal. We call it a phobia. Here is an example: your friend is having a party. You want to go but you stay at home because there will be too many people there. There are some things that you can do to help yourself. First of all, understand your fear and observe how you feel. Tell yourself, “I have a presentation and I’m afraid. But I can handle this if I use my strategies.” Next, take small steps. You can’t cure a phobia in one day. Get used to something gradually. If you’re afraid of spiders, start by just looking at pictures of spiders. Read a book about spiders. Then, look at them from a distance. Gradually try to become more comfortable with the situation. When you are facing your fear, take deep breaths. We know that deep breathing can help calm you down in a stressful situation. Another idea is to talk to yourself. Repeat a phrase like “I’m ready for this exam.” This can help you to stay calm and be more positive. If your phobia is about your school work, remember that the best way to feel better is to stay organized. If you’re well prepared for exams and presentations, you’ll feel better. When you do make progress, even with a small step, congratulate yourself. You’ll know that you’re on the right track. Finally, if these ideas don’t work for you, ask for help. A psychologist is a person who can help you overcome your phobia. He or she can give you more ideas for facing your fear. Remember, almost everybody needs help at one time or another. Don’t be shy to ask for it. .

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Travel From Your Chair CD

Unit 8

Task 2, Step 3 Workbook page 117

Audio CD Track 17 Handout T8.1

GIRL: Hey, David. Do you want to take a virtual trip to the Arctic? BOY: The Arctic? Why the Arctic? GIRL: Oh, I’d love to go there and see the tundra. Nice! Look at this. BOY: That’s awesome! Those photos are great. They must be in HD resolution. GIRL: Yes, look at the snowstorm. It’s completely white. BOY: Listen to this. GIRL: What is it? BOY: It’s a sound le. It’s the wind. GIRL: That’s amazing! BOY: Oh, if we click here, we can visit an igloo. GIRL: What? Let’s go! BOY: That’s a snowmobile! Do you hear it? Here we are at the igloo. GIRL: It’s a 360 degree view. Wow, it’s like we’re really there. GIRL: Listen. We can hear someone walking in the snow! BOY: Cool! This site is fantastic. Let’s nd another place—a place with a view. GIRL: How about the Grand Canyon? BOY: Wow, that’s incredible! It’s interactive. You can zoom in and out. GIRL: Let me try. Ooh! I feel dizzy! That’s so high. BOY: Look at the colours. The HD photography is awesome. The rocks are so clear, it’s like looking out of the window. GIRL: Let’s try the 3D feature. Look! We can see down the river for kilometres. And we can hear it, too. BOY: Look out! Those are pretty scary rapids. GIRL: There are all kinds of sounds. Listen. That’s an eagle. BOY: I love virtual travel. These sites are even better than podcasts. GIRL: Podcasts? What are they? BOY: They’re recordings on websites, like online diaries. You can listen to travellers talk about their adventures. GIRL: Great. Let’s listen to some tomorrow. Reproduction permitted © Chenelière Education Inc.

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Name: ___________________________________________ Group: ___________ Date: ________________________

World Wide Web or Real World? CD

Unit 8

Task 4, Step 3 Workbook page 123

Audio CD Track 18 Handout T8.2

Model Dialogue BOY: I think that virtual travel could replace real travel. GIRL: Why? BOY: It’s cheaper. You could go anywhere and you wouldn’t need money. What do you think? GIRL: I don’t think it could replace real travel. I would prefer to go to a real place. BOY: Why? I think that we should look at an interactive travel website. Then, we’ll decide. GIRL: O.K. Extra Dialogue 1 GIRL: My sentence says, “You can visit more places faster with virtual travel.” That’s an advantage. BOY: How? GIRL: You can go to many places in a short time and you don’t waste time. What do you think? BOY: I think it’s a disadvantage. GIRL: Really? Why? BOY: Because if you visit more places faster, you have no time to stop and relax. I don’t like that. I can’t enjoy the experience. GIRL: Maybe, but I like to do lots of things fast. BOY: That’s your opinion. It’s my turn now. Extra Dialogue 2 BOY: This sentence says, “Virtual travel is interactive.” I think that’s an advantage. GIRL: Why? BOY: I think it’s better than looking at photos. You can really participate. GIRL: What’s your second reason? BOY: You can travel from home or even at a ballgame.

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DVD Handouts DVD Handouts Duration

1

How to Make an Animated Movie .... 7:28 min

Suggested for

Handout

Unit 4

DVD 1

General interest

DVD 2

Unit 7

DVD 3

General interest

DVD 4

© 2006 Sven Hauth, Holger Schömann. Pixeldoggy.com

2

Chaos, Chords & Karma ...................14:45 min © InSync Video

3

Fears and Phobias: .............................14:05 min Understanding Them, Defeating Them © Human Relations Media

4

Project X: Speed ..................................22:30 min © Canadian Broadcasting Corporation

Reproduction prohibited © Chenelière Education Inc.

Snapshot Year Two n DVD

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How to Make an DVD Animated Movie

Suggested for Unit 4

Video 1

Handout DVD 1

Before Viewing

1. What techniques can we use to make animated movies?

While Viewing Read Questions 2–6 before you watch the video. Then, watch the video and answer the questions.

2. Write down the steps in making an animated movie. a. b. c. d. Make your movie.

3. What are the problems with the following techniques? •

classic animation

•

clay animation

4. What is great about computer animation?

5. After you create your character, what are two important aspects to consider? a. b.

6. What should you stay away from? a. b. After Viewing

7. What does “less can be more” mean in the case of lighting?

8. Discuss the following questions with a classmate and write down your answers. a. When you make an animation movie, what is the most challenging thing? b. What is the most fun? 244 Snapshot Year Two

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Chaos, Chords and Karma DVD

Video 2

Handout DVD 2

Before Viewing 1. a. Is music important in your life?

Yes

No

Why?

b. What do you like to play or listen to?

2. What are the challenges when preparing a concert?

While Viewing Read Questions 3–8 before you watch the video. Then, watch the video and answer the questions. 3. Why are the students going to India? Underline the most important reason. a. for fun

b. for experience

c. to stage a concert

4. What is the goal of the concert in India?

5. Match each person with his or her description. 1. 2. 3. 4. 5. 6. 7. 8.

Constancia Shelly Ann Sophia Fei Tai Mark Kevin Muhtadi

c d a f g h b e

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

enjoys making music with people has good ideas, but is not always organized wants to make a career in music is talented but insecured is a teacher and famous percussionist wants to see the Dalai Lama loves the blues and playing the guitar nds music is “somewhere to go”

Snapshot Year Two n DVD

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Name: ___________________________________________ Group: ___________ Date: ________________________

Chaos, Chords and Karma DVD

Suggested for General Interest

Video 2

Handout DVD 2 cont.

6. What are some of the challenges the musicians face as they prepare for the concert? Check the ones that are mentioned. They have to raise money.

They are very busy.

They don’t have a lot of structure.

They don’t agree with their musical director.

They get too much help.

They can’t decide what music to play.

7. What does the Butteries organization give to street kids in India? a. b. c. 8. True or false? The group had some problems preparing for the trip. After Viewing 9. What did Kevin want the group to learn from their experience? a. b. 10. Discuss the following question with a classmate and write down your answers. What are some of the benets of this project for the teens?

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Fears and Phobias: Understanding Them, Defeating Them

DVD

Suggested for Unit 7

Video 3

Handout DVD 3

Before Viewing 1. What situations at school can make people scared?

While Viewing Read Questions 2–5 before you watch the video. Then, watch the video and answer the questions. 2. What physical changes do people experience when they confront or perceive danger? Check the ones mentioned in the video. Their heart rate increases.

Their breathing accelerates.

They leave the situation.

They close their eyes.

They hold their breath.

Their muscles contract.

Their pupils dilate.

They start to shake.

They start to sweat. 3. True or false? Fight or ight responses cannot be caused by social situations. 4. Which situation did most people fear more? Underline the correct answer. a. public speaking b. death 5. What steps can you take to help face a fear or a phobia? Give ve. a. b. c. d. e.

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Snapshot Year Two n DVD

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Name: ___________________________________________ Group: ___________ Date: ________________________

Fears and Phobias: Understanding Them, Defeating Them

DVD

Suggested for Unit 7

Video 3

Handout DVD 3 cont.

After Viewing 6. In a scary situation, what do the following reactions mean? a. ght: You b. ight: You c. freeze: You 7. Discuss this question with a classmate and write down your answers. What is the difference between a fear and a phobia?

8. With a classmate, discuss and write down stressful school situations. Give a suggestion to help overcome each one. Stressful School Situation

Suggestion for Overcoming the Situation

a.

b.

c.

d.

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Project X: Speed

General Interest

DVD

Video 4

Handout DVD 4

Before Viewing 1. a. Do you like to go fast?

Yes

No

b. If you said yes, in what circumstances do you like to go fast?

While Viewing A. The American Eagle Read Questions 2–5 before you watch the segment. Then, watch the video and answer the questions. 2. How did the team make the vehicle?

3. What was the 1997 land speed record they wanted to beat?

kilometres per hour

4. What was the biggest challenge for the team?

5. How many litres of fuel per minute did the vehicle burn? B. Greyhounds Read Questions 6–9 before you watch the segment. Then, watch the video and answer the questions. 6. What are the scientists trying to learn about the dogs? 7. True or false? The muscles in their front legs make greyhounds run fast.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Project X: Speed

General Interest

DVD

Video 4

Handout DVD 4 cont.

8. True or false? Greyhounds run at the same speed around bends as they do on a straight course. 9. True or false? Humans run at the same speed around bends as they do on a straight course.

C. Human Speed Read Questions 10–13 before you watch the segment. Then, watch the video and answer the questions. 10. What makes some runners faster than others? List two reasons the research found.

11.True or false? Intense training can make you sprint a lot faster. 12. In the men’s 100-metre sprint, the world record in 1912 was the time of the video was seconds.

seconds. The record at

13.True or false? Genetic modication is necessary for humans to run faster. After Viewing 14. Place the following in order from slowest to fastest. Discuss your opinions with a classmate.

space shuttle (orbiting) • cheetah • Formula 1 race car • greyhound • human being • speed of sound • speed of light • American Eagle (attempt)

44 km/h

63 km/h

120 km/h 369 km/h 1236 km/h 1287 km/h 28 000 km/h 1 080 000 000 km/h

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Who Is Cool to You?

C3

Unit 1, Task 5 Workbook page 10

Writing Evaluation Grid

Handout WG1

Writes and Produces Texts Evaluation Criterion: Use of strategies and resources* A Exceeds expectations

Student independently uses resources from the unit (checklist, model texts and grammar sources) as well as a personalized inventory to improve the quality of the prole. Student is a resource to others.

