Snapshot. Student workbook : English as a second language, secondary cycle one - year one [1-1, 2nd edition.] 9782765052142, 276505214X

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Secondary Cycle One • Year 0ne

Snapshot 2nd Edition

Cynthia Beyea Hélène Blanchet

Conforms to the PROGRESSION of Learning

ENGLISH AS A SECOND LANGUAGE STUDENT WORKBOOK

Secondary Cycle One • Year 0ne

Snapshot 2nd Edition

Cynthia Beyea Hélène Blanchet

ENGLISH AS A SECOND LANGUAGE STUDENT WORKBOOK

Snapshot, 2nd Edition English as a Second Language Secondary Cycle One, Year One

Acknowledgements The publisher would like to thank the following teachers for their valuable contributions to the publication of Snapshot, Year One, 2nd Edition.

Student Workbook

Julie Plamondon, Commission scolaire des Patriotes Nicole Caissie, Collège Charles-Lemoyne

Cynthia Beyea, Hélène Blanchet © 2016 TC Media Books Inc. © 2011 Chenelière Éducation inc. Editor (2nd Edition): Jennifer McMorran Editor (1st Edition): Susan Roy Project Manager (2nd Edition): Vanessa Copeland Project Managers (1st Edition): Lee Ann Balazuc, Jeanine Floyd Proofreader: David Johansen Photo Researcher: Rachel Irwin Permissions Researcher: Marc-André Brouillard Book Designer and Typesetter: Pige Communication Printer: TC Transcontinental Printing

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-5214-2

Legal deposit: 1st quarter 2016 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1

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Table of Contents Units UNIT

1

It’s My Life .......................................................................1 Learn more about yourself, your classmates and other teens.

Grammar: Subject pronouns; adjectives; simple present verbs Project: Create a poster about yourself. Extra Reading: “Young People Can Change the World” Vocabulary: Unit review

UNIT

2

A Passion for Sports!................................ 15 Sports can be one of the best things about being a teen.

Grammar: Possessive adjectives; the negative and yes/no questions in the simple present

Project: Write a blog post about a person’s sport or pastime. Extra Reading: “A Need for Speed” Vocabulary: Sporting equipment

UNIT

3

Elements of Fear................................................ 29 Share your feelings and learn about other teens’ fears.

Grammar: Plural nouns; information questions in the simple present Project: Create a picture story. Extra Reading: “Zombies Just Want to Help!” Vocabulary: Adjective endings -ed and -ing

UNIT

4

Let’s Eat!...........................................................................43 Talk about your favourite foods.

Grammar: Imperative sentences; order of adjectives; simple future with will Project: Create a menu for your family or your friends.

Extra Reading: “Cooking with Flynn McGarry” Vocabulary: Food idioms Reproduction prohibited © TC Media Books Inc.

Table of Contents

iii

UNIT

5

Animal Heroes.............................................................59 Learn about incredible animal heroes.

Grammar: Simple past negatives; simple past with to be, to have and regular verbs Project: Write a news story about an animal hero.

Extra Reading: “Mind-Reading Pets” Vocabulary: Animal similes

UNIT

6

Virtual Fun.....................................................................75 The virtual world of gaming can be for everyone.

Grammar: Sequence adverbs and ordinal numbers; simple past of irregular verbs Project: Write a review of a video game.

Extra Reading: “The Life of an Esports Athlete” Vocabulary: Gamer antonyms and synonyms

UNIT

7

When Disaster Strikes ............................ 91 Learn about severe weather conditions.

Grammar: Prepositions; questions in the simple past Project: Conduct an interview about a weather experience. Extra Reading: “The Thrill of the Chase” Vocabulary: Weather words

UNIT

8

The Case of the Net Nuisance .... 107 Read and complete a mystery story.

Grammar: Modals can, must and have to; review of simple verb tenses Project: Solve a mystery and write the end of the story. Extra Reading: “Mystery in a Toronto Park” Vocabulary: Crime expressions

iv

Table of Contents

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Grammar and Reference Sections Verbs Simple Present...................................................................... 124 Simple Past ........................................................................... 141 Future .................................................................................... 157 Imperatives ........................................................................... 165 Modals ................................................................................... 167

Sentence Builders Nouns .................................................................................... 171 Pronouns ............................................................................... 177 Adjectives.............................................................................. 179 Demonstratives .................................................................... 182 Adverbs ................................................................................. 183 Sequence Adverbs and Ordinal Numbers .......................... 184 Prepositions .......................................................................... 185 Articles .................................................................................. 189 Question Words .................................................................... 191 Punctuation........................................................................... 193 Capitalization ........................................................................ 195

Reference Section Strategies .............................................................................. 196 Functional Language............................................................ 198 The Response Process ........................................................ 199 The Writing Process ............................................................. 200 The Production Process ...................................................... 201 Verb Tense Overview............................................................ 202 Question Formation.............................................................. 203 Regular Verbs ....................................................................... 204 Common Irregular Verbs...................................................... 205

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Table of Contents

v

Overview of Snapshot, 2nd Edition Secondary Cycle One • Year One

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

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

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

The description of the Project explains the ideas and skills that you will reinvest.

The overview section describes the tasks that you will do.

The Extra Reading text and activity allow you to explore the unit’s theme further.

The One-Minute Challenge activates prior knowledge and gives you ideas that you can use throughout the unit.

The Interactive Workshop icon indicates that this unit has an associated online workshop.

The Tasks Each unit contains four to six tasks. Each task focuses on reading, listening, watching, speaking or writing.

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

The introduction helps you to understand the purpose of the task.

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

Step-by-step instructions tell you what to do. A model dialogue gives you an example of the spoken language you need.

vi

Overview

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The Project Each unit includes a complex writing project. The title tells you about the project. The steps help you to complete the project.

The Writing Checklist helps you to revise your texts.

The Grammar Close-Up The Grammar Close-Up explains key grammar covered in the unit and includes exercises to practise. 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.

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

Vocabulary All units end with a Vocabulary rubric that recycles vocabulary from the unit or introduces new theme-related words or expressions.

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Overview

vii

The Icons

Vocabulary

The tabs tell you the focus of each task. Glossary Starting Point

Watching

Speaking

Grammar Close-Up

Reading

Project

Listening

Extra Reading

Look Out! Use does for she / he / it. Do not add a nal s to the base form of the verb. Where does she live?

Strategy boxes offer useful strategies for completing a task. Look Out! boxes give you important grammar information.

The watching icon indicates that there is a video to watch. The Interactive Workshop icon indicates that there is an associated extra listening, extra reading or grammar interactive workshop. 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.

Time to Talk Go to pages 136 to 139 of the Grammar Section for more information, practice and access to interactive workshops.

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

Grammar Section In the second section of Snapshot, you will nd grammar notes and numerous exercises to help you practise and reinforce your grammar skills.

Glossary boxes provide denitions for difcult words or expressions.

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

Strategy As you read, identify key ideas. Try to answer the 5 Ws: who, what, where, when, why to check your understanding.

Vocabulary boxes signal new words to learn.

• Can fear sometimes have advantages? • Do any of your fears protect you from danger? • Do you ever enjoy being scared?

Time to Talk boxes offer more opportunities to practise speaking.

The titles tell you what you will learn and practise. The grammar notes help you to understand the concepts.

Reference Section In the third section of Snapshot, you will nd useful reference tools to help you use English in different situations, such as functional language, strategies, writing and production processes and additional grammar references.

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Overview

The exercises let you practise and reinforce the grammar concepts so that you use English correctly. Reproduction prohibited © TC Media Books Inc.

UNIT

It’s My Life

Learn more about yourself, your classmates and other teens. What does it mean to be me? In this unit, you will: • Give personal information. • Listen to teens describe themselves. • Express likes and dislikes. • Practise grammar: subject pronouns, adjectives and simple present verbs.

1

Project Create a poster about yourself.

Extra Reading Young People Can Change the World Read about Craig and Marc Kielburger.

One-Minute Challenge Write the rst name of 10 people you know and one word to describe them. one

1

Starting Point

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

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

Male:

Day

Year

Female:

Birthplace:

Physical Description Hair:

long

short

curly

Height:

short

tall

average

brown

blue

hazel

Eyes:

wavy

straight

green

Favourites Animals:

Glossary curly: hair with texture, spirals wavy: hair with curves straight: hair that does not have any bends or curves hazel: light brown Pastimes: favourite activities

Colours: Food: Music: Books: Movies: Sports:

Pastimes:

2

two

I love

. It makes me very happy.

I hate

. It makes me very angry.

It’s My Life

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Speaking

2. Pleased to Meet You!

C1

Compare your personal information, likes and dislikes with your classmates. 1. Choose a partner. Share information about yourself. Use the information from your prole card in Task 1 to help you. 2. Write three new pieces of information that you learned about your partner in the table below. a.

b.

c.

3. With your partner, form a group with another pair. Introduce your partner to the group. Share the information you recorded in Step 2. 4. Compare your answers from the Favourites section of your prole card in Task 1 with your group. Write the favourite things you have in common below. Use the model answer and the model dialogue below for help. Model Answer We both like spaghetti and hockey.

My favourite food is spaghetti.

Me too. My favourite animals are koalas and pandas.

My favourite animal is the tiger, but I also like koalas. My favourite sports are soccer and hockey. I love hockey. I also like to play videogames. 5. Find the person or people in the group that you have the most in common with. Were you surprised at who it was? Explain your answer.

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Unit 1

three

3

Listening

3. Teens Like Me

C2

Listen to the conversation. Learn about Ti and Greg. Look at the illustration and listen to the text. Write the words that describe Ti and Greg. Use the model answer for help.

1.

Model Answer Ti

Greg

12 years old

tall

Ti

Greg

2. Circle Ti and Greg in the illustration. 3. Write two sentences about yourself. Use the simple present and the subject pronoun I.

Grammar Flash Subject Pronouns Pronouns replace nouns. A subject pronoun replaces the subject. Go to page 177 of the Grammar Section for more information, practice and access to an interactive workshop.

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

4

four

It’s My Life

I

She

You

You

It

They

He

We

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Reading

4. You Have Personality

C2

Find out about personal qualities. 1. Match each personal quality with its denition. Write the letter on the line. Vocabulary

Denition

1. kind

a. easily hurt

2. creative

b. faithful

3. loyal

c. positive, sure

4. condent

d. friendly

5. sensitive

e. wants to do well

6. ambitious

f. timid

7. shy

g. likes to be with people

8. sociable

h. original, inventive

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

This is me

Meet me! I am a very sensitive and dreamy

I am friendly and sociable. I like people

person. I am very creative and

and I am patient with others. I like

imaginative. I like to write poems and

to chat and hang out with friends.

stories. I illustrate the stories I write.

I’m a caring, generous person.

I try to be optimistic and positive.

Ethan

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Tara

Unit 1

ve

5

Reading

me

Al About Me

I am energetic and funny. I am very athletic.

I am a serious person. I try

I love team sports. My favourite sport is soccer.

to be well organized. I like

I always cooperate with my teammates.

to do well in everything

Jesse

I do. I am condent and persistent. I like technology. I love to learn about new things.

Anik

3. Highlight the words from the vocabulary box that describe your personal qualities. Find the words in the word search.

Vocabulary

Time to Talk

athletic

energetic

optimistic

sensitive

caring

friendly

organized

serious

cooperative

generous

patient

sociable

dreamy

kind

persistent

• Look at the personal

qualities you chose in Step 3. Did you choose any of the same qualities as your classmates? • Do you think people are born with certain qualities or do you think people develop them over time?

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It’s My Life

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Speaking

5. Who’s Who?

C1

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

1

2

3

6

5

4

7

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

8

Male:

Female:

3

Age :

8

12

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

Prole Card 1 Photo number:

Male:

Female:

Age :

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

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Unit 1

seven

7

Speaking

Prole Card 2 Photo number:

Male:

Female:

Age :

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

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

It’s a girl. She has brown hair. Let me think. Number 1? No. Let’s continue. She is 12 years old. She likes sewing.

Give me a second. Number 8?

Cool! It’s your turn.

Grammar Flash Adjectives Adjectives describe people, places and things. Position:

Place an adjective before a noun. Janet has blue eyes. Place an adjective after the verb to be. Jack is shy.

Go to page 179 of the Grammar Section for more information and practice. Go to page 180 for access to an interactive workshop.

A. Underline each adjective. Circle the noun or pronoun it describes.

Look Out!

1. Dave has short hair. 2. I need my plastic ruler. 3. You are athletic. 4. Ed is creative.

8

eight

It’s My Life

Adjectives do not change to match the noun. Example: a tall boy, a tall girl a red pencil, ten red pencils

Reproduction prohibited © TC Media Books Inc.

Grammar Close-Up Simple Present Verbs We use the simple present for • a fact or a description (The earth is round.) • a repeated action or a habit (I take the bus to school.) • a present state (Luc feels sad.) To form the simple present of most verbs, we • use the base form of the verb • add s to the end of the verb in the 3rd person singular (she/he/it)

Go to pages 124 to 134 of the Grammar Section for more information, practice and access to interactive workshops.

Exceptions: (1) We add es to verbs that end in ch, o, s, sh, x or z, such as watch, do, dress, push, mix and buzz. (2) The 3rd person singular of the verb to have is has. The Afrmative

Plural

Singular

The Verb To Be

The Verb To Have

Other Verbs

I am tired.

I have a pen.

I like it.

You are tired.

You have a pen.

She / He / It is tired.

She / He / It has a pen.

You like it. She / He / It likes it.

We are tired.

We have a pen.

We like it.

You are tired.

You have a pen.

You like it.

They are tired.

They have a pen.

They like it.

Look Out! The verb to be is different from other verbs.