B Meets expectations

Student uses suggested resources from the unit (checklist, model texts and grammar sources) to improve the quality of the prole. Student requests help when needed but relies mainly on resources for support.

C Acceptable but needs improvement

When reminded, student uses resources from the unit (checklist, model texts and grammar sources) to improve the quality of the prole. Student requests help to correct errors when needed.

D Does not meet all expectations

When guided, student uses resources from the unit (checklist, model texts and grammar sources) to improve the quality of the prole. Student relies heavily on help from others to correct even very basic errors.

E Serious problems

Student copies from models to complete the prole and uses no resources to improve the text. Student is unable to identify errors or correct even a few of the errors identied by others.

Comments

Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors

Type of error

Very few

Some

Many

Too many

Position of adjectives Use of present tense Use of punctuation and capitalization Spelling

Rubric A Exceeds expectations B Meets expectations C Acceptable but needs improvement D Does not meet all expectations E Serious problems

Student uses all of the targeted language repertoire accurately. Student’s prole is easily understood after one reading. Student generally uses the targeted language repertoire correctly. Most of the student’s prole is easily understood after one reading. Student uses some of the targeted language repertoire correctly. Student‘s prole requires a second reading but is generally coherent. Student uses little of the targeted language repertoire correctly. Parts of the student’s prole are difcult to understand, even after a second reading. Student uses the targeted language repertoire inaccurately or copies from other texts. Student’s prole is difcult to understand even after a second reading.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Writing Grids

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Name: ___________________________________________ Group: ___________ Date: ________________________

It’s Your Turn

C3

Unit 2, Task 5 Workbook page 26

Writing Evaluation Grid

Handout WG2

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors Type of error Very few

Some

Many

Too many

Word order in questions Use of question words Use of punctuation (question marks) Rubric

A Exceeds expectations

Student accurately uses the targeted language repertoire to write quiz questions and answers. Student writes questions and answers that are easy to understand.

B Meets expectations

Student generally uses the targeted language repertoire correctly to write quiz questions and answers. Student writes questions and answers that are understood at rst reading.

C Acceptable but needs improvement

Student uses some of the targeted language repertoire correctly to write quiz questions and answers. Some of the student’s questions and answers are difcult to understand at rst reading.

D Does not meet all expectations E Serious problems

Student uses little of the targeted language repertoire correctly to write quiz questions and answers. Student’s questions and answers are difcult to understand even after a second reading. Student uses the targeted language repertoire inaccurately throughout. Student’s questions and answers cannot be understood or are too incomplete to be evaluated.

Comments

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A Unique Extreme Sport

C3

Unit 3, Task 5 Workbook page 42

Writing Evaluation Grid

Handout WG3

Writes and Produces Texts Evaluation Criterion: Participation in the writing process*

A Exceeds expectations

Student independently uses the writing process presented in the steps on pages 42–43 to plan and improve the text about an extreme sport. Gives pertinent feedback to others and uses feedback from peers and the teacher.

B Meets expectations

With some guidance, student uses the writing process presented in the steps on pages 42–43 to plan and improve the text about an extreme sport. Gives feedback to others and uses feedback from peers and the teacher.

C Acceptable but needs improvement

With some help, student uses the writing process presented in the steps on pages 42–43 to plan and improve the text about an extreme sport. Gives some feedback to others and / or uses some feedback from peers and the teacher.

D Does not meet all expectations E Serious problems

Student uses little of the writing process presented in the steps on pages 42–43 to plan and improve the text about an extreme sport. Gives little feedback to others and / or uses little feedback from peers and the teacher. Student uses none of the writing process presented in the steps on pages 42–43 to plan and improve the text about an extreme sport or the text is too incomplete to be evaluated. Gives no feedback to others and / or uses no feedback from peers and the teacher. Evaluation Criterion: Content of the message

A Exceeds expectations

Student’s text about an extreme sport is on topic and ideas are well organized. Student develops ideas and viewpoints fully by providing clear and pertinent examples and facts.

B Meets expectations

Student’s text about an extreme sport is on topic and ideas are generally well organized. Student develops ideas and viewpoints by providing examples and facts.

C Acceptable but needs improvement

Student’s text about an extreme sport is somewhat pertinent to the topic but lacks organization. Student provides some examples, facts or viewpoints.

D Does not meet all expectations

Most of student’s text about an extreme sport lacks pertinence and / or is incoherent. Student provides few ideas and no examples or facts.

E Serious problems

Student’s text about an extreme sport lacks pertinence and / or is incoherent. Student does not provide ideas, examples or facts.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Name: ___________________________________________ Group: ___________ Date: ________________________

A Good Story

C3

Unit 4, Task 6 Workbook page 60

Writing Evaluation Grid

Handout WG4

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors Type of error Very few

Some

Many

Too many

Use of present continuous Use of sequence adverbs and ordinals Use of capitalization and punctuation

Rubric A Exceeds expectations

Student’s story has a clear and logical structure (beginning, middle, end). Student uses the targeted language repertoire accurately with very few errors. Student’s story is very easily understood.

B Meets expectations

Structure of student’s story is generally clear (beginning, middle, end). Student makes a few errors when using the targeted language repertoire. Student’s story is understood at rst reading despite a few errors.

C Acceptable but needs improvement

Structure of student’s story is somewhat clear. Student makes several errors in the targeted language repertoire. Student’s story is not easily understood and may require a second reading.

D Does not meet all expectations

Parts of structure of student’s story are unclear. Student has difculty using the targeted language repertoire. Student’s story is difcult to understand even after a second reading.

E Serious problems

Student’s story lacks structure. Student’s use of the targeted language repertoire is consistently inaccurate. Student’s story is incomprehensible or too incomplete to be evaluated.

Evaluation Criterion: Participation in the writing process* A Exceeds expectations B Meets expectations

Student independently uses the writing process presented in the steps on pages 60–61 to plan and improve the story. With some guidance, student uses the writing process presented in the steps on pages 60–61 to plan and improve the story.

C Acceptable but needs improvement

With some help, student uses the writing process presented in the steps on pages 60–61 to plan and improve the story.

D Does not meet all expectations

Student uses little of the writing process presented in the steps on pages 60–61 to plan and improve the story.

E Serious problems

Student uses none of the writing process presented in the steps on pages 60–61 to plan and improve the story, or the story is too incomplete to be evaluated.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Name: ___________________________________________ Group: ___________ Date: ________________________

What Makes a Good Ad?

C3

Unit 5, Task 5 Workbook page 76

Writing Evaluation Grid

Handout WG5

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors

Type of error Very few

Some

Many

Too many

Use of targeted vocabulary to describe ad (from Step 3) Use of verb tenses Rubric

A Exceeds expectations

Student’s text about an ad is easily understood after one reading. Ideas are well chosen and presented in a logical fashion. Student uses all of the targeted language repertoire correctly.

B Meets expectations

Most of student’s text about an ad is easily understood after one reading. Ideas are well organized. Student uses most of the targeted language repertoire correctly.

C Acceptable but needs improvement

Sections of student’s text about an ad may require a second reading but text is generally coherent. Ideas are fairly well organized. Student uses some of the targeted language repertoire correctly.

D Does not meet all expectations

Sections of student’s text about an ad are difcult to understand, even after a second reading. Ideas lack organization. Student rarely uses targeted language repertoire correctly.

E Serious problems

Most of student’s text about an ad is difcult to understand, even after a second reading. Student uses structures borrowed from L1 and / or copies from other texts. Student’s text is too incomplete to be evaluated.

Comments

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Name: ___________________________________________ Group: ___________ Date: ________________________

Your Weird News Story

C3

Unit 6, Task 5 Workbook page 92

Writing Evaluation Grid

Handout WG6

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors Type of error Very few

Some

Many

Too many

Use of simple past Use of past continuous

Rubric A Exceeds expectations

Student’s text respects the conventions of a news story (headline, ve Ws). Student uses all of the targeted language repertoire correctly.

B Meets expectations

Student’s text mostly respects the conventions of a news story (headline, ve Ws). Student uses most of the targeted language repertoire correctly.

C Acceptable but needs improvement

Student’s text respects some of the conventions of a news story (headline, ve Ws). Student uses some of the targeted language repertoire correctly.

D Does not meet all expectations

Student’s text respects few of the conventions of a news story (headline, ve Ws). Student rarely uses the targeted language repertoire correctly.

E Serious problems

Student’s text does not respect the conventions of a news story (headline, ve Ws). Student’s text is mostly copied from other texts.

Evaluation Criterion: Participation in the writing process* A Exceeds expectations B Meets expectations C Acceptable but needs improvement

Student independently uses the writing process presented in the steps on pages 92–93 to plan and improve the news story. With some guidance, student uses the writing process presented in the steps on pages 92–93 to plan and improve the news story. With some help, student uses the writing process presented in the steps on pages 92–93 to plan and improve the news story.

D Does not meet all expectations

Student uses little of the writing process presented in the steps on pages 92–93 to plan and improve the news story.

E Serious problems

Student uses none of the writing process presented in the steps on pages 92–93 to produce the news story, or the news story is too incomplete to be evaluated.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Phobia Advice

C3

Unit 7, Task 5 Workbook page 108

Writing Evaluation Grid

Handout WG7

Writes and Produces Texts Evaluation Criterion: Content of the message

A Exceeds expectations

Student fully develops ideas pertaining to symptoms and consequences of the phobia. Student’s response clearly addresses the phobia in the classmate’s message and provides pertinent advice.

B Meets expectations

Student develops ideas pertaining to symptoms and consequences of the phobia. Student’s response addresses the phobia in the classmate’s message and provides advice.

C Acceptable but needs improvement

Student presents some ideas pertaining to symptoms and consequences of the phobia. Student’s response partially addresses the phobia in the classmate’s message and provides some advice.

D Does not meet all expectations

Student presents few ideas pertaining to symptoms and consequences of the phobia. Student’s response barely addresses the phobia in the classmate’s message and / or does not give advice.

E Serious problems

Student does not refer to the symptoms and consequences of the phobia. Student‘s response does not address the classmate’s phobia. Evaluation Criterion: Participation in the writing process*

A Exceeds expectations B Meets expectations C Acceptable but needs improvement

Student independently uses the writing process presented in the steps on pages 108–109 to plan and improve the email messages. With some guidance, student uses the writing process presented in the steps on pages 108–109 to plan and improve the email messages. With some help, student uses the writing process presented in the steps on pages 108–109 to plan and improve the email messages.

D Does not meet all expectations

Student uses little of the writing process presented in the steps on pages 108–109 to plan and improve the email messages.

E Serious problems

Student uses none of the writing process presented in the steps on pages 108–109 to produce the text, or the email messages are too incomplete to be evaluated.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Writing Grids

257

Name: ___________________________________________ Group: ___________ Date: ________________________

Share Your Favourite Places

C3

Unit 8, Task 5 Workbook page 124

Writing Evaluation Grid

Handout WG8

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors

Type of error Very few

Some

Many

Too many

Use of vocabulary related to travel destinations Use of verb tenses and modals Rubric

A Exceeds expectations

Student uses the targeted language repertoire effectively in the text about a travel destination. Student’s message is clear and the text is easily understood at rst reading.

B Meets expectations

Student makes some errors when using the targeted language repertoire in the text about a travel destination. Student’s message is fairly clear and most of the text is easily understood at rst reading.

C Acceptable but needs improvement

Student makes many errors when using the targeted language repertoire in the text about a travel destination. Some parts of student’s message are clear but most of the text requires a second reading to be understood.

D Does not meet all expectations

Student has difculty using the targeted language repertoire in the text about a travel destination. Most of student’s message is unclear and the text is difcult to understand even after a second reading.

E Serious problems

Student does not use the targeted language repertoire and can write only an incomplete rst draft. Student cannot write clearly and the text is incoherent or copied from other texts.

Comments

258 Snapshot Year Two

n Writing Grids

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Name: ___________________________________________ Group: ___________ Date: ________________________

Design a new issue of magazine. C1

Unit 1 Workbook page 16

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG1

Reinvests Understanding of Texts

Evaluation criteria Participation in oral interaction

Use of knowledge from texts in a reinvestment task

A Exceeds expectations

Student interacts actively and spontaneously in English to design the magazine. Student helps maintain interaction by prompting others and clarifying messages.

Student independently adapts ideas and information from the unit to use in the magazine. Student explains how the magazine content is cool based on ideas from the unit.

B Meets expectations

Student maintains interaction in English and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

Student needs some prompting to adapt ideas and information from the unit. Student explains how the magazine content is cool.

C Acceptable but needs improvement

Student interacts in English some of the time. Student contributes some ideas for designing the magazine but they need clarication.

Student needs support to adapt ideas and information from the unit. Student partly explains how the magazine content is cool.

D Does not meet all expectations

Student cannot maintain interaction in English and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Student has difculty and, even with support, cannot reinvest many ideas or much language from the unit. Student does not explain how the magazine content is cool.

E Serious problems

Student does not interact in English. Student gives only one-word answers, or gestures.

Student is unable to reinvest any pertinent ideas or language from the unit. Student does not complete the project.

Comments

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Snapshot Year Two n Project Grids

259

Name: ___________________________________________ Group: ___________ Date: ________________________

Design a new issue of magazine. C3

Unit 1 Workbook page 16

Project Evaluation Grid

Handout PG1 cont.

Writes and Produces Texts Evaluation Criterion: Formulation of the message Targeted language repertoire Number of errors

Type of error Very few

Some

Many

Too many

Position of adjectives Use of present tense Rubric A Exceeds expectations

Student uses the entire targeted language repertoire accurately in the magazine. Student’s message is clear and easily understood.

B Meets expectations

Student generally uses the targeted language repertoire correctly. Student makes minor errors that do not affect the clarity of the magazine text.

C Acceptable but needs improvement

Student uses some of the targeted language repertoire correctly. Student makes errors that affect the clarity of the magazine text.

D Does not meet all expectations

Student uses most of the targeted language repertoire inaccurately. Student’s magazine text remains unclear and difcult to understand even after a second reading.

E Serious problems

Student does not use any of the targeted language repertoire accurately. Student’s magazine text is incomprehensible, or is too incomplete to be evaluated. Comments

260 Snapshot Year Two

n Project Grids

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Name: ___________________________________________ Group: ___________ Date: ________________________

Produce a class trivia game show. C1

Unit 2 Workbook page 32

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG2

Reinvests Understanding of Texts

Evaluation criteria Articulation of the message

Use of strategies and resources*

A Exceeds expectations

When planning the game show, student expresses messages that are easily understood and contain few errors. Student asks and answers game questions clearly and uently.

Student uses cognitive and social / affective strategies effectively to gather and share information and opinions about the game show.

B Meets expectations

Student expresses messages that are clear despite errors. Student makes a few errors when asking and answering game questions but is easily understood.

With guidance, student uses familiar strategies to gather and share information and opinions about the game show.

C Acceptable but needs improvement

Student expresses messages that need some interpretation or clarication. Student’s questions and answers contain errors and need clarication.

When reminded, student uses some of the strategies taught in class to gather and / or share information and opinions about the game show.

D Does not meet all expectations

Student produces simple messages that are only partially understandable with interpretation. Student’s questions and answers are unclear and most of them contain errors.

When prompted, student uses a strategy modelled by the teacher to gather and / or share information and opinions about the game show.

E Serious problems

Student is unable to express messages. Student is unable to ask or answer questions except by using a few isolated words or gestures.

Student is unable to help plan the game show. There is no evidence of the use of strategies or resources.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Project Grids

261

Name: ___________________________________________ Group: ___________ Date: ________________________

Produce a class trivia game show. C3

Unit 2 Workbook page 32

Project Evaluation Grid

Handout PG2 cont.

Writes and Produces Texts Evaluation criteria Content of the message

Participation in the production process*

A Exceeds expectations

Student’s game show content is appropriate and well suited to the audience. Student’s ideas are well organized and questions and answers are well developed.

Using the steps on page 32, student independently completes the three phases of the production process to create and improve the game show. Student gives pertinent feedback to others and uses feedback from peers and the teacher.

B Meets expectations

Student’s game show content is generally pertinent and well suited to the audience. Student’s ideas are organized and most questions and answers are developed.

Using the steps on page 32, student completes the three phases of the production process to create and improve the game show. Student gives feedback to others and uses feedback from peers and the teacher.

C Acceptable but needs improvement

Student’s game show content is not always pertinent and does not always take the audience into account. Many of student’s ideas are not organized and / or questions and answers are not developed.

Student completes only some of the production process to create and improve the game show. Student gives some feedback and uses some of the feedback from peers and the teacher.

D Does not meet all expectations

Student’s game show content seldom takes into account topic and audience. Student has only a few organized ideas and cannot provide the required number of questions and answers.

Student completes little of the production process to create and improve the game show. Student gives and uses little feedback.

E Serious problems

Student’s game show content is inappropriate for the audience. Student has no organized ideas and does not provide questions and answers.

Student completes none of the production process to create the game show. Game show is too incomplete to be evaluated.

Comments

*Provide feedback to the student but do not include for reporting purposes.

262 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a poster for a new extreme sport. C1

Unit 3 Workbook page 48

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG3

Reinvests Understanding of Texts

Evaluation Criteria Participation in oral interaction

Use of strategies and resources*

A Exceeds expectations

Student interacts actively and spontaneously in English to request and receive feedback in Steps 3 and 6. Student helps maintain interaction by prompting others and clarifying messages.

Student independently uses a wide variety of strategies and resources to plan and design a clear and coherent poster.

B Meets expectations

Student maintains interaction in English and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

With guidance, student uses available strategies and resources to plan and design a poster.

C Acceptable but needs improvement

Student interacts in English some of the time. Student shows understanding of simply stated messages.

Student needs help to choose which strategies and resources to use and has difculties planning and designing a poster.

Student cannot interact solely in English and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Student has difculty using strategies or resources and designs a poster without planning or following the step-by-step procedure given.

Student does not interact in English. Student gives only one-word answers, or gestures.

Student does not produce a comprehensible poster. There is no evidence of the use of strategies or resources.

D Does not meet all expectations E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

C3

Writes and Produces Texts Evaluation Criterion: Content of the message A Exceeds expectations

Student clearly presents and explains a new extreme sport. Focus of poster is clear and well explained and ideas are organized coherently. Images clearly support the message of the poster.

B Meets expectations

Student presents and explains a new extreme sport. Focus of poster is clear and ideas are organized. Images support the message of the poster.

C Acceptable but needs improvement D Does not meet all expectations E Serious problems

Student’s poster is somewhat coherent but lacks organization. Focus of poster is somewhat clear and ideas are present. Some images support the message of the poster. Student’s poster lacks coherence and organization. Focus of poster is somewhat clear but ideas are not explained fully. Images seldom support the message of the poster. Student’s poster is incoherent and lacks focus and organization. Images are unrelated to the subject or do not exist. Poster is too incomplete to be evaluated.

Comments

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Snapshot Year Two n Project Grids

263

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a storyboard and a short animated movie. C1

Unit 4 Workbook page 66

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG4

Reinvests Understanding of Texts

Evaluation criteria Articulation of the message

Use of strategies and resources*

A Exceeds expectations

When planning the storyboard and movie, student expresses messages that are easily understood and contain few errors. Student interacts clearly and uently.

Student independently uses the story from Task 6 and a variety of strategies and resources to plan and produce an original storyboard and movie.

B Meets expectations

Student expresses ideas about the storyboard and movie that are clear despite errors. Student generally speaks clearly, with little hesitation.

With guidance, student uses the story from Task 6 and available strategies and resources to plan and produce a coherent storyboard and movie.

C Acceptable but needs improvement

Student expresses ideas about the storyboard and / or movie that need some clarication. Pauses interfere slightly with comprehension.

Student needs help to decide which strategies and resources to use and has difculty planning and producing a coherent storyboard and movie.

D Does not meet all expectations

Student produces simple messages that are only partially understandable with interpretation. Student speaks with frequent pauses that hinder interaction.

Even with support, student is unable to use strategies or resources effectively, or produces a storyboard and movie without planning or following the process.

Student is unable to express messages. Student responds to questions with a combination of gestures and isolated words.

Student does not produce a comprehensible storyboard and movie. There is no evidence of the use of strategies or resources.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

264 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a storyboard and a short animated movie. C3

Unit 4 Workbook page 66

Project Evaluation Grid

Handout PG4 cont.

Writes and Produces Texts Evaluation criteria Content of the message

Participation in the production process*

A Exceeds expectations

Student’s storyboard scenes are pertinent and show clear development of the story. Student’s ideas are developed coher­ ently in both the storyboard and movie.

Using the steps on page 66, student independently completes the three phases of the production process to create and produce the storyboard and / or movie. Student gives pertinent feedback to others and uses feedback from peers and the teacher.

B Meets expectations

Student’s storyboard scenes are gener­ ally pertinent and show development of the story. Most of student’s ideas are developed coherently in both the storyboard and movie.

Using the steps on page 66, student completes the three phases of the pro­ duction process to create and improve the storyboard and / or movie. Student gives feedback to others and uses feedback from peers and the teacher.

C Acceptable but needs improvement

Student’s storyboard is generally perti­ nent but storyline is somewhat unclear. Ideas in the storyboard are slightly incon­ sistent with the content of the movie.

Student completes some of the pro­ duction process to create and improve the storyboard and / or movie. Student gives some feedback and uses some feedback from peers and the teacher.