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

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Unit 1

nine

9

Grammar Close-Up B. Complete the story. Write the verbs in the simple present.

is

My coach, Carla, (be)

at the arena every weekend. She (skate)

with her friends. They (practise)

together

on Saturday mornings. Carla (be)

really sociable. After practice, our hockey team (eat)

at the restaurant. Carla’s favourite food (be)

pizza. She (order)

pizza for all the players. We (be)

not the best players in the league but I think that we (have) the best coach. Carla (encourage)

and (care)

the team

about everyone. She (do)

everything she can

to help us do our best.

C. Write the correct pronouns and simple present verbs. 1. (Annie / be)

She is

a good dancer.

2. (Tallie and Nathan / prefer)

music to video games.

3. (Joshua / sleep)

late on Saturday mornings.

4. (Olivia / teach)

her sister to play the piano.

5. (Lucie / catch)

the baseball every time.

6. (Nash / go)

to his guitar lessons on Wednesdays.

7. (Gary and Nicole / live)

on Harvard Street.

8. (Jasmine / have) 9. (Jonas / play)

long brown hair. hockey every season.

10. (Diane / study)

English with her friends.

11. (Jerry and Molly / have)

different personal qualities.

12. (William / watch)

horror movies.

13. (You and Charles / be)

good friends.

14. (Claudine / love)

skiing.

15. (My sister and I / be)

10

ten

very tall.

It’s My Life

Reproduction prohibited © TC Media Books Inc.

Project

All About Me

C3

Create a poster about yourself.

1

Think about yourself: personal information favourites physical description

2

pastimes likes and dislikes personal qualities

Strategy Follow the outlined phases of the writing process to help you plan your work.

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

• like red, don’t like dogs

Me • my grandmother

• video games • sociable

Personal Information • Physical Description

Likes and Dislikes

•

•

•

•

•

Me Favourites

Pastimes

•

• Personal Qualities

•

•

• •

3

Write the information about yourself in sentences.

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Unit 1

eleven

11

Project

12

4

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

5

Create your nal copy and display it in class.

twelve

Writing Checklist

It’s My Life

Start each sentence with a capital letter.

Check your simple present verbs.

Highlight your adjectives. Make sure that they are in the right position.

Use your resources: dictionary, grammar notes, model texts.

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Extra Reading

Game Changers

C2

Read about Craig and Marc Kielburger. 1. Before you read, match each vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. child

a. unrestricted

2. free

b. collect

3. countries

c. young human being

4. raise

d. nations

2. While you read the text, underline all the verbs in the simple present.

Young People Can Change the World The year is 1995. Craig Kielburger, a young Canadian, reads about the death of Iqbal Masih, a 12-year-old child in Pakistan. Iqbal Masih was shot and killed after speaking out publicly against child labour. Craig, who is also 12 years old, is in Grade 7 and feels a connection. He realizes that young people have the power to change the world. Craig persuades a group of classmates that they can make a change, and they create an organization called Kids Can Free the Children. The students write letters and raise money to help. Craig decides to learn more about the victims of child labour. He travels to South Asia and meets kids who are forced to work. In many countries, young children work and do not have time to play or to go to school. Craig is sad and promises to help. He is generous and caring. He keeps his promise. Craig’s older brother Marc is already in university at this time. When he was 13, though, he travelled to Jamaica to help leprosy patients. He is just as passionate about helping people and is dedicated to change. He joins Craig in his ght

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and the organization becomes known as Free The Children. Two of Free The Children’s goals are: to free children internationally from poverty and to free children at home from the idea they are too young to make a difference. This international charity actively helps in eight developing countries. They support education, clean water and sanitation projects, health care, food security and alternative income. Today, Craig and Marc Kielburger are adults. They founded a platform for social change that includes Free The Children, ME to WE and the youth empowerment movement, WE Day.

Glossary shot: hit by a gun’s bullet labour: manual work world: humankind Unit 1

leprosy: a disease that can cause disgurement income: revenue thirteen

13

Extra Reading 3. After you read, write two personal qualities of Craig and of Marc in the table below. Craig

Marc

4. What are the goals of Free the Children?

VOCABULARY Recycle words from the unit. Can you remember? 1. Find the category that each word in the vocabulary box belongs to. Write each word under the correct column.

Vocabulary a. b. c. d. e. f. g.

positive dance hazel tall hockey persistent caring

Time

h. i. j. k. l. m. n.

slim blond sociable blue sewing movies soccer

Physical Description

o. p. q. r. s. t. u. Interest

weekend video games loyal big green brown small

v. w. x. y.

Quality

morning short today condent

Colour (eyes, hair)

positive

14

fourteen

It’s My Life

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UNIT

A Passion for Sports!

Sports can be one of the best things about being a teen. What makes teens passionate about sports? In this unit, you will: • Share personal preferences. • Find and request information about sports your classmates like. • Watch a video about an amazing young athlete. • Practise grammar: possessive adjectives, the negative and yes / no questions in the simple present.

2

Project Write a blog post about a person who is passionate about a sport or pastime.

Extra Reading A Need for Speed Read about Marianne St-Gelais.

One-Minute Challenge Make a list of passionate athletes and their sports. Include people you know and famous athletes. fteen

15

Starting Point

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

Vocabulary 1. wall climbing 2. fencing 3. archery 4. cross-country running 5. BMX biking 6. ziplining 7. snowboarding

Time to Talk 2. Name other sports you know.

• What sports do you

love? • What sports are you not passionate about? • Use the information in your chart for help.

3. Do you have a passion for a special sport? Write about it in the chart below. Yes or No? YES

My sport:

NO Two reasons why I don’t have a passion for sports:

Two reasons why I love my sport:

16

sixteen

A Passion for Sports!

Reproduction prohibited © TC Media Books Inc.

Speaking

2. Find Someone Who...

C1

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

1. prefers winter sports 2. prefers summer sports 3. likes team sports 4. prefers individual sports 5. attends sporting events at school 6. watches sports on TV 7. participates in sports at school 8. has a passion for sports 9. is exceptional in sports 10. does extreme sports 11. plays sports every weekend 12. is a soccer fan 13. does not participate in any sports 14. likes to take dance classes 15. prefers outdoor sports 16. prefers indoor sports

2. Read the game instructions and the answers on the game card on page 18.

GAME INSTRUCTIONS • Go to a classmate. Ask your classmate Question 1. • Try to nd your classmate’s answer on the game card. If you nd it, write your classmate’s name below the answer. If not, ask other classmates the same question until you nd an answer on the game card. • Go to another classmate. Ask Question 2 and try to nd that classmate’s answer on the game card. • Repeat. Continue until your card is full.

OBJECT OF THE GAME:

The rst classmate that has a full card wins the game.

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Unit 2

seventeen

17

Speaking

Yes, I prefer winter sports.

Name:

No, I do not prefer outdoor sports.

Name:

No, I don’t like team sports.

Name:

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

No, I do not participate in any sports. Name:

Yes, I prefer summer sports.

Name:

Yes, I have a passion for sports.

Name:

Yes, I like to take dance classes.

Name:

Yes, I attend sporting events at school. Name:

No, I do not play extreme sports.

Name:

No, I do not play sports every weekend. Name:

No, I do not watch sports on TV.

Name:

Yes, I prefer individual sports.

Name:

Yes, I am exceptional in sports. Name:

Yes, I prefer indoor sports.

Name:

No, I am not a soccer fan.

Name:

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

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

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A Passion for Sports!

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Watching

3. Jump, Flip, Land!

C2

Meet an athlete who loves to move. 1. Before you watch the video, read each sentence and check the synonym of the vocabulary word in bold. a. Robby has a knack for racquet sports. He plays tennis, badminton and squash very well. talent

love

b. I studied hard for the midterm and got 90%; it really boosted my condence for the nal exam. decreased

increased

c. My excellent balance is my main advantage. biggest

hand

d. My grandparents are so old school! They still don’t have cellphones or the Internet. modern

traditional

e. When you practise often, you improve. get better 2.

get worse

Read the statements below. As you watch the video, decide if the statements are true or false. Check true or false. Statement

True

False

a. Davey is 15 years old. b. Davey likes jumping on furniture. c. Davey is a top performer in the province of Manitoba. d. Davey’s coach is from Manitoba. e. Davey’s dad thinks the coach’s style is modern. f. Davey thinks the high bar is the easiest event. 3. Correct the false sentences from Step 2. Use the negative form of the simple present.

Glossary sprang into: started quickly bounce: rebound couches: sofas paid off: gave good results

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Unit 2

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19

Watching 4. How does Davey’s coach help him?

5. After you watch, describe the advantages of being dedicated to a sport or pastime. Explain your answer.

Time to Talk • What qualities does an

athlete need to possess in order to make it to the Olympics? Is talent enough? • How important is a good coach?

6. What do you think is the hardest part of being a young star athlete like Davey? Explain your answer.

Grammar Flash The Negative of Verbs in the Simple Present To form a negative sentence with the verb to be: place not after the verb to be.

Look Out! When using do not or does not, the verb is in its base form.

I am not tall. Keith is not sad. We are not hungry. use do not and does not with other verbs. I do not have money. She does not like hockey.

Go to pages 127 and 132 of the Grammar Section for more information, practice and access to an interactive workshop.

A. Write sentences using the negative form of the verb. 1. I play tennis. 2. My brother is in the competition. 3. We ski every weekend. 4. They want to participate. 5. Her leg hurts. 6. I play chess with my grandfather. 7. You are the provincial champion. 8. I prefer to watch sports on television.

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A Passion for Sports!

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Reading

4. The Sport I Love

C2

Read about other teens’ passions for their sport. 1. Read the words in the vocabulary box. Solve the word puzzles using the denitions. Write the words in the appropriate boxes. 4. unable to hear

1. the perception of sound

6. to jog your memory

2. to applaud

Vocabulary challenge cheer deaf hearing

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

own remind won

7. personal 2. Look at the photos and read the title to each blog below. Write the name of the sport for each. Blog 1:

Blog 2:

Blog 3:

3. Read the three blog posts and write the answers to the questions.

BLOG POST 1

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

BLOG POST 2

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

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Unit 2

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21

Reading

BLOG POST 3

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

4. Find two important facts from each blog post. Write them below. Facts Blog Post 1

• •

Blog Post 2

• •

Blog Post 3

• • 5. Underline the possessive adjectives in the blog posts.

Grammar Flash Possessive Adjectives Possessive adjectives show who owns something. Place the possessive adjective before the noun.

Go to page 181 of the Grammar Section for more information, practice and access to an interactive workshop.

This is my soccer ball. A. Complete sentences with the correct possessive adjective. 1. Paul is with

teammates.

2. I have a tennis partner. 3. Heather hurt 4. The boys lost 5. The school opened

22

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partner’s name is Scott. foot. baseball on the roof. new gymnasium.

A Passion for Sports!

I you he she it we you they

my your his her its our your their

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

Look Out!

To form a yes / no question with the verb to be, we invert the subject and the verb.

In the contracted form, I am not becomes I’m not, are not becomes aren’t and is not becomes isn’t.

Verb to be + subject + rest of the question?

Plural

Singular

Yes / No Question

Afrmative Answer

Negative Answer

Am I rst to go?

Yes, you are.

No, you are not.

Are you scared?

Yes, I am.

No, I am not.

Is she / he an athlete?

Yes, she / he is.

No, she / he is not.

Are we last?

Yes, we are.

No, we are not.

Are you nervous?

Yes, we are.

No, we are not.

Are they ready?

Yes, they are.

No, they are not.

Other Verbs

Look Out!

To form a yes / no question with other verbs, we: • use do or does. • use the base form of the verb and do not add s.

In the contracted form, do not becomes don’t and does not becomes doesn’t.

Do / Does + subject + base form of the verb + rest of the question?

Plural

Singular

Yes / No Question

Afrmative Answer

Negative Answer

Do I have soccer practice today?

Yes, you do.

No, you do not.

Do you like extreme sports?

Yes, I do.

No, I do not.

Does she / he skate every day?

Yes, she / he does.

No, she / he does not.

Do we wear a helmet?

Yes, we do.

No, we do not.

Do you swim with a mask?

Yes, we do.

No, we do not.

Do they kayak on a lake?

Yes, they do.

No, they do not.

Go to pages 135 and 137 of the Grammar Section for more information, practice and access to an interactive workshop.

Reproduction prohibited © TC Media Books Inc.

Unit 2

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23

Grammar Close-Up Practise A. Complete the questions. 1. Q.

this sport challenging?

2. Q.

you in good shape?

3. Q.

you play badminton?

4. Q.

your mom proud of you?

5. Q.

this sport easy to learn?

A. No, it isn’t.

6. Q.

we on time for the race?

A. Yes, we are.

7. Q.

they like to hike in the woods?

8. Q.

they members of your team?

9. Q.

she like to in-line skate?

10. Q.

A. Yes, it is.

A. Yes, I am. A. Yes, I do. A. Yes, she is.

A. Yes, they do. A. Yes, they are.

A. Yes, she does.

we need to wear a helmet to mountain bike?

A. Yes, we do.

B. Write the correct yes / no question to match the answers below. 1. Yes, I prefer alpine skiing. 2. No, I don’t have a mountain bike. 3. Yes, I like to hike up the mountain. 4. No, she doesn’t wear cycling shoes. 5. No, I am not good yet. I just started snowboarding last week. 6. Yes, I like to travel. 7. No, they don’t pay for my expenses. 8. No, I don’t want to become a professional skier. 9. No, I am not good enough to go to the Olympics. 10. Yes, I am very passionate about my sport. 24

twenty-four

A Passion for Sports!

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Project

Activity Blog

C3

Write a blog post about a person who is passionate about a sport or pastime.

1

As a class, brainstorm a list of 10 people who are passionate about their sport or pastime. Use the names you wrote in the One-Minute Challenge to help you.

Strategy As you brainstorm, build on your ideas or the ideas of others. Listen carefully to what your classmates say.