D Does not meet all expectations

Student’s storyboard is unclear or inappropriate. Student’s storyboard shows little rela­ tionship to the movie.

Student completes little of the produc­ tion process to create and improve the storyboard and / or movie. Student gives and uses little feedback.

Student’s storyboard is unclear, inappropriate or incomplete. Storyboard and / or movie are too incomplete to be evaluated.

Student does not use the produc­ tion process to create the storyboard and / or movie. Storyboard or movie is too incomplete to be evaluated.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Project Grids

265

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a print ad to advertise a new health bar.

C1

Unit 5 Workbook page 82

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG5

Reinvests Understanding of Texts

Evaluation criteria Articulation of the message

Use of strategies and resources*

A Exceeds expectations

Student expresses messages in Steps 5 and 7 that are easily understood and contain few errors. Student interacts clearly and uently.

Student independently uses models and texts from the unit and a variety of strategies to understand the task and to plan and produce an original ad.

B Meets expectations

Student expresses messages about the ad that are understood despite errors. Student generally speaks clearly, with little hesitation.

With guidance, student uses models and texts from the unit and a variety of strategies to understand the task and to plan and produce an ad.

C Acceptable but needs improvement

Student expresses messages about the ad that need some clarication. Pauses interfere slightly with interaction.

Student needs help to decide which models, strategies and resources to use and to plan and produce a coherent ad.

D Does not meet all expectations

Student produces simple messages that are only partially understandable with interpretation. Student speaks with frequent pauses that hinder interaction.

Even with support, student has difculty using strategies or resources, or produces an ad without planning or following the process.

Student is unable to express messages. Student responds to questions with a combination of gestures and isolated words.

Student does not produce a comprehensible ad. There is no evidence of the use of strategies or resources.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

266 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Create a print ad to advertise a new health bar. C3

Unit 5 Workbook page 82

Project Evaluation Grid

Handout PG5 cont.

Writes and Produces Texts Evaluation criteria Content of the message

Participation in the production process*

A Exceeds expectations

Focus of ad is clear and well explained and the elements of a print ad are presented coherently. Images clearly support the message of the ad.

Using the steps on page 82, student independently completes the three phases of the production process to create and improve the ad. Student gives pertinent feedback to others and uses feedback from peers and the teacher.

B Meets expectations

Focus of ad is clear and the elements of a print ad are present. Images support the message of the ad.

Using the steps on page 82, student completes the three phases of the production process to create and improve the ad. Student gives feedback to others and uses feedback from peers and the teacher.

C Acceptable but needs improvement

Focus of ad is generally clear and most elements of a print ad are present. Images generally support the message of the ad.

Student completes some of the production process to create and improve the ad. Student gives some feedback and uses some feedback from peers and the teacher.

D Does not meet all expectations

Focus of ad is somewhat clear but it contains only a few of the required elements. Images barely support the message of the ad.

Student completes little of the production process to create and improve the ad. Student gives and uses little feedback.

Student’s ad is incoherent and lacks focus and organization. Images are unrelated to the subject or do not exist.

Student does not use the phases of the production process to create the ad or does not complete the project.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes. Reproduction permitted © Chenelière Education Inc.

Snapshot Year Two n Project Grids

267

Name: ___________________________________________ Group: ___________ Date: ________________________

Produce a Weird News radio show. C1

Unit 6 Workbook page 98

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG6

Reinvests Understanding of Texts

Evaluation criteria Participation in oral interaction

Use of strategies and resources*

A Exceeds expectations

Student interacts actively and spontaneously to produce the show. Student helps maintain interaction by prompting others and clarifying messages.

Student independently uses models from the unit and a variety of strategies to understand the task and to plan and produce a radio show.

B Meets expectations

Student interacts in English and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

With guidance, student uses models and texts from the unit and a variety of strategies to understand the task and to plan and produce a radio show.

C Acceptable but needs improvement

Student participates in English some of the time. Student shows understanding of simply stated messages.

Student needs help to decide which models, strategies and resources to use and to plan and produce a radio show.

D Does not meet all expectations

Student cannot interact solely in English and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Even with support, student has difculty using strategies or resources, or produces a radio show without planning or following the process.

Student does not interact in English. Student gives only one-word answers, or gestures.

Student does not produce a comprehensible radio show. There is no evidence of the use of strategies or resources.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

C3

Writes and Produces Texts Evaluation Criterion: Content of the message

A Exceeds expectations B Meets expectations

Student’s news story is pertinent to the topic, purpose and audience of the radio show. Student incorporates ideas into a well-organized script and produces an original and coherent radio show. Most of the student’s news story is pertinent to the topic, purpose and audience of the radio show. Student organizes a coherent script and radio show.

C Acceptable but needs improvement

Some of the student’s news story is pertinent. Student has some difculty organizing ideas into a coherent script for the radio show.

D Does not meet all expectations

Little of the student’s news story is pertinent. Student has difculty organizing ideas into a coherent script for the radio show.

E Serious problems

Student cannot contribute a pertinent story. Student’s script is too incomplete to be evaluated.

Comments

268 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Design a web page for a phobia support centre. C1

Unit 7 Workbook page 114

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG7

Reinvests Understanding of Texts

Evaluation Criteria Participation in oral interaction

Use of strategies and resources*

A Exceeds expectations

Student interacts actively and spontaneously in English to design a web page. Student helps maintain interaction by prompting others and clarifying messages.

Student independently chooses from a variety of strategies and resources to understand the task and to plan and produce a web page.

B Meets expectations

Student interacts in English and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

With guidance, student uses a variety of strategies and resources to understand the task and to plan and produce a web page.

C Acceptable but needs improvement

Student participates in English some of the time. Student shows understanding of simply stated messages.

Student needs help to decide which strategies and resources to use and to plan and produce a web page.

D Does not meet all expectations

Student cannot interact solely in English and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Even with support, student has difculty using strategies or resources, or produces a web page without planning or following the process.

E Serious problems

Student does not interact in English. Student gives only one-word answers, or gestures.

Student does not create a comprehensible web page. There is no evidence of the use of strategies or resources.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Project Grids

269

Name: ___________________________________________ Group: ___________ Date: ________________________

Design a web page for a phobia support centre. C3

Unit 7 Workbook page 114

Project Evaluation Grid

Handout PG7 cont.

Writes and Produces Texts Targeted language repertoire Number of errors

Type of error Very few

Some

Many

Too many

Prexes and sufxes Comparative adjectives Use of different tenses

Evaluation Criteria Formulation of the message

Participation in the production process*

A Exceeds expectations

Student uses the entire targeted language repertoire accurately on the web page. Student’s web page is clear and easily understood.

Using the steps on page 130, student independently completes the three phases of the production process to create the web page. Student cooperates effectively with classmates to produce the best possible product.

B Meets expectations

Student generally uses the targeted language repertoire correctly. Student makes minor errors that do not affect the clarity of the web page.

Using the steps on page 130, student completes the three phases of the production process to create the web page. Student cooperates with classmates to produce the best possible product.

C Acceptable but needs improvement

Student uses some of the targeted language repertoire correctly. Student makes errors that affect the clarity of the web page.

Student completes some steps of the production process to create the web page. Student generally cooperates with classmates.

D Does not meet all expectations

Student uses most of the targeted language repertoire inaccurately. Student’s web page remains unclear and difcult to understand even after a second reading.

Student completes little of the production process to create the web page. Student cooperates poorly with classmates.

Student does not use any of the targeted language repertoire accurately. Student’s message is incomprehensible, or is too incomplete to be evaluated.

Student does not use the production process to create the web page or does not complete the project. Student does not cooperate with classmates.

E Serious problems

Comments

*Provide feedback to the student but do not include for reporting purposes.

270 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

Design a virtual travel web page. C1

Unit 8 Workbook page 130

Interacts Orally in English

Project Evaluation Grid

C2

Handout PG8

Reinvests Understanding of Texts

Evaluation criteria Participation in oral interaction

Use of strategies and resources*

A Exceeds expectations

Student interacts actively and spontaneously to design a travel page. Student helps maintain interaction by prompting others and clarifying messages.

Student independently chooses from a variety of strategies and resources to understand the task and to plan and produce a travel page.

B Meets expectations

Student interacts in English and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

Student uses a variety of strategies and resources to understand the task and to plan and produce a travel page.

C Acceptable but needs improvement

Student participates in English some of the time. Student shows understanding of simply stated messages.

Student needs help to decide which strategies and resources to use and to plan and produce a travel page.

D Does not meet all expectations

Student participates in English only when prompted and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Even with support, student has difculty using strategies or resources or produces a travel page without planning or following the process.

E Serious problems

Student does not interact in English. Student gives only one-word answers, or gestures.

Student does not create a comprehensible travel page. There is no evidence of the use of strategies or resources.

Comments

*Provide feedback to the student but do not include for reporting purposes.

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Snapshot Year Two n Project Grids

271

Name: ___________________________________________ Group: ___________ Date: ________________________

Design a virtual travel web page. C3

Unit 8 Workbook page 130

Project Evaluation Grid

Handout PG8 cont.

Writes and Produces Texts Evaluation criteria Content of the message

Use of strategies and resources*

A Exceeds expectations

Student’s travel page is entirely pertinent to the topic, purpose and audience. Student presents useful and interesting information about the travel destination.

Using the steps on page 130, student independently completes the three phases of the production process to create the travel page. Student cooperates effectively with classmates to produce the best possible product.

B Meets expectations

Most of student’s travel page is pertinent to the topic, purpose and audience. Student presents clear information about the travel destination.

Using the steps on page 130, student completes the three phases of the production process to create the travel page. Student cooperates with classmates to produce the best possible product.

C Acceptable but needs improvement

Some of student’s travel page is not pertinent to the topic, purpose and audience. Student presents some interesting information about the travel destination.

Student completes some steps of the production process to create the travel page. Student generally cooperates.

D Does not meet all expectations

Student’s travel page lacks pertinence to the topic, purpose and / or audience. Even with support, student has difculty presenting information about the travel destination.

Student completes little of the production process to create the travel page. Student cooperates poorly.

E Serious problems

Student cannot write a pertinent travel page. Student’s travel page is too incomplete to be evaluated.

Student does not use the production process to create the web page OR does not complete the project. Student refuses to cooperate with classmates.

Comments

*Provide feedback to the student but do not include for reporting purposes.

272 Snapshot Year Two

n Project Grids

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

The Simple Present

Unit 1

Grammar Quiz 1

Handout Q1

A. Complete the text with the simple present of the verbs in parentheses. Greendale High School Student Life Forum On today’s Student Life forum, we (want)

your ideas on some

cool new activities. Students (like, negative)

to be bored at lunch

time. Every year, the school (offer) (be, negative)

a list of activities, but they always very popular. What activities (recommend)

you

? Post your comments here!

I (think)

that it (be)

a good idea

to ask students. Teens (know)

what other teens (enjoy)

I (suggest)

more craft activities.

My favourites (be)

scrapbooking and painting. – Elyssa

Crafts? No way! We (need, negative) and I (enjoy)

craft activities. My friends hockey and volleyball tournaments. – Jamal

The rst two suggestions (be)

good ones. I also (recommend)

book clubs or chess tournaments. – Hugo B. Complete the dialogue with appropriate yes / no or information questions. ?

1. Prisca: Jordan: Yes, the basketball tournament is tonight.

?

2. Prisca: Jordan: Sure, I want to go with you and Penelope!

?

3. Prisca: Jordan: Yes, I have a lift with my dad.

?

4. Prisca: Jordan: I want to leave after dinner, around 6:00 pm.

?

5. Prisca: Jordan: The tournament ends at 10 o’clock.

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Snapshot Year Two n Grammar Quizzes

273

Name: ___________________________________________ Group: ___________ Date: ________________________

The Simple Past

Unit 2

Grammar Quiz 2

Handout Q2

A. Write the following verbs in the simple past tense. 1. have 2. sit 3. is 4. teach 5. do 6. travel 7. are 8. identify 9. am 10. go B. Rewrite the sentences in the negative form of the simple past. Use the contracted form. 1. Zack studied for the game. 2. We went to the contest. 3. Jimi left the game early. 4. I was very well prepared. 5. They enjoyed the experience. C. Write an information question for each answer. Use the underlined words and the following question words. how • how long • what • where • who 1. Jeff quit the trivia team.

?

2. He was on the team for two years.

?

3. His teammates felt disappointed.

?

4. Annie wanted Jeff to stay on the team.

?

5. His family moved to a new house in Westmount.

?

274 Snapshot Year Two

n Grammar Quizzes

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Group: ___________ Date: ________________________

,

,

,

,

Unit 3

Grammar Quiz 3

Handout Q3

A. Underline the modal that expresses the meaning in parentheses. 1. Skateboarding (could / must) become an Olympic discipline one day. (possibility) 2. Mountain bikers (can / have to) wear a helmet. (obligation) 3. BASE jumpers (should / could) always obtain permission to jump. (advice) 4. You (could / must) try underwater hockey at least once in your lifetime! (obligation) 5. The mountain climbers (should / cannot) reach the summit through that pass. (ability) 6. You (should / must) always wear a helmet when you ski. (advice) 7. Asha (cannot / has to) go bungee-jumping because she is scared of heights. (ability) 8. You (could / should) win the rock-climbing contest if you practised. (possibility) B. Write a yes / no question or an information question that matches the underlined information in each sentence. 1. Yes, all participants must sign a permission form rst. ? 2. A safety harness could cost at least $100. ? 3. Extreme go-kart drivers have to wear protective equipment. ? 4. No, new runners shouldn’t participate in the race. ? 5. Rock-climbers must begin at the foot of the cliff. ? 6. No, beginners cannot join the off-trail ski team. ? 7. The BMX club won the championships last year. ? 8. The Iditarod Trail Sled Dog Race is over 1850 km long. ?

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Name: ___________________________________________ Group: ___________ Date: ________________________

The Present Continuous

Unit 4

Grammar Quiz 4

Handout Q4

A. Complete each sentence with the present continuous of the verb in parentheses. Use the full form. 1. Tommy (make, negative) the environment. 2. I (use)

an animated movie about my laptop to create the storyboard.

3. We (lm, negative) 4. Sally (watch)

in the basement. an animated lm.

5. The students (listen) 6. My brother (help, negative) 7. They (copy)

to different background music. me to paint the set. the frames to slow the action.

8. My team (create) 9. We (shoot, negative) 10. Jennifer (record, negative)

a two-minute lm. the last scene this week. the sounds. Monica is.

B. Re-order the words and phrases to create a yes / no question or an information question. 1. he / moving / is / arms / his ? 2. material / buying / are / their / they ? 3. he / saying / is / what ? 4. a / storyboard / using / is / she ? 5. he / moving / fast / how / is ? 6. cutting / are / scenes / you / which ? 7. they / a / classic / are / creating / animation ? 8. loading / she / images / a / is / program / into ? 276 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

The Future

Unit 5

Grammar Quiz 5

Handout Q5

A. Underline the verb in each sentence. Then, rewrite the sentence with going to. 1. Trevor will advertise his bicycle on the Internet.

2. They will convince you.

3. Often, companies will offer you free samples.

4. The images in an ad will catch your attention.

B. Underline the verb in each sentence. Then, rewrite the sentence in the negative. Use the contracted form. 1. They will see the name of the brand.

2. I will ignore persuasion techniques.

3. You will buy that cool scarf or bracelet.

4. The gamers will try the new game.

C. Complete each yes / no or information question. 1. I will buy the sports magazine. magazine

you

?

2. I will get it online. you

it?

3. Yes, they are going to think before buying a new car. they

before buying a new car?

4. No, they won’t click on the pop-up ads. they Reproduction permitted © Chenelière Education Inc.

on the pop-up ads? Snapshot Year Two n Grammar Quizzes

277

Name: ___________________________________________ Group: ___________ Date: ________________________

The Past Continuous

Unit 6

Grammar Quiz 6

Handout Q6

A. Complete each sentence with the past continuous of the verb in parentheses. 1. I (watch)

the news on TV last night.

2. You (look at)

the news on the computer.

3. Ann and Jean (read)

the newspaper.

4. Nancy and I (discuss) 5. My mother (listen)

the news. to the radio.

B. Underline the verb in each sentence. Then, rewrite the sentence in the negative. Use the full form or the contracted form. 1. It was raining last night.

2. The girls were walking in the rain.

3. A strange spaceship was ying through the air.

4. People were staring up at the spaceship.

5. A door was opening in the spaceship.

6. Three weird creatures were waving at the girls.

C. Use the prompt and write a yes / no question in the past continuous. 1. you / listen to my story

?

2. he / talk to the guard

?

3. they / going to learn more

?

4. I / intimidate the witness

?

5. Bob and I / investigate the case

?

6. it / rain / when the theft occurred

?

278 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

Review of the Simple Present, the Simple Past and the Future With

Unit 7

Grammar Quiz 7

Handout Q7

A. Complete each sentence with the correct tense of the verb to be: the simple present, the simple past or the future with will. 1. Today my birthday. I old enough to drive. 2. Tomorrow we

14 years old. In two years time, I

absent. We

there

members of the Phobia Club and

a special activity for us tomorrow.

3. Last year, Jo and Amy

afraid to play sports. This year they

on

the rugby team. B. Complete the text with the correct tense of the verbs in parentheses: the simple present, the simple past or the future with will. I often (walk)

in the woods near my house. Yesterday, I (go)

walk. I suddenly (hear)

a strange noise behind me. I (think)

a bear. I always (carry) out of my pocket. I (see) what it (be) I (smell)

for my it (be)

spray with me, so I (take) a bush move and as I (look)

, something (spray)

it to see

me! It (be)

terrible! I (stay)

a skunk.

away from moving bushes next time.

C. Complete each sentence with the present continuous or past continuous of the verb in parentheses. 1. Right now, you (do)

a grammar quiz.

2. Last night, Ryan (worry) 3. We (study) 4. The class (do)

about the quiz. when they arrived. well this year.

D. Rewrite each sentence in the negative. Use the full form or the contracted form. 1. Wylie loves spiders. 2. Eddie was trying to scare me. 3. They answered the phobia questionnaire.

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Name: ___________________________________________ Group: ___________ Date: ________________________

,

,

Unit 8

Grammar Quiz 8

Handout Q8

A. Complete each sentence with would, should or could to express the meaning in parentheses. 1. We (possibility) 2. Lara

add photos of the Empire State Building and the Statue of Liberty. place the podcast icon there. (advice, negative)

3. Julie and James 4. Dominique 5. Melanie

like to add a video of a amenco show. (desire) include an interactive tour of Whistler Village. (advice) write about the Great Wall of China. (ability, negative)

B. Read each sentence. Then, rewrite it as a yes / no question. 1. Virtual travel could replace real travel within ten years. ? 2. The website should include 360° views of the Sahara. ? 3. Kathleen should visit the pyramids in Egypt. ? 4. Nick and Sam would like to surf in the Canary Islands. ? 5. Visitors can tour the Louvre by clicking on the video camera icon. ? C. Write an information question that matches the underlined information in each sentence. 1. One million people go to see Stonehenge each year. ? 2. Archeologists discovered L’Anse aux Meadows in 1960. ? 3. The Peruvian government restricts the number of tourists on the Inca Trail. ? 4. The Statue of Liberty is the most famous landmark in New York. ? 5. Robben Island is a popular tourist destination because Nelson Mandela was imprisoned there. ? 280 Snapshot Year Two

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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 problems

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 Two n Observation Grids

281

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 problems

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

282 Snapshot Year Two

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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 problems

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 Two n Observation Grids

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Group: ___________ Date: ________________________

Compilation Sheet A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious problems

Evaluation Criteria C1

C2

C3

Interacts orally in English

Reinvests understanding of texts

Writes and produces texts

Students

284 Snapshot Year Two

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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 Two n Observation Grids

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Student’s Progression of Learning

EVALUATION SITUATION

1

Game Shows Recommended for use after Units 1 and 2

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 ....................................................................... 287 • Evaluation Grids for C1, C2 and C3 .................................. ES 1.1 ....................... 288 Student Handouts...............................................................ES 1.2–ES 1.3........... 290

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 • Ask students if they watch game shows on TV and if they like to try to nd the answers as they watch. • Read the title of the evaluation situation aloud and tell students that they will read and write about game shows and participate in two class trivia games. 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 288–289. • 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.

286 Snapshot Year Two

n Evaluation Situation 1

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Overview of Evaluation Situation 1 Students are invited to participate in two class trivia games. First, they will read a contestant`s story. Second, they will ll in a contestant form and write trivia questions. Finally, they will participate in two trivia games

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: Teamwork Wins 30 min

C2 Reinvests understanding of texts • Evidence of understanding of texts

Story

– Simple present – Simple past of regular and irregular verbs

– Scan – Pay selective attention

Application form

– Describing personality traits – Activate prior and personal qualities knowledge – Asking information questions

Trivia game

– Asking and answering yes / no and information questions

Task 2: Become a Contestant 20 min

C3 Writes and produces texts • Formulation of the message

Task 3: Play the Game 20 min

C1 Interacts orally in English • Participation in oral interaction • Articulation of the message

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– Take risks

Snapshot Year Two n Evaluation Situation 1

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 1: Teamwork Wins Task 2: Become a Contestant

Evaluation Situation 1

Evaluation Grid

Handout ES 1.1

Task 1: C2 Reinvests Understanding of Texts Evaluation Criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student demonstrates superior understanding by answering Questions 2, 3 and 6 correctly. Student connects ideas in the text with personal opinions in Questions 4 and 5.