2

Choose one person from your list to write about. Write the name of the person you will write about:

3

Brainstorm information about this person. Write your ideas on the graphic organizer. Use the model answer below for help. Model Answer Age and Gender • 26 • male Type of Sport • hockey

Victories and Awards • President’s Award

Person • P.K. Subban

Personality • playful

Family • from Toronto

Other Information • plays for the Montréal Canadiens

Age and Gender • • Type of Sport

Victories and Awards

•

•

•

•

Person Personality

•

Family

•

•

•

• Other Information • •

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Unit 2

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25

Project

4

Write a rst draft of your blog post below. Refer to the model blog posts on pages 21 and 22 for help. Use the writing checklist to revise and edit your work.

5

Write the nal copy of your blog post. Post it on your class web page.

Writing Checklist Refer to your graphic organizer as you write. Use possessive adjectives correctly. Use correct punctuation and capitalization. Use your resources: dictionary, notes, model text, Grammar Close-Up.

26

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A Passion for Sports!

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Extra Reading

A Passion for Speed Skating

C2

Read about Marianne St-Gelais. 1. Before you read, match the vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. athlete

a. birthplace

2. race

b. be in front

3. fans

c. competition

4. take the lead

d. admirers

5. hometown

e. Olympian

2. While you read the text, underline all the possessive adjectives.

A Need for Speed Canadian speed skater Marianne St-Gelais has a passion for speed and for the sport that delivers it. Her sport is speed skating. Marianne was the winner of two silver medals in the 500-metre and 3000-metre events at the Vancouver 2010 Winter Olympics. Four years later, she won her third silver medal as a member of the 3000-metre relay team at the Olympics in Sochi. She is proud of her accomplishments and of the fact that she is an inspiration to young athletes. She is training to take part in the 2018 Olympic Games. Marianne has a great sense of humour, is spontaneous and her fans love her. She is determined and expects a lot from herself. She also knows that in a race, Glossary the outcome is never winner: victor, certain. During 1500-metre champion races, she tries to stay training: preparing among the top four to be outcome: result able to take the lead. To be world: planet able to accomplish this, media: television, she exercises every day. journalists spends: passes Reproduction prohibited © TC Media Books Inc.

She shares her passion with her boyfriend, Charles Hamelin, a three-time Canadian Olympic gold medalist in speed skating. Charles is also a two-time world champion at the 500-metre distance. He shares his passion with his brother François, who is a fellow Olympian. Marianne and Charles are famous and well-liked by the media. They often train at the Maurice-Richard Arena in Montréal. Marianne’s hometown is Saint-Félicien, but she currently lives in Montréal. She loves the city and spends as much time as possible in its parks and participating in outdoor activities. Marianne started speed skating when she was 10 years old. Born on February 17, 1990, she has two sisters and two brothers. Her younger sister and brother also skate competitively. In her free time, Marianne likes to watch movies. Her favourites are comedies and science ction movies. When her speed skating career slows down, she would like to work in marketing and communications.

Unit 2

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27

Extra Reading 3. Does Marianne participate in the Summer Olympics?

4. Name three activities that Marianne does when she is not speed skating.

5. Write three questions to ask Marianne about her sport.

6. Do Olympic athletes inspire you? Explain your answer.

VOCABULARY Let’s play ball! Learn new vocabulary about sports equipment. 1. Match the sport with the piece of equipment it requires. Write the letter on the line. Sport 1. longboarding

a. ns

2. rock climbing

b. arrows

3. baseball

c. bat

4. snowboarding

d. puck

5. scuba diving

e. racquet

6. hockey

f. paddle

7. archery

g. rope

8. kayaking

h. bindings

9. skydiving 10. tennis 28

Equipment

twenty-eight

i. slide gloves j. parachute A Passion for Sports!

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UNIT

Elements of Fear

Share your feelings and learn about other teens’ fears. What makes a good scary story? In this unit, you will: • Express your feelings. • Discuss your fears. • Read a fable about a boy’s fears. • Practise grammar: plural nouns and information questions in the simple present.

3

Project Create a picture story.

Extra Reading Zombies Just Want to Help! Read about fun zombie fundraising events.

One-Minute Challenge Make a list of things or situations that are scary. twenty-nine

29

Starting Point

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

Captions I have a fear of heights.

2

1

3

I hate thunderstorms. I am scared of drowning. Large dogs frighten me. I am afraid to go to the dentist.

4

5

6

I am not very brave during horror lms. I am anxious when I travel by plane. Spiders give me goosebumps. Rats really scare me.

7

8

9

2. Name other situations that are scary.

Time to Talk

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

• Can fear sometimes

have advantages? • Do any of your fears protect you from danger? • Do you ever enjoy being scared? • What are some of the disadvantages of fear?

FEAR 30

thirty

Elements of Fear

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Speaking

2. Our Fears

C1

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

Let’s watch a scary movie. What scares you? I’m really afraid of spiders. They frighten me to death. Yes, spiders and bugs are horrible. And what about rats? They terrify me.

Oh, they don’t make me too nervous. I like spooky stories about ghosts and vampires best. I get goosebumps but I’m not really scared.

Look! There’s a vampire movie at 10. Do you want to see that one?

Vocabulary

Great! Let’s watch.

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

Reproduction prohibited © TC Media Books Inc.

Unit 3

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31

Speaking 3. Use your notes to complete the sentences. a. My partner is scared of

.

b. My partner and I are both afraid of

.

c. I am frightened of but my partner is not. d. My partner is scared of I am not.

.

4. Highlight the plural nouns in the dialogue on page 31.

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

32

Many

One

1.

wish

11.

boy

2.

box

12.

ash

3.

werewolf

13.

body

4.

mouse

14.

life

5.

vampire

15.

tooth

6.

witch

7.

story

8.

spider

9.

foot

10.

child

thirty-two

Many

Go to pages 173 and 174 of the Grammar Section for more information, practice and access to an interactive workshop.

Elements of Fear

Reproduction prohibited © TC Media Books Inc.

Listening

3. Making the Team

C2

There are different kinds of fear. Find out what scares Lucas and Mathis. 1. Read the situations below. Check the situations that frighten you. being alone being rejected by my friends getting a bad grade on an important test not meeting my parents’ expectations speaking in public or in front of the class taking risks

2.

Listen to Lucas and Mathis’s conversation. Number the illustrations in the order the events take place.

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

Reproduction prohibited © TC Media Books Inc.

Unit 3

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33

Listening

4. A Fable on Fear

C2

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

Vocabulary a. cemetery

graveyard

burial

birth

b. fear

terror

horror

comfort

c. nd

lose

discover

locate

d. release

free

read

liberate

e. perch

move

sit on

rest on

f. scream

yell

think

shout

g. sea

ocean

look

river

h. tap

think

hit

knock

2. Complete the following sentences with the words in blue from Step 1. a. I heard my sister b. I need to

. She must have seen a spider! my gloves. I lost them sometime yesterday.

c. My uncle’s funeral ended at the d. I heard a light a zombie!

at his grave.

at my window and thought it was

e. My parakeet likes to f. Do not drink water from the

on top of the fridge. . It is too salty.

g. I am paralyzed by whenever I go to the beach because I am terried of sharks. h. That caterpillar will be happier in the wild; you should

it.

3. Think of a scary story in a book or movie or on TV. Describe the story. The story is about

4. Read the title of the fable on the next page. What do you think the fable is about?

5.

34

thirty-four

Follow in your book as you listen to the fable. Note how the story is constructed.

Elements of Fear

Reproduction prohibited © TC Media Books Inc.

Listening

The Boy Who Does Not Know Fear: A Fable Introduction

At Home

Peter lives with his mother in a small house in the forest. He always feels safe and is never afraid. But one night, a violent storm blows the door of the house open. “Ahh!” his mother screams. “I’m afraid. We must hide.”

“I don’t understand. What does afraid mean?”asks Peter.“It’s only the wind.”

“Hello, young man,” say the men. “Where are you going?”

The beginning: Gets our attention

Peter’s mother tries to explain how she feels, but Peter does not understand. So he decides to leave home to discover fear.

Day 1 On the rst day of his journey, Peter meets two wicked men.

Title: What the story is about

In the Cemetery

The middle: Describes the events or actions in the story

Peter is not afraid of the men.“I’m going to nd fear,”he replies. The wicked men decide to frighten Peter. “To nd fear, go to the cemetery and eat your lunch,” they tell him. Peter arrives at the cemetery and sits down to eat. Suddenly a hand reaches out from the grave next to him.

“Please feed me. I’m so hungry,” wails a voice from the grave.

Peter is not afraid. He just taps the hand with his spoon and says, “This food is not for you. Go away!” “So,” say the men when they see Peter.“Do you still want to nd fear?” “Yes,” says Peter. “It isn’t in the cemetery. There’s only a hungry ghost there.” “Well,” say the men.“About ten kilometres away, there is the sea. Perhaps you can nd fear there.”

Day 2

The Shipwreck

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

Reproduction prohibited © TC Media Books Inc.

Unit 3

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35

Listening Day 3

In the City

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

The end: How the story nishes

The New King

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

6. Answer the questions. a. Who is afraid of the wind? b. When does Peter meet the criminals? c. How does Peter save the sailors? d. What chooses a new king? e. Who becomes king? 7. At the end of the story, Peter discovers fear. Explain in your own words how he comes to understand what fear is.

8. Do you think it is possible to not be afraid of anything? Explain your answer.

36

thirty-six

Elements of Fear

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

To Ask About

Look Out!

identity of persons

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

Where

location or place

What

things or events

What time

specic time

When

time or date

Why

reason

How

manner

How + adjective / adverb

degree or frequency

How much

quantity or price

How many

quantity or number

How old

age

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

Go to pages 136 and 139 of the Grammar Section for more information, practice and access to an interactive workshop.

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

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

Answers

1.

is the new girl?

Her name is Lisa.

2.

is the dictionary?

It’s on the third shelf.

3.

are you scared of spiders?

Because I don’t like the way they look.

4.

old are you?

I am 12 years old.

5.

does the play start?

It starts on Monday.

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Unit 3

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37

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

38

thirty-eight

Elements of Fear

Reproduction prohibited © TC Media Books Inc.

Project

Picture This

C3

Create a picture story.

1

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

Strategy

2

Brainstorm ideas for your story. Decide on the following elements: Who? The characters Where? The place What happened? The events Why? and How? The explanation

Refer to all the resources you have encountered in this unit: the model story on pages 35 and 36, discussions about your fears and your classmates’ fears, etc.

Write the information in the graphic organizer. My Scary Story Title

What Happened?

Who? Main Character

Where?

3

Why?

How?

Get feedback from two classmates. Decide what elements of the story you will keep. Add an element to your graphic organizer following your discussion. Underline this new element in your graphic organizer.

Reproduction prohibited © TC Media Books Inc.

Unit 3

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39

Project

4

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

5

Write your nal copy. Add a title.

6

Tell a partner your story.

Writing Checklist Make sure that your story has a beginning, a middle and an end. Use correct capitalization and punctuation.

40

forty

Elements of Fear

Check your plural nouns. Use your resources for help: dictionary, your notes and the model text on pages 35 and 36.

Reproduction prohibited © TC Media Books Inc.

Extra Reading

Fear No More

C2

Read about fun zombie fundraising events. 1. Before you read, circle the word that is an antonym. a. generous giving uncharitable benevolent b. creepy frightening scary comforting c. disappear invade take over over run d. nowadays later at the moment right now e. support help aid block f. opponent do-gooder helper philanthropist 2. While you read the text, underline all the plural nouns.

Zombies Just Want to Help! Many zombie walks are organized in large cities nowadays. The participants dress up as zombies and invade the streets. These events are extremely popular now thanks to the success of zombie lms and TV series. Originally, zombie walks and other events were organized just for entertainment. Now, most events have a purpose. Sometimes a group of costumed and made-up zombies is trying to set a world record. In most cases, they are gathering to support a charitable cause. Community involvement is a common component of zombie walks across the Glossary planet. events: occasions, happenings made-up: wearing make-up ash mob: group of people who suddenly dance in public fundraising: to collect money teamwork: cooperation, collaboration heartless: unfeeling, insensitive

Some dance groups hold zombie ash mob events. One example is the Thrill the World event. Thrill the World is a global event that takes place every year. After a few rehearsals, creepylooking participants recreate the six-minute

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dance choreography seen in Michael Jackson’s “Thriller” music video. Some of the dance groups are quite small. They are joined by thousands around the world through social media. They often hope to break a world record for the most people dancing to “Thriller”at the same time. Each group picks a fundraising cause and encourages dancers, their friends and families to make a donation. Pretend zombies do not only dance, they also run. You can join a zombie run to support a cause. Some events offer you the option of possible roles: to run as a human or to walk as a zombie. Human runners wear three ribbons on a belt; each ribbon represents a life. Zombies try to take the humans’ ribbons. Runners use teamwork to win at this zombie chase game. Other zombie runs are more family-friendly. They promote physical activity for families. All of these events prove that zombies are not just heartless monsters.They can actually be generous do-gooders who are happy to give back to their communities.

Unit 3

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Extra Reading 3. Find the words in the text that tell you that zombies are not real. Write the words below.

4. How does the Thrill the World event raise money?

5. Why do some runners wear ribbons during the zombie run?

6. Which zombie event interests you the most? Explain your answer.

VOCABULARY Use adjectives ending with –ed to describe a feeling. Use adjectives ending with –ing to describe a characteristic. I feel bored during my piano lessons. My piano lessons are boring. 1. Circle the correct adjective to complete each sentence.

42

a.

He was ( frightening / frightened ) by the dark shadow.

b.

The horror movie we saw was ( amazing / amazed ). We liked it.

c.

Tom always buys science ction novels because he nds them ( interesting / interested ).

d.

The teacher said Maika’s writing is improving. She feels ( encouraging / encouraged ).

e.

The math exercises are ( confusing / confused ). They are too difcult.

forty-two

Elements of Fear

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UNIT

Let’s Eat!