B Meets expectations

Student demonstrates good understanding by nding most answers to Questions 2, 3 and 6. Student connects some ideas in the text with personal opinions in Questions 4 and 5.

C Acceptable but needs improvement

Student demonstrates fair understanding by nding some answers to Questions 2, 3 and 6. Student connects few ideas in the text with personal opinions in Questions 4 and 5.

D Does not meet all expectations

Student demonstrates poor understanding by nding few answers to Questions 2, 3 and 6. Student connects no ideas in the text with personal opinions in Questions 4 and 5.

E Serious problems

Student is unable to answer the questions.

Task 2: C3 Writes and Produces Texts Evaluation Criterion: Formulation of the message A Exceeds expectations

Student’s prole is easily understood after one reading (Step 2). Student writes questions and answers that are grammatically accurate (Step 3).

B Meets expectations

Most of the student’s prole is easily understood after one reading (Step 2). Student writes questions and answers that are generally grammatically accurate (Step 3).

C Acceptable but needs improvement

Student‘s prole requires a second reading but text is generally coherent. Student’s questions and answers contain several errors.

D Does not meet all expectations

Student’s prole is difcult to understand, even after a second reading. Most of the student’s questions and answers are grammatically inaccurate.

E Serious problems

Most of the student’s prole is difcult to understand even after a second reading. Student’s questions and answers are inaccurate.

288 Snapshot Year Two

n Evaluation Situation 1

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 3: Play the Game

Evaluation Situation 1

Evaluation Grid

Handout ES 1.1 cont.

Task 3: C1 Interacts Orally in English Evaluation Criteria: Participation in oral interaction

Articulation of the message

A Exceeds expectations

Student interacts actively and spontaneously during the games.

Student expresses messages that are easily understood and contain few errors. Student generally interacts clearly and uently.

B Meets expectations

Student maintains interaction in English during the games and perseveres despite some difculties.

Student expresses messages that need little clarication despite errors. Student speaks uently with some hesitation.

C Acceptable but needs improvement

Student participates in English when prompted.

Student expresses understandable messages that need some interpretation or clarication. Hesitation interferes slightly with interaction.

D Does not meet all expectations

Student cannot maintain interaction solely in English and often reverts to another language.

Student expresses simple messages that are understood with interpretation. Student speaks with frequent pauses that hinder interaction.

Student gives only one-word answers, or gestures.

Student does not express messages. Student responds to questions with a combination of gestures and isolated words.

E Serious problems

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Name: ___________________________________________ Group: ___________ Date: ________________________

Teamwork Wins

Evaluation Situation 1 Game Shows

Task 1

Handout ES 1.2

Before Reading 1. As a contestant, what are your favourite types of games? Check your answers and give a reason for your choice. Type of Game

Yes

No

Why?

Give information about different subjects. Give the question. Mime a word or guess a word. Guess the price of an item. Answer multiple choices. Other:

While Reading 2. Read the following questions. Then, read the text below and underline the answers in the text. a. What did Cathy do to help Madeline? b. How did Larry study? c. Who did Jimmy study with last week? The Team “Is this your nal answer?” The voice of the game show host is loud and clear. Madeline looks at her teammates. Larry smiles and Cathy crosses her ngers. Jimmy is tense. All the students from their school are watching. Madeline hears her voice say, “Yes.” She stays calm. She is always calm. Madeline looks at the scoreboard. It says “Home: 104 points. Visitors: 105 points.” This is the last question. Madeline wants the team to win so much! Everyone knows that she is very competitive. Last night, Cathy helped Madeline to practise. She asked her questions about Canadian history for an hour. Cathy is patient and helpful. She prefers to talk about sports but she knew that Madeline needed help. Each member of the team has a specialty. For Madeline, it is history. For Cathy, it is sports. Larry knows a lot about music. He is a very talented and knowledgeable musician. He plays the trumpet in a band. He read many music magazines before this contest. He knows everything about musical styles and famous musicians and composers.

290 Snapshot Year Two

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Teamwork Wins

Evaluation Situation 1 Game Shows

Task 1

Handout ES 1.2 cont.

Jimmy is a cool science expert. He has an amazing memory. He loves to participate in science projects. He is intelligent and has a great sense of humour. Madeline prepared a few questions for him last week. He knew all the answers. Madeline looks at the host. Time seems to have stopped. Suddenly, he says: “Correct answer, Madeline. Newfoundland and Labrador became the tenth province to enter the Canadian Confederation on March 31, 1949.” Jimmy laughs. Their schoolmates cheer. They won! They are the champions.

After Reading 3. Fill in the chart with the correct information from the text. Team Member

Specialty

Personal Qualities

Madeline Cathy Larry Jimmy

4. What personality traits do you think are necessary to be a good contestant?

5. How would you prepare for a game show?

6. Put the events in chronological order. The host asks if it is Madeline’s nal answer. Madeline helps Jimmy to study.

1

Cathy helps Madeline to study. Madeline looks at the scoreboard. Madeline sees that Jimmy looks tense. The team wins.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Become a Contestant

Evaluation Situation 1 Game Shows

Task 2

Handout ES 1.3

1. Choose two of your favourite trivia categories. music sports

geography / history famous people

movies / shows other:

2. Why would you be a good contestant? Describe your personal qualities, your personality traits and your interests.

3. Write ve information questions and ve yes / no questions for your favourite categories. Write the answers. Questions

Answers

Q1:

Q2:

Q3:

Q4:

Q5:

292 Snapshot Year Two

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Name: ___________________________________________ Group: ___________ Date: ________________________

Become a Contestant

Questions

Evaluation Situation 1 Game Shows

Task 2

Handout ES 1.3 cont.

Answers

Q6:

Q7:

Q8:

Q9:

Q10:

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Name: ___________________________________________ Group: ___________ Date: ________________________

Play the Game

Evaluation Situation 1 Game Shows

Task 3

Handout ES 1.4

1. Work in teams of two. Follow these steps: •

Cut out the cards below.

•

Place them face down on the desk.

•

Pick a card.

•

Read your card silently.

•

Take turns asking questions to guess who is on your partner’s card.

•

Play again with the remaining cards.

Cory Monteith is an award-winning Canadian actor who played Finn Hudson in the TV musical Glee. Monteith was born in Calgary in 1994. He attended 12 different schools and had a drug problem, but his mother and some friends helped him to change his life. He has had many roles on TV and in movies. He also plays drums for an indie rock band.

Jasey-Jay Anderson is a famous snowboarder who grew up in ValMorin, Québec. Both of his parents were ski instructors and his brother Jayme taught how him to snowboard. Anderson is the winner of seven World Cup championships and four World Champion gold medals. He won his rst gold Olympic medal at the Vancouver, B.C. Winter Games in 2010.

Sidney Crosby is a Canadian professional ice hockey player. He was born in Nova Scotia in 1987. In 2007 he became captain of the Pittsburgh Penguins. He was the youngest captain in NHL history. In the 2010 Winter Olympics, Crosby was Team Canada’s captain. He scored the winning goal to take the gold medal for Canada, 3–2 in overtime.

Dakota Fanning is a well-known young actor. She was born in 1994. She liked to perform at a local children’s theatre when she was very young. When she was ve years old, she had her rst professional acting experience, in a detergent commercial. Fanning starred in Man on Fire, I Am Sam and War of the Worlds. She was also in The Twilight Saga.

2. Take turns asking your partner the questions you wrote in Task 2. For each correct answer, score 5 points. Then, nd out who is the winner. Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q10

Total

Your Partner You

294 Snapshot Year Two

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EVALUATION SITUATION

2

Spot the Product Recommended for use after Units 3, 4 and 5

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 ....................................................................... 296 • Evaluation Grids for C1, C2 and C3................................... ES 2.1 ....................... 297 • Audio Transcript: Task 3 (1:59 min) ................................... ES 2.2 ....................... 300 Student Handouts...............................................................ES 2.3–ES 2.6........... 301

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Content of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts appropriate to the task 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 how companies use product placement as an advertising tool. • Ask students if they have noticed brand-name products in movies or television programs. 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 297–299. • 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 2 Students are asked to create a storyboard that includes product placement. First, they will discuss the use of product placement in movies and on television. Second, they will read about product placement and how and why it is done. Next, they will identify products placed in a radio drama. Finally, they will plan a storyboard that includes product placement.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: Hidden Ads and You 30 min

C1 Interacts orally in English • Participation in oral interaction

Discussion

– Asking and answering yes / no and information questions – Opinions

– Direct attention – Stall for time

Blog post

– Answering information questions – Modals – Sequence adverbs

– Scan

Radio drama (Audio CD Track 19)

– Present continuous

– Activate prior knowledge

Storyboard

– Future with will and going to

– Plan – Take risks

• Content of the message

Task 2: Product Placement 40 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process C3 Writes and produces texts • Formulation of the message

Task 3: Identify the Products 15 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 4: Create a Storyboard 60 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task

296 Snapshot Year Two

n Evaluation Situation 2

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 1: Hidden Ads and You

Evaluation Situation 2

Evaluation Grid

Handout ES 2.1

Task 1: C1 Interacts Orally in English Evaluation Criteria: Participation in oral interaction

Content of the message

A Exceeds expectations

Student interacts actively and spontaneously during the discussion. Student helps maintain interaction by prompting others and clarifying messages.

Student elaborates on ideas and supports his or her viewpoint with examples.

B Meets expectations

Student maintains interaction in English during the discussion and perseveres despite some difculties. Student checks own understanding and asks for clarication when necessary.

Student explains his or her ideas and supports them with examples.

C Acceptable but needs improvement

Student participates in English when prompted. Student shows understanding of simply stated messages.

With some support, student responds adequately to simply stated messages or questions.

D Does not meet all expectations

Student cannot maintain interaction solely in English and often reverts to another language. Student seeks help from the teacher or peers to understand messages.

Student repeats other students’ ideas, either rephrasing or using the same words.

E Serious problems

Student does not interact in English. Student only gestures or gives oneword answers.

Even with prompting and support, student is unable to express pertinent ideas. Student does not express ideas.

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Snapshot Year Two n Evaluation Situation 2

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 2: Product Placement

Evaluation Situation 2

Evaluation Grid

Handout ES 2.1 cont.

Task 2: C2 Reinvests Understanding of Texts Evaluation criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student demonstrates superior understanding by correctly responding to Questions 2 and 3. Student connects ideas in the text with personal opinions in Questions 4 and 5.

B Meets expectations

Student demonstrates good understanding by nding most answers to Questions 2 and 3. Student connects some ideas in the text with personal opinions in Questions 4 and 5.