Talk about your favourite foods. What food do you like to share with family and friends?

4

Project Create a menu for your family or your friends.

In this unit, you will: • Learn words about food and food preparation.

Extra Reading

• Discuss the likes and dislikes of your classmates.

Cooking with Flynn McGarry

• Explore healthy food choices. • Read and write menus. • Practise grammar: imperative sentences, order of adjectives and the simple future with will.

Read about a talented young chef.

One-Minute Challenge Make a list of your favourite foods. forty-three

43

Starting Point

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

Grocery List 1 kg ground beef 250 ml vanilla yogourt 1 L milk 1 head of lettuce 1 basket of strawberries 1 cucumber 1 bunch of radishes salt pepper 1 bottle of olive oil 1 bottle of vinegar 1 jar of mustard 4-5 potatoes 1 sponge cake 1 can of corn 2 fresh tomatoes 1 onion butter

Glossary lean: low fat

INGREDIENTS: • • • • • • • •

44

potatoes butter milk salt pepper ground beef onion corn

forty-four

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

PROCEDURE: 1

Peel the

and boil them in water until soft. Mash them with 2

one teaspoon of

3

and some 4

the

. Chop

into small pieces. Cook in a pan with 1 kg of lean

5

6

. Season with

7

and

,

8

place in a baking dish. Cover with

. Spread the potatoes over

the corn. Bake at 180 º C for 30 minutes.

Let’s Eat!

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Starting Point

INGREDIENTS:

PROCEDURE:

SALAD: • lettuce • cucumber • radishes • tomatoes

Wash the vegetables. Slice the

DRESSING: • • • • •

oil vinegar mustard salt pepper

INGREDIENTS: • • •

sponge cake strawberries vanilla yogourt

1

2

,

3

and

4

. Tear

into pieces. Mix the vegetables in a 5

bowl. To make the salad dressing, mix

6

with 7

in a small bowl. Add one teaspoon of

.

8

Add

9

and

.

Serve the salad with the dressing on the side.

PROCEDURE: 1

Wash and slice the

2

. Slice the

into two

3

layers. Spoon half of the

and the strawberries on one layer.

Place the second layer on top. Spoon the rest of the yogourt on the second layer. Arrange the rest of the strawberries on top. Serve chilled.

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

Go to pages 165 and 166 of the Grammar Section for more information, practice and access to an interactive workshop.

A. Complete these imperative sentences. Use the recipes above for help. 1.

the vegetables.

4.

butter on the bread.

2.

the potatoes.

5.

the dishes.

3.

the tomatoes.

6.

the lettuce.

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Unit 4

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Speaking

2. This or That?

C1

Which one do you prefer? 1. Look at the food pairs below. For each pair, circle the food that you prefer. apples or oranges

frozen yogourt or ice cream

steak or sausages

chicken or sh

milk or juice

hamburgers or hot dogs

tomatoes or olives

soup or salad

fruit or vegetables

cake or cookies

mufns or cupcakes

brown bread or white bread

Strategy Stall for time to help you. Use hmmm, just a second or let me think when you need to think about how to agree or disagree during a discussion.

pizza or pasta

popcorn or chocolate

2. With a partner, discuss each food pair. Say which food you prefer and give a reason. Agree or disagree with your partner and give a reason. Use the model dialogue below for help.

Between pizza and pasta, I prefer pizza. Why do you prefer pizza? I like the crust and the sauce. I like to eat with my hands!

I agree that spaghetti is delicious, but I still prefer pizza. 46

forty-six

Let’s Eat!

Hmm, really? I disagree. I prefer pasta. Spaghetti with meat sauce is the best!

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Watching

3. Nutrition Mission

C2

What do you know about healthy eating? 1. Before you watch, read the rst column of the table below. Write a 3 beside the categories that are part of Canada’s Food Guide.

Milk and Alternatives

Meat and Alternatives

Snacks and Cereals

Fruits and Vegetables

Grain Products

2.

As you watch the video, write all the healthy foods that you hear or see below.

3. After you watch, compare what you wrote in Step 2 with a partner. 4. Write the foods you wrote in Step 2 into the appropriate categories in the table in Step 1. 5. Based on the information provided in the video, do you have a healthy diet? Explain your answer.

Glossary veggies: vegetables to get t: to exercise in order to become physically healthy

Strategy It’s normal to not understand every word when you’re learning a new language. Use the images to help you understand.

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Speaking

4. The Favourite Food Guessing Game C1

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

Model Answer Lunch Favourite food: hamburgers Ingredients: meat, bread, ketchup,

mustard, cheese, tomatoes

Breakfast

Lunch

Favourite food:

Favourite food:

Ingredients:

Ingredients:

Dinner

Snack

Favourite food:

Favourite food:

Ingredients:

Ingredients:

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

48

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Let’s Eat!

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Speaking

Alex, listen carefully. You have to guess my favourite lunch. Okay. Can you describe it? Sure! It has meat. It has bread.I like to put ketchup, mustard and cheese on it. Is it a hot dog? No, try again. Oh! Is it a hamburger? Yes, you’re right! Your turn. 3. Can you remember your partner’s favourite foods? Write them below. Breakfast: Lunch: Dinner: Snack: 4. Do you have some of the same favourite foods as your partner? Name them.

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

Breakfast

Lunch

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Dinner

Unit 4

Snack

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Reading

5. What’s for Dinner?

C2

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

Occasion of dinner Appetizers

Min’s Menu

Friday Night Party Dinner Carrot Soup thick, creamy soup with carrots and parsley

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

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

Dessert

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

Glossary homemade: not bought from a store

Healthy foods:

Reason:

50

fty

Let’s Eat!

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Reading Menu 2

Mathieu’s Menu

Hockey Game Dinner Minestrone Soup delicious pasta and vegetable soup, Italian style! Chicken Wings classic, deep-fried, spicy chicken wings Matt’s Special Hamburgers a big, juicy hamburger with bacon and cheese and a mountain of delicious fries New York Cheesecake rich, creamy cake with strawberry sauce

Glossary

Healthy foods:

spicy: hot juicy: not dry, moist broth: soup base

Reason:

Menu 3

Carlos’s Menu

Around-the-World Birthday Party Dinner Wonton Soup

Mexican Chicken Fajitas

wontons with pork and ginger in chicken broth

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

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

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

Healthy foods:

Reason:

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

Time to Talk

Appetizer / Salad:

• Choose a partner and

pretend you are food critics. Talk about which menu you like and which menu needs improvement. • Take turns ordering items from the menus.

Main Course:

Dessert:

3. Complete the sentences. a. The menu with more healthy foods is b. The menu with less healthy foods is c. The menu I prefer is 4. Circle the adjectives used in the menu descriptions on pages 50 and 51.

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

Go to page 180 of the Grammar Section for more information, practice and access to an interactive workshop.

A. Add adjectives to these menu items to make them sound more appetizing. 1. Chicken soup 2. Egg rolls 3. Spaghetti with sauce B. Write the adjectives in the correct order to complete each sentence. 1. (green, fresh, huge) That is a 2. (sweet, twelve, big) I made 3. (round, small, purple) He just ate

52

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Let’s Eat!

salad. cookies. grapes.

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Grammar Close-Up Simple Future with Will The Afrmative To form the simple future of all verbs, we: • add will before the base form of the verb (I will buy vegetables.)

Go to pages 157 to 162 of the Grammar Section for more information, practice and access to an interactive workshop.

The Negative To form a negative form of the simple future, we: • add not between will and the base form of the verb (He will not eat those chips.) Yes / No Questions To form yes / no questions in the simple future with all verbs, we: • use Will + subject + base verb + rest of the question? (Will + you + drive + to the grocery store?)

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

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

Practise A. Write the sentences in the simple future. 1. We drink milk with our cookies. 2. The cafeteria stops selling junk food soon. 3. Tomorrow I prepare supper for the family. 4. Felix does the dishes after dinner. 5. She buys the ingredients for the recipe. 6. Clara makes pizza on Friday.

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Grammar Close-Up B. Write the sentences below in the negative form of the simple future. 1. I will become a nutritionist.

2. Nancy will be famous and have many friends.

3. They will own a large restaurant.

4. She will have six children.

5. You will go to university to get a degree in Engineering.

C. Write yes / no questions in the simple future to match the answers. 1. Q.

A. Yes, I will go to university.

2. Q.

A. No, they will not bake a cake.

3. Q.

A. Yes, she will eat her lunch.

4. Q.

A. No, we will not stop for dinner.

5. Q.

A. Yes, he will become a chef.

D. Rewrite the following information questions in the simple future. 1. Where do you live? 2. What do you eat? 3. How do you travel? 4. How much does a sandwich cost? 5. What job do you have? 6. What type of clothes do you wear? 7. What is your favourite sport? 8. When do you exercise? 9. Who are your best friends? 10. What do you watch on television?

54

fty-four

Let’s Eat!

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Project

What’s Cooking?

C3

Create a healthy menu for your family or friends at home.

1

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

2

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

Main Course

Dessert

3

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

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Unit 4

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55

Project

4

Write adjectives to describe your menu choices.

Appetizers

5

Main course

Dessert

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

APPETIZERS

MAIN COURSE

DESSERT

6

Explain why you think your menu is healthy. I think my menu is healthy because . . .

7

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

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

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Let’s Eat!

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Extra Reading

Teen Chef Prodigy

C2

Read about a talented young chef. 1. Before you read the text, explain what you think a teen prodigy is.

2. Can you name any child or teen prodigies? Write the names below.

Cooking with Flynn McGarry Sometimes referred to as the Justin Bieber of food, Flynn McGarry became fascinated by cooking at 10 years old. He confesses that he started experimenting in the kitchen because he thought that his mother’s food—things like pasta with tomato sauce or plain chicken—was boring. He found a recipe book about French cuisine and started trying some of the recipes. Now he’s 16 years old and you need a reservation to eat at his table; not to mention, it will cost you about $160. Flynn is working hard to make his dreams come true. He does internships with famous culinary masters in America and in Europe because he wants to learn all that he can. In order to focus on cooking, he completed high school online.

For now, the young chef has an unofcial restaurant that is open two nights a week. He serves a 14-course tasting menu composed of many small servings that present Flynn’s gourmet creations. He spends up to two days preparing the meal. One of his signature dishes is peanut Ritz crackers with foie gras terrine and sour cherry compote. Flynn loves to make sure the food on his plates looks beautiful. He puts a lot of pictures of his plates on Instagram, and he uses the site to learn about and see what other chefs around the world are creating. Flynn is a talented young gourmet, but he is still also a regular teenager who enjoys movies, ice cream and burgers and fries! He says the secret to success is to not be afraid to fail. Take a chance!

Some professional chefs criticize Flynn and say that he is not a real chef. They say that it takes years to earn the title of chef and that Flynn is too young and inexperienced. Others recognize his culinary talent and refer to him as a prodigy. Everyone that eats Flynn’s food agrees: he knows how to cook!

Glossary dreams: goals, wishes internships: on the job training earn: receive

tasting menu: meal with many small samples of dishes fail: not succeed

3. Why do people compare Flynn to Justin Bieber?

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Extra Reading 4. What motivated Flynn to start cooking?

5. What does Flynn do to learn about cooking? Name three things.

6. Other than cooking, what does Flynn enjoy?

7. What advice does Flynn give about success?

VOCABULARY We often use food words in English expressions, but they don’t refer to food at all. 1. Read the sentences and determine the meaning of each expression in bold. Check the correct meaning. a.

My teacher’s old jokes are so cheesy. funny

b.

salty

Joe stayed as cool as a cucumber during the confrontation. in control

c.

nervous

vegetarian

energetic

tired

very long

very difcult

Martin spilled the beans. Now Joe knows about his surprise party. kept a secret

58

the chef

The English exam was a piece of cake. I’m so happy! very easy

g.

the boss

The kids were full of beans after eating too much sugar. sick

f.

troublemaker

Our new manager thinks she’s the big cheese. the entertainment

e.

excited

Sandra is a bad egg. She’s always causing problems. bad cook

d.

silly

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learned the truth

Let’s Eat!

told a secret

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UNIT

Animal Heroes

Learn about incredible animal heroes. How do animals help people? In this unit, you will:

Project Write a news story about an animal hero.

• Learn animal vocabulary.

Extra Reading

• Read stories about amazing animals.

Mind-Reading Pets

• Watch a video about a heroic dog. • Practise grammar: simple past negatives and the simple past with to be, to have and regular verbs.

5

Read about how animals react to human emotions.

One-Minute Challenge Make a list of the different reasons people like animals. fty-nine

59

Starting Point

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

Vocabulary Body fur scales feathers

Feet webbed feet paws hooves

Action climbs ies crawls

Face beak trunk whiskers

fur

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

It’s your turn to throw the dice.

Four. It says, “Name an animal that has hooves.”

Do you know the answer? Hooves? A horse has hooves. I think you’re right! Okay, now it’s my turn. 60

sixty

Animal Heroes

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Starting Point

43

44

45

Name an animal that ies.

Name an animal that helps people.

What animal What is the What colours is “king of the common word are tigers? jungle”? for “canine”?

42

46

41 40

Bad news! Go down. Answer the question.

30

Name three types of mammals.

What animal likes to chase mice?

31

Name an animal that has a trunk.

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

15

16

14

13

Name an animal with scales.

What animal is “man’s best friend”?

START 2 Name two reptiles.

26 25

24 What do lions like to eat?

18

36

12 11 What Go up animal the ladder. smells terrible?

3

4

What is your favourite animal?

Visit the zoo! Advance to square 15.

Name a common pet.

35

relax

Name an animal that has hooves.

23

22

Name an amphibian.

Name the continent where giraffes live.

19 20

What mammal Name an swims? animal that is slow.

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e You ar al im n a n a ! expert

34

Lucky you! Name an Go up! animal that eats plants.

27

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

Bad news! Go down. Answer the question.

37

32 33

What does a cow like to eat?

17

END

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

28

The Zoo

48

39 38

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

29

47

21

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

10 Name a Canadian wild animal.

5

relax

Unit 5

6

Name an ocean predator (a killer).

9

8

What is the common word for “feline”?

Name an animal that works for people.

7

Name two Name an animals with animal that whiskers. Go eats meat. up the ladder!

sixty-one

61

Reading

2. Amazing Animals

C2

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

B A

LIFEGUARDS SWIM WITH DOLPHINS

Dog therapist helps sick teen D C

CAT WALKS 3000 KM TO FIND ITS FAMILY

KITTEN FOUND IN ZOO

E

Strategy Look for key words in the news stories and compare them to words in the titles.

DOG LEADS BLIND MAN FROM FIRE

Elephant lifts girl from tsunami ood waters

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

1

2

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

62

F

sixty-two

Animal Heroes

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

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Reading

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

Vocabulary

3. Reread the news stories. Use the vocabulary words from the stories to complete the crossword puzzle. Across 2. 5. 6. 8.

Down

area surrounded by a barrier dying under water watches and protects swimmers state of being unconscious

1

1. 3. 4. 7.

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

3

7

2 4

5

8

6

4. Complete the following sentences with the vocabulary words from Step 3. a. The shark tried to attack the

.

b. Will Carter was very sick. He was in a c. Riley and his d. The cruel man e. The bear saved the kitten and

for a long time.

go to the hospital to visit children every day. the kitten into the water. it dry.

5. Circle all the verbs in the simple past in the news stories. How many did you nd?

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Unit 5

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63

Speaking

3. Animal Talk

C1

What qualities do animals possess? 1. Find a partner. Next, choose a word from the list below. Explain how the word you chose can relate to an animal. Give an example to support your idea. 2. Listen to your partner and add information to what he or she says. Use the model dialogue for help.

beautiful

funny

protective

work

dangerous

Strategy

friend

Make the conversation more interesting by giving examples or by telling stories.

excited help

free hunt

learn

scary wild

domestic calm

I choose the word . I chose it because my dog is a really good friend to me. When I have a bad day, my dog always makes me feel better. I know what you mean. My dog is a great friend to me, too. When I was sick last week, the dog stayed on my bed beside me. Exactly. Animals are good friends. I agree. Now I will choose a word. 3. With your partner, brainstorm additional qualities that animals possess. Write your answers on the lines below.

64

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Animal Heroes

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Watching

4. Guardian Angel

C2

Watch a news report about a heroic dog from British Columbia. 1. Before you watch the video, write two ways that dogs help people.

2. Match each vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. recovering

a. ran aggressively

2. motionless

b. forest

3. chomping

c. getting well

Strategy

4. charged

d. red liquid in humans and animals

5. bush

e. not moving

6. blood

f. biting hard

Don’t worry if you don’t understand every word while watching. Focus on main ideas and key words.

3.

Read the sentences below. As you watch the video, put the events in chronological order. Number them from 1 to 6. The family thought Angel was dead. Angel got up. Angel fought the cougar. Austin and Angel went outside to get rewood. The cougar charged out of the bush at Austin. The police ofcer killed the cougar.

4. Why does Austin say the dog is his guardian angel?

5. Circle the best headline for this news story. a. Dog is boy’s best friend b. Police ofcer kills cougar c. Dog saves boy from cougar attack

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Speaking

5. Your Animal Hero

C1

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

2. Choose an animal that you think was a hero. Complete the graphic organizer. Then, share your answers with a partner. Name of animal: Model Answer Type of Animal • dog Description • had fur, paws, long tail

Why My Animal Was a Hero • helped me feel good

Type of Animal •

Description

Why My Animal Was a Hero

•

•

•

• 3. With your partner, take turns describing your animal heroes. Use the graphic organizer and the model dialogue for help.

My animal hero was my rst dog, Ed.

Can you describe him?

He had black fur and big paws. He had whiskers and he was big. Cool! Why was he your hero? He was very friendly. He walked everywhere with me. I was never alone because Ed was with me all the time. 66

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Animal Heroes

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Reading

6. Animals in the News

C2

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

•

• in the forest

What •

• they took the wrong road

Where •

• three teenagers

When •

• a dog found three lost teenagers

Why

• on spring break

•

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

The headline

The author, the byline What: Put this in the rst sentence.

Who, where, when: Put more important details rst.

Put less important details after.

Cat gives gift of courage October 12, 2015 by Sumi Kim

The date

teenage girl with cancer credits her cat with helping her get well. Shanie Wilder, 15, discovered she had cancer last June. Her treatments were difcult and she wasn’t well at all. Sometimes she felt very discouraged and alone. One day in July, a stray cat appeared at her house in Shawville, Québec. They didn’t know where it was from. At rst, Shanie’s mother didn’t want her to keep the cat, but she eventually accepted. Shanie was very happy with her new friend.

Glossary treatments: medical care

stray: lost

Shanie named the cat Silver, because it had soft, silver-grey fur. Silver stayed beside Shanie day and night. It followed her when she was out of bed. It even watched TV with her! Shanie says that she is well today because Silver helped her nd the courage to ght cancer.

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

Who?

When?

•

Where?

•

•

Why? •

Time to Talk

4. Answer the questions using full sentences.

• Choose a partner and

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

a. Do you think animals can make sick people well? Give one reason.

b. How can animals help people nd courage?

Grammar Flash Look Out!

The Negative Form of the Simple Past To form a negative sentence in the simple past of most verbs: add did not before the base form of the verb. She did not want help.

The negative contracted form of was not is wasn’t, were not is weren’t and did not is didn’t.

For the verb to be: add not after was or were. He was not afraid. They were not in danger. A. Circle three negative forms in the news article on page 67. B. Write each sentence in the negative form of the simple past.

Go to pages 143 and 150 of the Grammar Section for more information and practice. Go to page 141 for access to an interactive workshop.

1. They walked to the park. 2. Cheryl listened to the instructions. 3. Minnie was tired last night. 4. George and Liz called for help. 5. You were lost in the forest.

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

I walked. You walked.

Go to pages 141 to 151 of the Grammar Section for more information, practice and access to interactive workshops.

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

Singular

Verb To Be

Plural

Many verbs have an irregular form in the simple past: to be and to have are irregular verbs. For more irregular verbs, go to pages 205 and 206.

Check the spelling rules on page 146 when you add ed to the verbs.

Regular Verbs

Plural

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

Look Out!

Verb To Have

I was happy.

I had a headache.

You were happy.

You had a headache.

She / He / It was happy.

She / He / It had a headache.

We were happy.

We had a headache.

You were happy.

You had a headache.

They were happy.

They had a headache.

Practise A. Circle the verbs in the simple past.

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

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Grammar Close-Up B. Regular verbs: Complete the story. Write the verbs in the simple past. Elephant rescues antelope from captivity 1

saved

A wild elephant (save)

a herd of antelope in Africa. Some scientists

2

(capture)

3

the antelope. They (want)

to send them 4

to a different place. During the night, an elephant (arrive)

. She

5

(circle)

6

the enclosure. She (start)

playing with the lock.

7

She (open)

8

the lock with her trunk and (push)

the gate

9

open. The antelope (escape)

from the enclosure. The elephant

10

(watch)

11

the antelope leave. Then she (walk)

away

into the night.

C. To be: Write the correct form of the verb to be in the simple past. 1. Dogs

were

pets many thousands of years ago.

2. The rst pet dog

probably a wolf.

3. Dogs

good hunters.

4. Cats

also pets.

5. Some people think the cat

a wild animal.

6. The Ancient Egyptians thought cats 7. It

gods.

illegal to harm a cat in Ancient Egypt.

8. Dogs

not as important as cats!

D. To have: Write the correct form of the verb to have in the simple past to complete the text.

had

Yesterday, I

1

2

a surprise. I

English at the rst period.

3

We

a big project to present in class. My school bus arrived early. 4

I think the bus driver

5

a problem with his watch! I still 6

dressed! My brothers

to get 7

to run and tell the bus driver to wait. I 8

to take my breakfast on the bus. I

papers falling out of my bag.

9

I

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to run out the door. I was lucky he waited!

Animal Heroes

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Project

Newsworthy Critters

C3

Write a news report about an animal hero.

1

Choose an animal hero for your news report. Write words to describe your animal.

2

Use the graphic organizer to plan your news report. Refer to the model texts on pages 62, 63 and 67 for help. Headline Date

Author / Byline

What Happened? (Main Idea)

Who, Where, When, Why (Important Details)

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Project

3

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

Writing Checklist

4

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

Use the graphic organizer as you write. Write a headline for your news report. Include a main idea.

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Include at least three supporting details. Check your verbs. Use the past tense. Use your resources: dictionary, grammar notes, model texts.

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Extra Reading

Animal Instinct

C2

Read about how animals react to human emotions. 1. Before you read, describe how animals react to people who are happy or angry.

Mind-Reading Pets Did you know that pets can read our emotions? If you own a pet, you know that when you’re sad, the animal reacts differently than when you’re happy and excited. Animals like dogs and cats have spent thousands of years becoming domesticated by living with humans. Their survival depended on a good relationship with their masters. They eventually learned how to read our minds, in a way, and developed a good understanding of how we feel. Our pets are experts at observation. They spend their days watching what we do and how we react. They pay attention to our facial expressions, tone of voice and body language. For example, if you arrive home and you are angry and you yell, your dog will probably hide and try to stay out of your way. If you are sad, your cat might come and sit beside you and rub against you. And what happens when you are happy and excited about something? Your dog will be happy and excited, too.

Some people say that up to 90% of our communication is non-verbal. That means animals have a lot to observe in our facial expressions and gestures. Dogs and cats can sense our emotions because they know us better than we know ourselves! Animals also have much better senses of hearing and smell than we do. They can perceive things we don’t notice at all. Have you ever heard that an animal can smell fear? When you feel a little bit nervous or afraid, you perspire a tiny bit. You probably don’t even notice it, but your animal can smell it. Your pet can also hear footsteps outside or a car arriving from a long distance. That is why they’re often waiting at the door when you arrive. Animals use these strong senses to understand how we feel. These super observation skills and their super senses allow our pets to be there when we need them.

Glossary

2. How did dogs and cats become good at reading human emotions?

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Unit 5

masters: owners yell: shout, cry out non-verbal: no words notice: remark, see footsteps: sounds that feet make while walking

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Extra Reading 3. How does a pet react in each situation? The person…

The pet…

is angry and yelling is sad and crying is happy and excited 4. What two characteristics help animals understand how humans feel?

5. Give an example of a time you saw an animal react to a person’s emotions.

VOCABULARY Similes are expressions where one thing is compared to another using like or as. There are many similes that compare people to animals. Michel needs glasses. He is as blind as a bat. 1. Complete the sentences with the correct similes from the box. as brave as a lion • as strong as an ox • as quiet as a mouse as free as a bird • as gentle as a lamb • as busy as a bee • as hungry as a horse

74

a.

When you are in the library, you should be

.

b.

Alex can lift 100 kg. He is

.

c.

My big brother looks scary, but he is really

.

d.

My exams are nished! I feel

.

e.

Jan has dance and hockey practice today. She is

.

f.

Liam went into the forest at night. He is

.

g.

Is it time for lunch? I am

.

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UNIT

Virtual Fun

The virtual world of gaming can be for everyone. What makes a good video game? In this unit, you will:

Project Write a review of a video game.

• Talk about video games.

Extra Reading

• Express agreement and disagreement.

The Life of an Esports Athlete

• Watch how kids react to a popular video game. • Read some video game reviews. • Practise grammar: sequence adverbs, ordinal numbers and the simple past of irregular verbs.

6

Can esports be considered a sport?

One-Minute Challenge Make a list of as many video games and game applications as you can think of. Compare your list with a partner, group or the class as a whole. seventy-ve

75

Starting Point

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

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

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

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

a. on only one night. b. during any free time you had.

b. played very late at night. c. played for an hour after you did your homework.

c. only on the weekend. 5. You bought some games. You chose a. puzzle games, music and dance games, role-playing games.

2. The last time you played your favourite video game, you played

b. ghting games, action games, sports games.

a. with friends. b. with people online.

c. adventure games, simulation games, physical games.

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

6. The characteristics of a good game are

a. played with your family and friends.

a. credible characters.

b. competed with other players online.

b. realistic graphics.

c. played to relax and to learn something new.

c. good sound effects.

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

.

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

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

Interpretation 14–18

10–13

6–9

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

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

If your score is 6–9 points, you are an occasional gamer or a non-gamer. If you play, it is because you are alone and bored.

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

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

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Speaking

2. Teens and Video Games

C1

There are different opinions about teens and video games. What do you think?

Strategy Repeat your ideas using different words to help others understand.

1. Read the statements below. Check agree or disagree. Be ready to give a reason for your choice. Agree a. All teens play video games. b. Teens who play video games are good in math. c. Video games help teens make friends. d. Boys prefer violent video games. e. Online games encourage teamwork. f. Teens should be allowed to play any game. g. Teens can become addicted to video games. h. Video games help teens learn a second language. i. Playing video games makes teens’ grades go down. j. Video games develop teens’ brains. k. Video games keep teens from exercising. l. Video games increase teens’ condence. m. Teens who play video games are always tired. n. Video games help teens deal with stress. o. Playing video games makes teens anti-social.

Disagree

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

I wrote “disagree” for number 1. Yes, me too! Great! We agree. Reason? Some of my friends said they don’t like to play video games. I agree. Some of my friends don’t play, either. 3. Choose three statements that you and your partner strongly agree with. Write them below. a. b. c. 78

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Watching

3. An Endless Video Game

C1, C2

Would you enjoy a game like this? 1. Which sounds more fun to you, a competitive game or a creative game? Explain your answer.