C Acceptable but needs improvement

Student demonstrates fair understanding by nding some answers to Questions 2 and 3. Student connects few ideas in the text with personal opinions in Questions 4 and 5.

D Does not meet all expectations

Student demonstrates poor understanding by nding few answers to Questions 2 and 3. Student connects no ideas in the text with personal opinions in Questions 4 and 5.

E Serious problems

Student is unable to answer the questions.

Task 2: C3 Writes and Produces Texts Evaluation Criterion: Formulation of the message A Exceeds expectations

Student uses the targeted language repertoire (should ) accurately in Question 5.

B Meets expectations

Student generally uses the targeted language repertoire (should ) accurately in Question 5.

C Acceptable but needs improvement

Student uses the targeted language repertoire (should ) inconsistently in Question 5.

D Does not meet all expectations

Student rarely uses the targeted language repertoire (should ) correctly.

E Serious problems

Student is unable to use the targeted language repertoire (should ).

298 Snapshot Year Two

n Evaluation Situation 2

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Name: ___________________________________________ Group: ___________ Date: ________________________

Task 3: Identify the Products Task 4: Create a Storyboard

Evaluation Situation 2

Evaluation Grid

Handout ES 2.1 cont.

Task 3: C2 Reinvests Understanding of Texts Evaluation criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student demonstrates superior understanding of the text by correctly identifying all the brand names.

B Meets expectations

Student demonstrates good understanding of the text by correctly identifying most of the brand names.

C Acceptable but needs improvement

Student demonstrates fair understanding of the text by correctly identifying some of the brand names.

D Does not meet all expectations

Student demonstrates poor understanding of the text by listing only a few of the products, with some of the more familiar brand names.

E Serious problems

Student demonstrates almost no understanding of the text by listing none of the brand names.

Task 4: C2 Reinvests Understanding of Texts Evaluation Criterion: Use of knowledge from texts in a reinvestment task A Exceeds expectations

Student produces a coherent storyboard in which three products are integrated naturally into the scenes.

B Meets expectations

Student produces a storyboard in which three products are integrated into the scenes.

C Acceptable but needs improvement

Student integrates products into a storyboard clumsily, or storyboard is somewhat incoherent.

D Does not meet all expectations

Student does not place three products as required, or produces only a partial storyboard.

E Serious problems

Student is unable to place products in a storyboard.

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Name: ___________________________________________ Group: ___________ Date: ________________________

Identify the Products CD

Evaluation Situation 2 Spot the Product

Task 3

Audio CD Track 19 Handout ES 2.2

LAUREN: Hey, Marco. MARCO: Lauren! Quick, come and see what happened. LAUREN: What is it, Marco? I’m busy reading my new Montreal Gazette. MARCO: There’s something going on outside. I think there’s a police investigation happening next door. LAUREN: Really? At the St-Hubert restaurant? MARCO: Yes. It looks like someone tried to steal all the chickens from the rotisserie machine. LAUREN: Wow, that’s strange. Just wait a minute. I’ll put on my Nike running shoes and come with you. This is more interesting than my newspaper! MARCO: Wait, my iPhone is ringing. Hello? What? Really? O.K., we’ll wait here. LAUREN: Who was it? MARCO: It was James. He said we should stay in the house. LAUREN: Why? What are we supposed to do? Just sit here on the La-Z-Boy sofa? MARCO: The police say that the culprit could be dangerous. LAUREN: Oh, all right. We can lm what’s happening through the window. I can use my Google Android phone. MARCO: No, we can’t see anything from here. Forget it. We can watch all the action later on YouTube. I’m sure somebody will post it. Do you want something to eat? LAUREN: Yes, but only if you have McCain Pizza Pockets. They’re my favourite snack. MARCO: Yes, I bought some yesterday. They’re in our new KitchenAid freezer. They’re delicious, especially when you enjoy them with a bottle of ice-cold Orangina. Let’s eat. Then we can try to nd out what’s happening outside.

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Hidden Ads and You

Evaluation Situation 2 Spot the Product

Task 1

Handout ES 2.3

1. Read the statements below. Decide if each is true (T) or false (F) and check your answer. Write a reason or an example to support your opinion. T

F

Reason or Example

a. Teens my age often go to the cinema. b. There are many advertisements before the movie starts. c. I like to watch the ads before the movie starts. d. There are often objects with visible brand names in movies. e. I recognize the logos of some products when I watch TV shows or movies. f. If I recognize a logo during a movie, it is an advertisement. g. Advertising companies use TV shows or movies to sell me something. h. What I see on TV or in movies inuences what I buy. i.

Teens pay attention to their favourite celebrity’s clothing.

j.

Celebrities are paid to wear certain clothing or accessories.

k. I buy clothing or accessories similar to those that my favourite celebrities wear. l.

I like to wear clothing and accessories that are the latest style.

2. Work with a classmate. Take turns comparing your answers to the questions in the chart in Step 1. 3. Discuss your reasons and examples. 4. With your classmate, discuss the following question. Give reasons for your opinions. Is it acceptable for a company to use a movie or a TV show to sell products to young people?

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Product Placement

Evaluation Situation 2 Spot the Product

Task 2

Handout 2.4

Before Reading 1. What television programs or movies do you know that show brand-name products? Name at least two.

While Reading 2. Look at the information in the following chart. Then, read the blog post below and complete the chart. Where to Find Product Placement

Examples

Kevin’s Media Blog What Do You Know About Product Placement? Product placement started in books and radio dramas. Now we see it in movies and television programs. Product placement refers to someone mentioning or using a recognizable brand product during a movie or program. Here’s an example of product placement in a movie scene: Shot 1

Shot 2

Shot 3

SCRIPT

SCRIPT

SCRIPT

Boy: So today is the big game. Are you going to watch me play?

Mom: Oh, Johnny, I wish I could come. I have to work again today. Are you hungry? Do you want some cereal?

Boy: Sure, thanks. It doesn’t matter, Mom. I know you work hard.

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Product Placement

Evaluation Situation 2 Spot the Product

Task 2

Handout ES 2.4 cont.

Some people think that when you see a real product in a movie or television program, it makes that movie or program more realistic. You might see, for example, a can of Pepsi in a refrigerator when a character opens the door, or another character driving a Toyota Prius. Product placement is very popular and companies pay to have their products in lms and television shows. If you can recognize the type of computer or cellphone a character is using and its logo is visible, you can be sure that the company paid for the product placement. It’s an advertisement but it’s different from a regular ad. With product placement, the product is a natural part of the scene. There are other types of product placement. For example, we often see products in game shows. Companies advertise their products by offering them as prizes during the show. On reality TV shows, participants use or wear specic products. Finally, at important events like the Oscars, fashion designers pay actors a lot of money to wear their clothing and jewellery. The reason for product placement is simple. If consumers see celebrities they like using or wearing certain products or clothing, they will want to buy them. This is one reason that some parents dislike product placement. It can inuence young children’s behaviour. One of the rst examples of product placement aimed at children was the use of Reese’s Pieces candies in the movie E.T.: The Extra-Terrestrial. The sale of that candy increased enormously because of it. So, good or bad? What do you think? Should we allow product placement?

After Reading 3. Answer these questions with information from the blog post. a. Why do some parents dislike product placement?

b. How is product placement different from regular ads?

4. Why do you think that companies use product placement?

5. Do you think that companies should use product placement? Why?

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Identify the Products CD

Evaluation Situation 2 Spot the Product

Task 3

Handout 2.5

Before Listening 1. Which brand-name products have you seen in TV shows or movies or on a celebrity? In TV Shows

In Movies

On Celebrities

While Listening 2. Listen to the excerpt from a radio drama. Write down all the brand names you hear mentioned. Products

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Identify the Products CD

Evaluation Situation 2 Spot the Product

Task 3

Handout ES 2.5 cont.

After Listening 3. Which three products from the list appeal to you the most? Why?

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Create a Storyboard

Evaluation Situation 2 Spot the Product

Task 4

Handout ES 2.6

1. Choose three products to integrate into a TV show. (You may use products from Task 3.) • • •

2. Think of a scenario and some characters. Decide how to place the three products. Make notes on the following graphic organizer.

Scenario

Scene 2

Scene 3

Characters

Characters

Scene 1

Characters

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Create a Storyboard

Evaluation Situation 2 Spot the Product

Task 4

Handout ES 2.6 cont.

3. Create a storyboard. Refer to the model on page 302. •

Draw a sketch of each shot.

•

Write the script below the sketches. Shot 1

SCRIPT

Shot 3

SCRIPT

Shot 4

SCRIPT

Shot 3

SCRIPT

Shot 5

SCRIPT

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Shot 6

SCRIPT

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EVALUATION SITUATION

3

The Bermuda Triangle Recommended for use after Units 6, 7 and 8

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3 ....................................................................... 309 • Evaluation Grids for C1, C2 and C3 .................................. ES 3.1 ....................... 310 • Audio Transcript: Task 3 (3:22 min) .................................. ES 3.2 ....................... 313 Student Handouts...............................................................ES 3.3–ES 3.7........... 314

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 • Use of knowledge from texts in a reinvestment task 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 explore the mystery of the Bermuda Triangle disappearances and suggest an explanation. • Ask students what unexplained phenomena they have heard about and what they think might explain them. 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 310–312. • 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 asked to write a newspaper story explaining the disappearance of boats and planes in the Bermuda Triangle. First, they will learn about the mystery and some possible explanations. Second, they will discuss their own views of strange phenomena. Finally, they will write a news article with their explanation of the disappearances.

Time

ESL Competency and Evaluation Criterion

Text Types

Language Repertoire

Strategies

Task 1: The Legend of the Bermuda Triangle 20 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Dialogue

– Present continuous – Simple present and simple past

– Scan

News article

– Past continuous – Simple past

– Take notes

Conversation (Audio CD Track 20)

– Possibility (could / couldn’t)

– Direct attention

Discussion

– Agreeing and disagreeing – Suggesting possibility (could)

– Compare – Self-monitor

– Simple past and the past continuous

– Predict – Use semantic mapping

Task 2: Gone Missing 20 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task

Task 3: Theories About the Bermuda Triangle 30 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 4: Discuss the Unexplained 30 min

C1 Interacts orally in English • Articulation of the message

Task 5: Bermuda Triangle Mystery Solved 75 min

C3 Writes and produces texts • Formulation of the message

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News article

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Task 1: The Legend of the Bermuda Triangle Task 2: Gone Missing

Evaluation Situation 3

Evaluation Grid

Handout ES 3.1

Task 1: C2 Reinvests Understanding of Texts Evaluation Criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student demonstrates superior understanding of the text by correctly naming the two reactions and identifying the supporting sentences.

B Meets expectations

Student demonstrates good understanding of the text but makes minor errors in identifying either the reactions or the supporting sentences.