2. What do you know about the game Minecraft?

3. Before you watch the video, complete the sentences below with the words from the vocabulary box. Use a dictionary to help you. a. Canada produces a lot of natural wheat and minerals.

like wood,

Vocabulary

b. Kelly and Chris took in the pharmacy to avoid getting wet during the thunder storm. c. Vanessa ate the any with her friends!

pizza; she didn’t

d. My brothers down the hall as quietly as possible when they are trying to scare me.

build creep destroyed resources share shelter whole

e. It took a lot of time to create and my world in Minecraft. Then, in just minutes it was gone; the bad guys everything. 4.

Read the statements below. As you watch the video, ll in the blanks with words from the vocabulary box. a. Minecraft is a video game where your lives in a gigantic world so you can create anything you imagine. b. In this game, there is no real

.

c. You don’t really have a you want.

, so you can do whatever

d. If you play Call of Duty, you have no build anything. e. The graphics look like f. The game video games.

. You can’t

Vocabulary attracts blocks character creativity goal winning

, squares and cubes. people who wouldn’t normally play

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Watching 5. Do all the kids interviewed like the game Minecraft? Explain your answer.

6. After you watch, describe what you like and dislike about this video game. Compare your answers with a partner. What I like about this video game

Time to Talk

7. With your partner, write ve characteristics, you think, a popular video game or game application possesses. First,

• Discuss how this video

presents stereotypes of boys and girls. • This video seems to suggest that boys like Minecraft more than girls. In your experience, is this true?

What I dislike about this video game

Second, Then, Next, Finally, 8. Compare your answers to Step 7 as a class.

Grammar Flash Sequence Adverbs and Ordinal Numbers Sequence adverbs tell us in what order events happen. Go to page 184 of the Grammar after that, next, then, nally Section for more information, practice We also use ordinal numbers. and access to an interactive workshop. rst, second, third, fourth Punctuation: Follow a sequence adverb or an ordinal number with a comma (,). A. Put the sentences in the correct order. Write a sequence adverb or an ordinal number at the beginning of each sentence. Use the correct punctuation. practise to get a better score. read the game instructions. buy or rent a video game. try to play the game.

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Reading

4. Teens’ Video Game Reviews C2

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

b. Do you read video game reviews online?

c. Do you read magazines about video games?

Glossary

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

warriors: ghters power: strength alive: real

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

Last week, I bought a new adventure game. I chose it because I can play online with my friends. My friend Matthew taught me some cool strategies. I began to play online with him and with four other players. We played for three hours. Matthew and I won. It was great fun. The Setting: Fire of the Dragon I travelled back in time. The dragons fought to conquer the warriors. Fire of the Dragon II takes place in the present. The warriors ght the dragons to get power. What I Liked: First, every room in the game felt real. I thought that the graphics were realistic and the sound effects made the scenes come alive. Second, I found that the challenges were intense. I did not get tired of playing. Third, the different levels of the game kept me motivated. Finally, the theme continued from the rst game and I liked that. What I Did Not Like: First, I did not like the characters. They were not realistic. They did not have faces and emotions. Second, I did not believe some parts of the story. Finally, the game was very violent. My Rating: 8/10

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Reading

Hard Rock Band By Nadia L., Sherbrooke, QC

I had other music video games and I really wanted this new game. I chose it because I forgot how to play the guitar. When I grew up, my dad taught me to play bass guitar. He knew how to play the drums, too, but he did not teach me. This game taught me to play the drums, too. What I Liked: First, I liked the game because you can play with a group or alone. Second, there were many instruments to learn. I played with four friends and each player chose a different instrument. That was a great feature. Third, we learned the game quickly. It did not take a lot of practice and concentration to learn a song. Next, we loved the different levels of difculty. They kept us motivated. Finally, the game had 55 songs. That’s a lot.

Glossary

What I Did Not Like: I hated when Julie, my friend, was cut from the audio mix. feature: She did not play her instrument well and she gave up. Then, the graphics did not characteristic hold my attention. They were unnatural and boring. Finally, the game had songs from ten years ago and did not focus on modern songs. My Rating: 7.5/10

Extreme Kayak Racing By Ian L., LaSalle, QC

I found this game in the discount bin. I chose it rst because it was cheap. Second, I wanted a game to play with my sister and I knew that she liked kayaking.

Glossary discount: reduced price

cheap: not expensive What I Liked: First, I liked the game because you move a lot when boring: not interesting you play. Second, I played the game against my sister, my friend Leo, my brother and my dad and they all loved it. They learned quickly and became very good. Next, I liked the ten levels of difculty and the different types of kayaks to choose from. Fourth, the rivers where we raced looked incredible. The game never became boring. It was also useful in real life: I went kayaking a few times and the game got me to practise certain paddling movements. What I Did Not Like: First, I did not like the fact that only three people could participate in each race. Second, sometimes my kayak did not respond to my moves. Finally, the game gave onscreen maps but some races did not actually appear on the maps. My Rating: 9/10

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

Game 1 • Fire of the Dragon II Positive Features 1.

Negative Features 1.

2. 2. 3.

3.

4.

Game 2 • Hard Rock Band Positive Features 1.

Negative Features 1.

2. 3.

2.

4. 5.

3.

Game 3 • Extreme Kayak Racing Positive Features 1.

Negative Features 1.

2.

3.

2.

4. 5.

3.

6.

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Speaking

5. My Virtual World

C1

What do you like or dislike about video games? 1. Think of words to describe things you like and dislike about video games. Fill in the remaining seven squares in the Tic-Tac-Toe grid below with your words. 2. Find a classmate to play the Tic-Tac-Toe game with. Read the game instructions.

Game Instructions • Decide who will start the game. • Choose your sign: X or O. • Choose a square on the Tic-Tac-Toe grid. Read the key word. • Use this word to describe what you like or dislike about video games or a specic game. • Express your preferences and share your opinion. Mark your square.

mysterious

The Object of the Game: The rst classmate that gets Tic-Tac-Toe, three signs across, down or diagonally, wins the game.

scary

3. Play the game with a classmate. You will play the game twice: once with your Tic-Tac-Toe grid and a second time with your partner’s grid. Use the model dialogue for help.

Mysterious. I like when there is a lot of mystery in a game. Now it’s your turn.

Good answer. I like that, too. Make an X in your square.

I choose scary. I get really nervous when the game is too scary. What do you think? I disagree. It’s more exciting when it’s scary. Make an O. It’s my turn now. 84

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Grammar Close-Up Simple Past of Irregular Verbs Irregular verbs do not end with ed. They have different forms. Here is a list of irregular verbs used in this unit. Base Form

Simple Past

Base Form

Simple Past

Go to pages 148 to 151 of the Grammar Section for more information, practice and access to an interactive workshop.

be (am / is / are) was / were

have

had

begin

began

keep

kept

buy

bought

know

knew

choose

chose

make

made

Look Out!

do

did

read

read

feel

felt

say

said

Go to pages 205 and 206 for other irregular verbs.

nd

found

spend

spent

ght

fought

tell

told

forget

forgot

win

won

get

got

write

wrote

give (up)

gave (up)

go

went

grow (up)

grew (up)

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

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Unit 6

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Grammar Close-Up B. Write complete sentences in the simple past with the time markers and verbs given. 1. (Yesterday) (to make)

2. (Last week) (to get)

3. (Last year) (to have)

4. (When I started school) (to be)

5. (Last Saturday) (to go)

6. (A month ago) (to give)

7. (The day before yesterday) (to read)

8. (Two weeks ago) (to buy)

9. (Last night) (to sleep)

10. (Two days ago) (to write)

11. (When I was ten) (to have)

12. (Three months ago) (to choose)

13. (Last weekend) (to spend)

14. (Last summer) (to meet)

15. (When I was little) (to fall)

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Project

Gamer Review

C3

Write a review of a video game.

1

Choose a video game. Name of game:

2

Describe the type of game you chose.

3

List the features of the game in the chart. Positive Features

4

Negative Features

Complete the graphic organizer. Theme

Reasons I chose it

What I liked

What I did not like

•

•

•

•

•

•

•

•

•

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Unit 6

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Project

5

Write a review of the game. Use your ideas from the previous steps and refer to the models on pages 81 and 82 for help. Describe: The reasons you chose it

What you liked

The theme

What you did not like

Rate the game.

Writing Checklist Use the ideas from your graphic organizers. Check the spelling of regular and irregular verbs.

6

Write the nal copy of your review. Ask your classmates to rate the review and to agree or disagree with your opinions.

Use the correct form of simple past verbs. Use sequence adverbs and ordinal numbers to organize your text. Use correct punctuation and capitalization. Use your resources: dictionary, model texts, grammar notes and classmates.

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Extra Reading

The Next Level of Gaming

C2

Can esports be considered a sport? 1. Before you read, predict the correct denition of esports. Circle your prediction. a. A cool video game that is really popular now. b. A competitive tournament where players play video games. c. A pastime where players play video games in their homes.

The Life of an Esports Athlete Did you know that playing video games is much more than a pastime for some? Some people, often teens, dedicate their lives to competitive gaming and have the opportunity to play professionally in large tournaments. They are known as esports athletes. At the beginning, all esports athletes are just kids who love to play video games and are good at them. They have the endurance to play an average of six hours a day and, with practice, become skilled players who beat most of their opponents. Eventually, those talented players get noticed. They are recruited by game developers and are invited to compete in tournaments. Large audiences pay to see the world’s top contestants. It was recently estimated that more than 32 million people worldwide watched one gaming tournament. These huge competitions and their huge prizes make esports especially challenging. A documentary lm called Free to Play tells the story of three determined players during a multiplayer world game tournament where the grand prize was one million dollars. The three young men were in their twenties and had to put their studies on hold for their gaming careers. They spent almost all of their time playing and their parents

worried about their future. They felt that they had to win to prove their ability and courage to their families. Professional female gamers face the same challenges; they also face prejudice in this male-dominated sport. One such gamer is Canadian Sasha Hostyn, better known by her username Scarlett. Scarlett has always played video games, but started playing competitively when she was 19. Her speed, accuracy, efciency and ability to multitask make her one of the best StarCraft II players in the world and the most successful female esports athlete. She often plays against opponents across the world and even went to Seoul to train and improve her skills. The life of an esports athlete certainly has its ups and downs. Much like other competitive sports, esports involves hard work, risks and, if you are lucky, rewards.

Glossary skilled: accomplished noticed: recognized contestants: adversaries, contenders

studies: education challenges: trials, difculties

2. How do video game players become esports athletes?

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Unit 6

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Extra Reading 3. What challenges did the players in the documentary lm encounter?

4. What qualities does a professional video game player need to have?

5. Do you think esports can be considered a sport? Explain your answer.

VOCABULARY There are many ways to describe gamers and the games they play. 1. Match the descriptive adjectives below with their antonyms. Draw a line between the adjective on the left and its antonym on the right. beautiful slow easy expensive realistic

• • • • •

• difcult • unrealistic • cheap • ugly • fast

2. Match the verbs below with their synonyms. Draw a line between the verb on the left and its synonym on the right. begin win keep nish prove

90

ninety

• • • • •

• show • save • start • triumph • complete

Virtual Fun

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UNIT

When Disaster Strikes

Learn about severe weather conditions. What do you need to know about severe weather?

7

Project Conduct an interview about a weather experience.

In this unit, you will: • Read stories of survival.

Extra Reading

• Learn how to make an emergency phone call.

The Thrill of the Chase

• Listen to advice about emergency kits. • Practise grammar: prepositions and questions in the simple past.

Read about people who dedicate their lives to stormy weather.

One-Minute Challenge Make a list of all the weather words you know. ninety-one

91

Starting Point

1. The Power of Nature Nature often surprises us with bad weather. 1. Look at the photos. Can you identify these extreme weather conditions? Write the name under each photo. Use the words in the vocabulary box for help.

Vocabulary blizzard hurricane ice storm lightning tornado

2. Can you name these natural disasters? Write the name under each photo. Use the words in the vocabulary box for help.

Vocabulary avalanche drought earthquake ood landslide tsunami wildre

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When Disaster Strikes

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

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

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

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

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

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

Time to Talk • Form a small group

with two or three classmates. • Discuss which of the extreme weather events is the most dangerous. • Give reasons for your answers.

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

4. Identify the events. a. an event that starts with rain b. an event that makes the air spin c. an event that creates heat d. two events that humans can cause e. an event caused by reduced rainfall

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Speaking

2. Where Am I?

C1

Play a game about international weather. 1. Choose a partner. Next, choose a location from the international weather report below. Do not tell your partner which location you chose. 2. Ask your partner yes / no questions to guess your partner’s location. Take turns. Use the model dialogue for help.

Glossary foggy: not clear

3. After you have both guessed each other’s location, choose another location and play again.

INTERNATIONAL WEATHER REPORT SHANGHAI

SAINT JOHN

CHINA

NEW BRUNSWICK

20°C

sunny, humid

CASABLANCA MOROCCO

12°C

24°C

foggy, light rain

sunny, dry

MAZATLÁN

DUBLIN

OSLO

MEXICO

24°C

IRELAND

12°C

NORWAY

mostly cloudy, dry

cloudy, heavy rain

cloudy, light rain

MONTRÉAL

DELHI

SANTIAGO

QUÉBEC

INDIA

CHILE

8°C

-1°C

20°C

20°C

light snow

partly cloudy, windy

partly cloudy, calm

SASKATOON

LOS ANGELES

VANCOUVER

SASKATCHEWAN

CALIFORNIA

BRITISH COLUMBIA

thunder storms, heavy rain

sunny, calm

partly cloudy

8°C

24°C

12°C

Is it sunny? Yes, it is. Is it 20°C? No, it’s not. Is it Casablanca? Yes. My turn! 94

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Reading

3. Survivors

C2

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

Strategy As you read, identify key ideas. Try to answer the 5 Ws: who, what, where, when, why to check your understanding.

I SURVIVED THE ICE STORM BY SIMON LETOURNEAU

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

A TORNADO HIT MY TOWN BY KYLE EATON

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

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Reading 3. Write two questions about each text. Use the Grammar Close-Up for help. TEXT 1 I SURVIVED THE ICE STORM 1. 2. TEXT 2 A TORNADO HIT MY TOWN 1. 2. 4. Work with a classmate. Ask him or her your questions. Write down your classmate’s answers. TEXT 1 I SURVIVED THE ICE STORM 1. 2. TEXT 2 A TORNADO HIT MY TOWN 1. 2. 5. Read the texts again. What did the two survivors have in common?

6. Complete the denitions with words from the texts. a.

: electricity

b.

: pieces from a broken building

c.

: temporary place to live

d.

: very scared

7. Write a question with each of the words. a.

b.

c.

d.

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Speaking

4. Hello, Emergency?

C1, C2

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

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

In an emergency, you must get help fast. 911 is an emergency telephone number that reaches the police, re department and ambulance services.

Glossary dispatcher: person

First, you must tell the dispatcher what happened. Next, the

who directs emergency services

dispatcher will ask where the incident happened. Give your

landmark: visual

address or describe your location. Use a landmark if possible.

reference

Then, the dispatcher will ask when the incident happened. You must say who the victim is and give your name. Remember one thing: 911 is for emergencies. Never call 911 for a joke.

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

Questions

a.

b.

c.

d.

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Speaking 4. Read the dialogue. What is the emergency? OPERATOR: Hello, what is the emergency? CALLER: I need help. My friend fell into a ravine. OPERATOR: Where did this happen? CALLER: We were at the ravine on Covey Hill, Hemmingford. OPERATOR: When did it happen? CALLER: It happened ve minutes ago, at 10:47. OPERATOR: Who is the victim? CALLER: His name is Guillaume Campeau. OPERATOR: And what is your name? CALLER: My name is Etienne Lafortune. OPERATOR: Was your friend conscious when you last saw him? CALLER: Yes, but I think his leg is broken. His leg is under a rock that fell

on him. Can you please send an ambulance? OPERATOR: I will call the ambulance and police. Help is on the way.

Strategy Recast your thoughts. To be sure you correctly understood what someone said, repeat it back to them: Did you say that your friend had an accident?

5. Work with a classmate. Choose two of the emergencies below. Role-play the rst 911 call. Then, change roles and role-play the second 911 call. Use the dialogue above for help. Situation 1

A tornado takes the roof off your school.

Situation 3

Your house starts to shake.

Situation 2

Lightning hits a building.

Situation 4

Heavy rain makes the river rise.

Grammar Flash Prepositions Prepositions indicate location, direction and time. I hid under the table.

She fell into the river.

It happened at 9:30.

A. Choose the correct prepositions to complete the sentences. 1. The boy fell onto / into a hole. 2. The electrical cord is behind / between the television. 3. The avalanche was above / on the town. 4. The storm started at / in three o’clock.

Go to pages 185 to 188 of the Grammar Section for more information, practice and access to an interactive workshop.

5. I can swim over / under water.

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Listening

5. Be Prepared

C2

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

2.

Listen to the weather podcast and complete the following list.

BLIZZARD EMERGENCY KIT Check

3the items you need.

blankets

ice packs

bottled water

matches

candles

radio

canned food

shopping bags

extra batteries

snow shovel

extra car keys

toilet paper

ashlight

warm clothing

games or books

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

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Reading

6. Weather Witness

C2

Find out more about a weather event in Québec. 1. What happens to rivers when snow melts quickly?

2. Read the interview below. Pay attention to the information in the arrows to understand the structure and content of the interview.

JASMINE’S WEATHER EXPERIENCE

Title

Kashmir:

What weather experience do you want to tell me about?

Jasmine:

This happened to me a few years ago. It was a big ood.

Kashmir:

Where did this happen?

Jasmine:

It happened in my town. I live in Saint-Raymond de Portneuf.

Kashmir:

What happened?

Jasmine:

My house is near the Sainte-Anne River. In March, there was a lot of snow and the weather suddenly became warm. The snow started to melt too quickly. The river got very high. It overowed into the streets and into our houses.

Glossary

Event

overowed: ooded

Where

Kashmir:

Oh no! Did water go into your house?

Jasmine:

Yes. The basement lled with water.

Kashmir:

Was there a lot of damage?

Jasmine:

Yes. The furniture was destroyed, and we had to completely renish the oors and walls.

Kashmir:

Was there anything you did to be prepared?

Jasmine:

My father had a plan because he knew this might happen. We all knew what we had to do, where we had to go and where to get the emergency supplies. We were lucky because my grandmother lives close to us, but away from the river, so she was not affected and we had somewhere to go.

Kashmir:

Thanks for telling me your story, Jasmine! I hope it never happens again.

Description

Effects of disaster

3. After reading, answer these questions. a. What was the weather event? b. When did the event happen? c. Where did it happen? d. How did the family prepare? e. Why did the ood happen? 100

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Grammar Close-Up Questions in the Simple Past Yes / No Questions With the Verb To Be To form yes / no questions in the simple past with the verb to be, we use the simple past of the verb: was and were. We follow this word order:

Go to pages 152 to 156 of the Grammar Section for more information, practice and access to an interactive workshop.

Verb to be in the simple past + subject + rest of the question? Were you home during the storm? Was George’s cat in the house? With Other Verbs To form yes / no questions in the simple past with other verbs, we use did and the base form of the verb. Did the cat come inside? Did your electricity go out? Information Questions With the Verb To Be To form information questions in the simple past with the verb to be, we start with the question word (who, what, where, when, why, how) and continue with the same formulation as yes / no questions in the simple past. What was the problem?

Look Out! When who or what is the subject of the question, continue with the simple past of the verb. What happened?

With Other Verbs To form information questions in the simple past with other verbs, we start with the question word (who, what, where, when, why, how) and continue with the same formulation as yes / no questions in the simple past. Where did Cindy go?

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

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Grammar Close-Up B. Write questions that go with the answers. 1. Q.

A. Yes, the tree fell on the road.

2. Q.

A. No, it didn’t block the road.

3. Q.

A. Yes, we waited in the car.

4. Q.

A. Yes, the workers came.

5. Q.

A. Yes, they removed the tree.

6. Q.

A. No, we didn’t wait for a long time.

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

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

1. Q. Who A. 2. Q. What A. 3. Q. Where A. 4. Q. When A. 5. Q. How A. 6. Q. Who A.

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Project

How’s the Weather?

C3

Conduct an interview about a weather experience.

1

Choose someone to interview about an extreme weather experience.

2

Write ve interview questions in the graphic organizer below. Include: What happened? The weather event When? The date of the weather event Where? The place

3

The effects of the weather event If the person was prepared

Interview the person. Ask your ve questions and take notes in the graphic organizer.

Question 1: Notes:

Question 2: Notes:

Question 3: Notes:

Question 4: Notes:

Question 5: Notes:

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Project

4

Write the rst draft of the interview below. Refer to the model interview on page100 for help. Use the writing checklist to revise and edit your work.

Writing Checklist Plan your questions.

104

Use your interview notes to write answers.

5

Write your nal copy.

6

With a partner, read your interview to another team of students.

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When Disaster Strikes

Be sure to include all the required elements.

Check your use of the simple past and of questions. Use your resources: dictionary, grammar notes, model interview on page 100.

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Extra Reading

Storm Chasers

C2

Read about people who dedicate their lives to stormy weather. 1. Before you read, describe how storms make you feel.

The Thrill of the Chase Imagine driving a car on a grey, windy day. You are on a deserted road in the country. Strong winds are pushing against the car. No one else is on the road. Suddenly, you see a giant funnel cloud in the distance. You turn the car toward it and move closer. You try to get as close as you can, without being directly in its path. There are people who do this, and they do it on purpose. Some do it for the thrill and the excitement of being close to danger. Some enjoy the view and take beautiful pictures of the storm to sell. Other storm chasers do this as part of their job. They are meteorologists who get close to dangerous weather events to learn more about them. They use what they learn to help protect us from danger. Storm chasing started in the 1950s. A man called David Hoadley used weather reports to locate possible storms and track them. He started a magazine called Storm Track. Contributors to Storm Track shared their experiences and observations of the hurricanes, tornadoes and other severe storms they tracked. Weather reporters started to use the storm chasers’ pictures and videos on television to make their reports more interesting.

Major storms can cause a lot of terrible destruction and death. Even people who are trying to escape things like lightning, wind or a tornado are in danger. Storm chasers, however, do not try to get away from storms, they try to get as close as they can. One of the biggest dangers is driving during the storm and trying to make observations at the same time. When storm chasers collect information about extreme weather events, they measure information about wind speed and direction and precipitation. These weather scientists use the information to better understand how storms work and how they start. For example, it is very difcult to predict the formation of tornadoes. The information collected by storm chasers can help us better understand tornadoes. This allows us to warn people so that they can be better prepared when a bad storm happens. Storm chasers may enjoy the thrill of the chase, but they have good reasons to get so close to danger.

2. What are three reasons that people chase storms?

Glossary on purpose: intentionally thrill: feeling of excitement meteorologists: weather scientists track: follow

3. Who was the rst storm chaser?

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Extra Reading 4. What makes storm chasing dangerous?

5. What information do storm chasers measure?

6. How do storm chasers help the following groups? a. the public

b. weather reporters

7. Do you think it is a good idea to chase storms? Give a reason.

VOCABULARY Weather words can make your writing more interesting. 1. In each sentence, circle the word related to the weather. Use context and a dictionary to understand the meaning of each expression and to answer each question.

106

a.

My father’s face darkened. Was he happy or angry?

b.

Laurie has a sunny personality. Is she positive or negative?

c.

The librarian has a frosty attitude. Is she friendly or unfriendly?

d.

Our teacher is a very warm person. Is she friendly or unfriendly?

e.

The receptionist was cold to me. Was she friendly or unfriendly?

f.

That exam was a breeze. Was it easy or difcult?

g.

I am feeling under the weather. Am I feeling good or sick?

h.

Jody has clouded judgement. Is it good or bad judgement?

i.

People ooded out of the stadium. Were there a lot of people or a few?

j.

Lisa is walking on thin ice. Is she taking a risk or being careful?

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UNIT

The Case of the Net Nuisance

Read and complete a mystery story. How do you solve a mystery? In this unit, you will:

8

Project Solve a mystery and write the end of the story.

• Learn about the different elements in a mystery story. • Read and listen to a mystery story.

Extra Reading

• Use logic to solve a puzzle.

Mystery in a Toronto Park

• Practise grammar: modals can, must and have to, and review of simple verb tenses.

Read about a true Canadian case.

One-Minute Challenge Make a list of crimes that the police have to solve. one hundred and seven

107

Starting Point

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

Denition

a. witness b. clue c. proof d. alibi

Time to Talk • Choose a partner and

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

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one hundred and eight

e. culprit f. suspect 2. Look at the four photos below. Write the words from the vocabulary above that can help you describe each photo. a. b. c. d.

a

b

c

d

The Case of the Net Nuisance

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Speaking

2. The Costume Party

C1

Solve a puzzle to warm up your detective skills. 1. Solve the following two questions. What did each person wear to the costume party? What snack did each person bring? Remember that each guest had a different costume and brought a different snack. 2. Read and discuss each clue below with a partner. 3. Use the grid to record information. Put a 3 to conrm information and an to eliminate information. When you put a 3, put an in all the other boxes of that category. 4. Use the model dialogue for help. THE CLUES

Anna Brad

f. g. h. i.

A girl dressed as a pirate. Anna wore an animal costume. The zombie brought crackers. The person dressed as a rabbit brought carrots. j. The pirate brought cheese.

Carrots

Popcorn

Lemonade

Crackers

Cheese

Pirate

Hippie

Vampire

Rabbit

Zombie

a. Brad dressed as a vampire. b. Kevin brought lemonade. c. Janice and Kevin didn’t dress as a zombie or a rabbit. d. Molly dressed as a pirate or a zombie. e. Molly didn’t bring the popcorn.

Guest

Costume

Snack

Anna Brad

3

vampire

Janice

Janice

Kevin

Kevin

Molly

Molly

I think we should put an x here. I agree. What does this clue mean?

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Reading

3. The Mystery

C2

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

2. Read Chapter One of the story.

Chapter One: The Cut Net

The Case of the Net Nuisance One cool Saturday morning in July, Jade came to see her friend Jack. “Hi there, Jade,”Jack said, as she approached. “Hi,” she replied, a sad expression on her face. “What’s the matter?” Jack asked. He wasn’t used to seeing his friend without a smile. “We have a big problem, Jack,”she said.“I think the FC Boreal soccer tournament will be cancelled this year.” “What?” cried Jack. “Why? You and your team worked so hard to get ready for it!” “I know,” she replied sadly. “Last night, someone cut the soccer nets at the field here in Saint-Sauveur. This is the third time this summer. Every time the town replaces the nets, someone cuts them again. You can’t play soccer when there are holes in the nets! The town doesn’t want to replace the nets again. They are expensive and now they have to cancel the big soccer tournament next weekend. I read it in the newspaper yesterday.”

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“I didn’t read the article, Jade. Is there a security guard at the park?” asked Jack. “Yes, there is a guard,” replied Jade.“He swears he didn’t see anyone go onto the field after the games last night. Jack, we must solve this mystery or there won’t be a tournament this summer.” “If we work together, Jade, we can solve this,” Jack replied.“I think it’s a good idea to start at the field. Let’s go.”

The Case of the Net Nuisance

Glossary nuisance: irritating person or thing FC Boreal: name of soccer club eld: an area outside to play a sport swears: promises

Reproduction prohibited © TC Media Books Inc.

Reading 3. Complete the information in the notebook.