C Acceptable but needs improvement

Student demonstrates fair understanding of the text by correctly identifying one of the reactions or the supporting sentences.

D Does not meet all expectations

Student demonstrates poor understanding of the text by incorrectly identifying both the reactions and the supporting sentences.

E Serious difculties

Student demonstrates almost no understanding of the text by failing to provide the information required.

Task 2: C2 Reinvests Understanding of Texts Evaluation Criterion: Use of knowledge from texts in a reinvestment task A Exceeds expectations

Student demonstrates superior understanding of the text by correctly matching the information from the text with the question words.

B Meets expectations

Student demonstrates good understanding of the text by correctly matching most of the information from the text with the question words.

C Acceptable but needs improvement

Student demonstrates fair understanding of the text by correctly matching some of the information from the text with the question words.

D Does not meet all expectations

Student demonstrates poor understanding of the text by failing to provide most of the information required.

E Serious difculties

Student demonstrates almost no understanding of the text by failing to provide any of the information required.

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Task 3: Theories About the Bermuda Triangle Evaluation Situation 3 Task 4: Discuss the Unexplained

Evaluation Grid

Handout ES 3.1 cont.

Task 3: C2: Reinvests Understanding of Texts Evaluation Criterion: Evidence of understanding of texts through the response process A Exceeds expectations

Student demonstrates superior understanding by correctly responding to Questions 2 to 5. Student connects ideas in the text with personal opinions in Questions 6 and 7.

B Meets expectations

Student demonstrates good understanding by nding most answers to Questions 2 to 5. Student connects some ideas in the text with personal opinions in Questions 6 and 7.

C Acceptable but needs improvement

Student demonstrates fair understanding by nding some answers to Questions 2 to 5. Student connects few ideas in the text with personal opinions in Questions 6 and 7.

D Does not meet all expectations

Student demonstrates poor understanding by nding few answers to Questions 2 to 5. Student connects no ideas in the text with personal opinions in Questions 6 and 7.

E Serious difculties

Student is unable to answer the questions.

Task 4 : C1 Interacts Orally in English Evaluation Criterion: Articulation of the message A Exceeds expectations

Student expresses messages that are easily understood and contain few errors. Student generally interacts clearly and uently.

B Meets expectations

Student expresses messages that need little clarication despite errors. Student speaks somewhat uently, with little hesitation.

C Acceptable but needs improvement

Student expresses understandable messages that need some interpretation or clarication. Hesitations interfere slightly with interaction.

D Does not meet all expectations

Student produces simple messages that are partially understandable with interpretation. Student speaks with frequent pauses that hinder interaction.

E Serious difculties

Student is unable to express messages. Student responds to others with a combination of gestures and isolated words.

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Task 5: Bermuda Triangle Mystery Solved

Evaluation Situation 3

Evaluation Grid

Handout ES 3.1 cont.

Task 5: C3 Writes and Produces Texts Evaluation Criterion: Formulation of the message A Exceeds expectations

Student’s text respects the conventions of a news story (headline, 5 Ws). Student uses all of the targeted language conventions correctly (simple past, past continuous).

B Meets expectations

Student’s text respects most of the conventions of a news story (headline, 5 Ws). Student uses most of the targeted language conventions correctly (simple past, past continuous).

C Acceptable but needs improvement

Student’s text respects some of the conventions of a news story (headline, 5 Ws). Student uses the targeted language conventions inconsistently (simple past, past continuous).

D Does not meet all expectations

Student’s text respects few of the conventions of a news story (headline, 5 Ws). Student rarely uses the targeted language conventions correctly.

E Serious difculties

Student’s text does not respect the conventions of a news story (headline, 5 Ws). Most of student’s text is copied from other texts.

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Theories About the Bermuda Triangle

CD

Evaluation Situation 3 The Bermuda Triangle

BOY: Let’s talk about some of the theories we found to explain the disappearances. The rst one I found says that sea monsters and giant squid cause them.

Task 3

Audio CD Track 20 Handout ES 3.2

GIRL: This next theory is my favourite. Some survivors said that they saw strange lights and a large sphere oating above their ship before it sank. BOY: What? That’s a hoax!

GIRL: That’s a funny theory. How could a sea monster cause a plane to crash? It could attack a boat, but not a plane.

GIRL: Come on, James. Those people really saw UFOs.

BOY: That’s what I think, too. That theory can’t be true. What did you nd?

BOY: You mean extraterrestrials? Aliens? Oh Julie, that’s stupid.

GIRL: I found a theory that talks about magnetic energy. It says that a strong magnetic eld could affect navigation equipment and make it fail.

GIRL: No, it isn’t. I believe it. You need to be more open. Here’s another theory. Now, this one is stupid. Some people think that the lost city of Atlantis is located in the Bermuda Triangle.

BOY: Hmm. That theory makes more sense. I can see that if pilots don’t know where they’re going, planes could crash.

BOY: Seriously? They think that the people from Atlantis attack boats and planes?

GIRL: It could happen to boats, too. They could hit rocks. That theory is possible.

GIRL: Yes, that’s the theory. I guess Atlantis needs more people, or maybe they need boats and planes!

BOY: I agree. O.K. Next, I found something about giant methane gas bubbles that come up from the ocean oor.

BOY: I think we both agree that the Atlantis theory is totally unbelievable. I think my last theory makes the most sense.

GIRL: That’s weird. Does the ocean really produce methane gas?

GIRL: What is it? I hope it’s believable.

BOY: My research says it does. That theory covers boats. Maybe it could make them sink. GIRL: But what about the planes? BOY: Well, if the methane gas rises up into the air, it could affect their navigation. GIRL: I don’t think so. I disagree with the methane gas theory. I don’t think it’s possible. BOY: I’m not sure. What’s next?

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BOY: Skeptics say that accidents in the Bermuda Triangle are caused by human error. GIRL: Human error? But there are so many disappearances. That’s a lot of human error. And why do they always happen in that area? BOY: Well, people could be nervous about all the accidents, so they make more mistakes. Human error is always a possibility. GIRL: I don’t agree. I prefer the other theories— they’re more fun!

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The Legend of the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

Task 1

Handout ES 3.3

1. What unsolved mysteries do you know about? Do you think they are true or hoaxes? Why? Unsolved Mystery

True or Hoax?

Why?

2. Read the following dialogue. Then, write down James and Julie’s reactions to stories about the Bermuda Triangle. Copy what Julie or James says to support your replies. The Big Trip JULIE: Wow, this is going to be an amazing vacation. JAMES: Yes, a cruise to Bermuda. Mom and Dad sound really excited about it but I’m not sure it’s a good idea. JULIE: Why not? What’s better than a week on a luxury ship on the ocean? JAMES: I read some articles on the Internet recently. There are some strange stories about the Bermuda Triangle. I’m trembling just thinking about it! JULIE: What do you mean, “Bermuda Triangle”? JAMES: The Bermuda Triangle is a triangular area in the Atlantic Ocean. It’s between Florida and the islands of Puerto Rico and Bermuda. Many ships and airplanes disappeared where our ship is going. It gives me the chills. JULIE: Disappeared? I don’t believe it. It sounds like a hoax. JAMES: Don’t be so skeptical. Here’s a new article. Read it before you decide.

Reaction

Julie / James Says …

James

Julie

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Gone Missing

Evaluation Situation 3 The Bermuda Triangle

Task 2

Handout ES 3.4

1. Read the following news article. Then, complete the chart below with information from the article. Six planes and ships missing in the Bermuda Triangle December 10, 1945

Twenty-six men are missing after their planes ew over the Bermuda Triangle last week. Five Avenger torpedo bombers entered the area on a training mission at about 2:10 p.m. on December 5. They were carrying 13 military airmen. Two hours later, the pilots sent messages by radio to say that they

were lost and that their navigation equipment was not working. There was no further communication with the pilots. A few hours later, a search and rescue plane went to look for survivors. The rescue plane carried 13 specialists. It also disappeared. Other searchers reported seeing ames but no one found any debris from the planes. The military is investigating the disappearance. Investigators suspect that the navigation equipment failed.

Who? What? Where? When? Why?

2. What is your reaction? Would you be happy to travel to the Bermuda Triangle? Why?

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Theories About the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

CD

Task 3

Handout ES 3.5

Before Listening 1. Why do you think planes and boats disappear in the Bermuda Triangle?

While Listening 2. Listen to the dialogue. Put a think it is not possible.

if James and Julie think the theory is possible and an

Theory

James

if they

Julie

sea monsters and giant squid magnetic eld giant methane gas bubbles extraterrestrials lost city of Atlantis human error

3. What could a magnetic eld affect?

4. What evidence did people give for the presence of extraterrestrials?

5. True or false? The ocean produces methane gas.

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Theories About the Bermuda Triangle

CD

Evaluation Situation 3 The Bermuda Triangle

Task 3

Handout ES 3.5 cont.

After Listening 6. Why is human error more likely in the Bermuda Triangle?

7. Which theory do you think is closest to the truth? Why?

8. What advice would you give to people travelling in the Bermuda Triangle?

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Discuss the Unexplained

Evaluation Situation 3 The Bermuda Triangle

Task 4

Handout ES 3.6

1. Read the following statements. Write Yes if you agree and No if you disagree. Write a reason for your answer. Agree?

Theory

Reason

1. Extraterrestrials could exist.

2. Extraterrestrials could visit Earth. 3. The ocean could produce giant gas bubbles. 4. There may be strange magnetic elds at different places on Earth. 5. The lost city of Atlantis could exist. 6. I would be scared to visit the Bermuda Triangle. 7. Humans make more errors when they are nervous. 8. I think a boat or plane could disappear with no explanation. 9. There are some things that we can’t explain. 10. I am open to strange explanations.

2. Form a team with two other classmates. Compare and discuss your opinions. Say if you agree or disagree with your classmates’ reasons. 3. Add more information to your reasons.

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Bermuda Triangle Mystery Solved

Evaluation Situation 3 The Bermuda Triangle

TASK 5

Handout ES 3.7

1. Write a news article to explain what caused the disappearances in the Bermuda Triangle. a. Choose an explanation for the Bermuda Triangle mystery. b. Choose facts and ideas from the tasks to use in your news article. Facts to Use Who? What? Where? When? Why?

2. Write the rst draft of your article. Use your notes in Step 2 and resources from other tasks for help. DRAFT

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Bermuda Triangle Mystery Solved

Evaluation Situation 3 The Bermuda Triangle

Task 5

Handout ES 3.7 cont.

3. Revise your text carefully. Use the following checklist for help. Include facts that answer all ve wh- questions on page 319. Organize your text logically. Make sure that your message is clear. Check your verbs. Use the simple past and the past continuous. 4. Write the nal copy of your article. Add a headline. FINAL COPY

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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 • • • • • • •

Eight 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)