Strategy Take notes. Write key words and ideas. Complete sentences are not necessary when you are taking notes.

Notes: Detectives on the case: Crime: Where: When the crime happened: Consequences: Who prepared for the tournament: Reasons the town doesn’t want to replace the nets:

4. Circle can, must and have to and underline the verbs that follow them in the story on page 110.

Grammar Flash Modals: Can, Must and Have To We use can: • to show ability (I can help you solve the mystery.) • to ask or give permission (You can borrow my binoculars.) We use have to and must to show obligation. I have to catch the culprit.

Go to pages 167 to 170 of the Grammar Section for more information, practice and access to an interactive workshop.

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

A. Underline the error in each of the following sentences with can, must or have to. Then, write the correct sentence below. 1. We can to ask the police for help.

2. He have to collect more clues.

3. I must to nd the person who cut the nets.

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Listening

4. The Crime Scene

C2

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

2. Before you listen to Chapter Two, “The Crime Scene”, match the words to their denitions. Write the letter on the line. Vocabulary

Denition

1. erased

a. impressions of feet in the ground

2. goal post

b. has a thin edge that cuts

3. footprints

c. made to disappear

4. fresh

d. wet earth

5. mud

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

6. sharp

f. new and different

3.

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

Chapter Two Clue #1:

Location:

Clue #2:

Location:

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

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Reading

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

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

C2

Strategy When you infer, you go beyond what is written explicitly. You may need to make intelligent guesses based on clues in the text and your prior knowledge.

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

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

Do you have any suspects?

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

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Reading

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

I wonder what size shoes this guard wears.

Is that a knife?

If I can do anything else, just ask.

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

Suspect A: Reason: Suspect B: Reason: Suspect C: Reason:

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Speaking

6. Questioning the Suspects C1

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

Chapter Four: The Suspects INTRODUCTION “I’m not sure if I trust the guard,”Jack said. “He seems nice,” said Jade. “He said he wanted to help us.” “A good cover,” Jack replied. “I think it’s time to talk to the suspects. If they want to talk, that is.” “Okay,” said Jade. “Let’s go.”

2. Work with two classmates. Each of you chooses a different suspect. Read and underline important information about that suspect as you read. 3. Write information in the notebook on page 116 about your suspect.

Glossary cover: way to hide something

odd: unusual

SUSPECT A

The Neighbour Jack and Jade knocked on the door of the neighbour’s house. A pleasant woman answered. “Yes, can I help you?” she asked.

“I did see someone late that night on the field, but it was too dark to see if it was a man or a woman. Maybe it was the culprit.”

“I hope so,” responded Jack with a smile. “We wanted to ask you if you know anything about the vandalism at the soccer field.”

“Is there anyone else here who saw anything?”asked Jack.

“Oh, the soccer field,” the woman frowned. “That noisy place. I heard that someone cut the nets. Sometimes the games can be very loud,” she said,“but I don’t agree with vandalism.”

“Well, my husband took a walk that night, but he didn’t say that he saw anything,” she replied. “Okay, thank you for your time,” Jack said.

“Did you see anything odd happen that night?” Jade asked. “Well,” said the woman,

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Speaking SUSPECT B

The Skate Park Jack and Jade arrived at the skate park. They saw three teenagers with their skateboards at a picnic table. “Hi,” Jade said. “Can we talk to you for a few minutes?”

“We don’t know who did it,” one boy said. “We like to hang out here, but we don’t care about soccer, except when there are too many people around.”

“What do you want?” one of the boys said.

“Where were you last night when this happened?”asked Jack.

“It’s about the soccer nets,” Jack responded. “Do you guys have any idea who cut them?”

“We were at work at the donut shop. It’s open all night. You can ask our boss if you want.” “Okay, thank you,” said Jade.

SUSPECT C

The Security Guard Jack and Jade arrived at the security office at the park. “Hello,” said the guard. “You’re back. Did you find the person who cut the nets?” “Not yet,” replied Jade. “We have to investigate some more.” “Yes,” said Jack. “You told us to come back to see you if we needed help. Can I ask you a question?” The guard frowned. “Yes,” he said. “But I told you everything I know yesterday.”

Jack looked the guard in the eye, “Were you at work here the three times the nets were cut?” The guard hesitated. “Yes,” he finally responded. “I have another question,” said Jade. “What size shoes do you wear?” The guard looked confused. “You kids are bizarre,” he said. “I wear a size 9. Now I think it’s time for you to leave. I have some things to do.”

4. Find the information about your suspect. Report the information to your teammates. Complete the notebook as your teammates report on their suspects. Suspect A: Location at the time of the crime: Alibi: yes no Suspect B: Location at the time of the crime: Alibi: yes no Suspect C: Location at the time of the crime: Alibi: yes no 116

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The Case of the Net Nuisance

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Grammar Close-Up Review of Simple Verb Tenses Use the simple verb tenses to talk about events in the past, present and future. The Verb To Be Simple Present

Simple Past

Afrmative I am tired. He / She / It is tired. You / We / They are tired. Negative

Simple Future

I / He / She / It was tired. You / We / They were tired.

I / You / He / She / It / We / They will be tired.

I am not / ’m not tired. He / She / It is not / isn’t tired. You / We / They are not/ aren’t tired.

I / He / She / It was not / wasn’t tired. You / We / They were not/ weren’t tired.

I / You / He / She / It / We / They will not be / won’t be tired.

Simple Present

Simple Past

Other Verbs Simple Future

Afrmative I / You / We / They walk. I / You / He / She / It / We / of Regular He / She / It walks. They walked. Verbs

I / You / He / She / It / We / They will walk.

Afrmative I/You / We / They sleep. I / You / He / She / It / We / of Irregular He / She / It sleeps. They slept. Verbs

I / You / He / She / It / We / They will sleep.

Negative

I / You / We / They do not see / don’t see it. He / She / It does not see / doesn’t see it.

I / You / He / She / It / We / They did not see / didn’t see it.

I / You / He / She / It / We / They will not see/won’t see it.

Practise A. Read the text. Put a square around the verbs in the simple present. Circle verbs in the simple past. Underline the verbs in the simple future.

Go to pages 124 to 162 of the Grammar Section for more information, practice and access to interactive workshops.

Jade and Jack have a problem to solve. Someone cut the nets at the soccer eld. They want to nd the culprit, or the town will cancel the soccer tournament. They start with the security guard. He says he didn’t see anything. Jack and Jade talk to other suspects. Nobody saw anything suspicious happen. It will be a challenge to solve this mystery. How many verbs did you nd in the: simple present?

simple past?

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simple future?

Unit 8

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117

Grammar Close-Up B. Complete the sentences with verbs in the simple present or the simple past. 1. Last night, a thief (walk)

1 2

(call)

into the electronics store. The owner

4

thief before he (run)

1

the building. He (verify) 3

that everything (be)

3. The security cameras at my school (lm)

1 2

The administration (want) 3

in good condition.

the school yard.

to make sure the students (be) 4

safe. Last week there (be) 5

but they (catch)

the

away.

2. Every day the security guard (check) 2

3

the police. The police (arrest)

an incident,

the culprit by using the security cameras.

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

The Ghost of the Dirty Socks 1

It (be)

3

A ghost (slip)

6

4

into the room. It (start) 5

“Who is there?” (yell) “It (be)

2

a dark, rainy night. Jamie (be)

7

the ghost. “The ghost of your dirty socks.”

8

9

. “I (know)

11

The ghost (start)

13

14

“Okay, ne,” Jamie (say) 16

12

15

. “If you just (let) 17

18

you!”

your room. Ooooooooo!”

I (clean)

“OOooooo, that (sound)

10

it (be)

to laugh. “OOooooo. I (stop)

haunting you when you (clean)

I (promise)

making noises.

Jamie.

me,” (say)

“Dad!” Jamie (cry)

asleep in bed.

me sleep,

my room tomorrow.” 19

like a good idea,” (say)

the ghost. “GooOOood night, Jamie!”

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

Verbs be disappear nd

118

give have see

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LOST! Please help me look for my dog. He

1

chocolate brown fur and small golden eyes. 2

His name

Pretzel. He

I

4

a reward to the person who

If you

6

Pretzel, please call (450) 555-1212.

The Case of the Net Nuisance

3

last Saturday. 5

him.

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Project

Mystery Solved!

C2, C3

Solve the mystery: Write the end of the story.

1

Choose a culprit. Use the information from Task 6.

Give two reasons for your answer:

2

Decide how you will present the end of the story. Write a text. Write a script and record it. Take photos and make a photo story.

3

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

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Unit 8

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119

Project

4

Write the rst draft of your ending.

Writing Checklist Refer to your plan as you write.

5

6

120

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

Be sure to include information from the story.

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

Use your resources: information from tasks, dictionary, Grammar Flash.

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The Case of the Net Nuisance

Check your verbs. Use capital letters in your texts where needed.

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Extra Reading

The Secret Tunnel

C2

Read about a true Canadian case. 1. Before you read, list three places you go when you want to be alone.

Mystery in a Toronto Park A large pile of dirt attracted the officer’s attention. Then he saw a piece of wood in a strange position. When he moved it, he was very surprised. There was a three-metre-deep hole in the ground, and a ladder going down, deep into the forest floor of Black Creek Park. When police officers descended into the hole, they found a secret tunnel that was under construction. The tunnel was ten metres long and two metres high. Police found two clues pinned to the wall: a Remembrance Day poppy and a prayer. They also found electrical wires and tools. This discovery was very mysterious. Why would someone build a tunnel there? The forest was not far from a stadium that was going to host the Pan American (Pan Am) Games, a major international sporting event. The games were only a few months away. What if the tunnel was part of a sinister terrorist plan? The detectives were worried. The detectives had no suspects, so they decided to talk to the media. Stories and pictures of the mysterious tunnel were soon on the news, across Canada and across the world. Everyone wanted to know who was responsible for the construction

2. Complete the detective’s notes.

of this mysterious tunnel. The police asked any witnesses to contact them with information to help solve the case. A man saw the television news report and recognized some of the construction equipment. He told the police to talk to his employee, Elton McDonald, a 22-year-old construction worker. The mystery was soon solved. Elton explained that he built the tunnel with the help of a friend. The boys grew up in a rough neighbourhood and they wanted to have a quiet place to hang out. Everyone was relieved that he was not a terrorist and had no connection to the Pan Am Games. The police filled in Elton’s tunnel, but the mystery still has a happy ending. Because of all the publicity about his tunnel, Elton became famous. He raised money and started a small business to give summer landscaping jobs to 13 to 16 year olds from his neighbourhood.

Glossary poppy: small red ower rough: dangerous hang out: spend time

landscaping: outside work like cutting grass and gardening

Mystery:

Clues:

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Unit 8

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121

Extra Reading 3. Why did the police tell the media?

4. Why did Elton build the tunnel?

5. What happened to the tunnel?

6. Are there enough quiet places for teenagers to hang out? Explain your answer.

VOCABULARY Learn the following expressions related to mysteries and crime. 1. Read the sentences and determine the meaning of each expression in bold. Check the correct meaning. a. My little brother gets away with murder because he is so cute. is not punished for his bad behaviour b.

uncomfortable

investigating

asking questions

a good deal

a disappointment

The criminal escaped from prison and has been on the run for two weeks. at the gym

122

found with red gloves on

My new running shoes were 80% off the regular price. What a steal! a problem

f.

discovered with an injury to her hands

I’m all ears. I don’t want to miss one word of what the witness says. listening carefully

e.

confused

My mother saw my sister steal the cookie from the jar. She was caught red-handed. discovered while committing the crime

d.

is a troublemaker

I don’t understand either. I’m scratching my head. itchy

c.

gets in trouble

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jogging

hiding from police

The Case of the Net Nuisance

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Grammar Section Verbs Simple Present Verb To Be, Afrmative ....................... Verb To Be, Contractions of the Afrmative .................................. Verb To Be, Negative .......................... Verb To Be, Contractions of the Negative ..................................... There Is and There Are ...................... Other Verbs, Afrmative ..................... Other Verbs, Negative ........................ Other Verbs, Contractions of the Negative ..................................... Verb To Be, Yes / No Questions ....... Verb To Be, Information Questions ............................................... Other Verbs, Yes / No Questions ..... Other Verbs, Information Questions ............................................... Simple Past Verb To Be, Afrmative ....................... Verb To Be, Negative .......................... There Was and There Were ............. Regular Verbs, Afrmative ................. Irregular Verbs, Afrmative ................ Regular and Irregular Verbs, Negative .................................................

124 126 127 128 129 130 132 133 135 136 137 139 141 143 145 146 148 150

Verb To Be, Yes / No Questions ....... Verb To Be, Information Questions ................................................ Other Verbs, Yes / No Questions ..... Other Verbs, Information Questions ............................................... Future Simple Future with Will, Afrmative .............................................. Simple Future with Will, Negative ................................................. Simple Future with Will, Yes / No Questions .............................. Simple Future with Will, Information Questions ........................ Future with Be Going To, Afrmative .............................................. Future with Be Going To, Negative .................................................

152 153 154 155

157 159 160 162 163 164

Imperatives .......................................... 165 Modals Can / Can’t ............................................. Must and Have To ............................... Can and May, Yes / No Questions .... Can, Information Questions .............

167 168 169 170

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

Adverbs: Time .................................... 183 171 173 175 176

Pronouns Subject .................................................... 177 Object ...................................................... 178 Adjectives Position ................................................... 179 Order ....................................................... 180 Possessives ........................................... 181

Sequence Adverbs and Ordinal Numbers ...................... 184 Prepositions Place ........................................................ 185 Time ......................................................... 187 Articles ................................................... 189 Question Words ................................. 191 Punctuation ......................................... 193 Capitalization ...................................... 195

Demonstratives Pronouns and Adjectives .................. 182

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123

Grammar Section

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

VERBS

Plural

Singular

Subject

Verb

Look Out!

Example

I

am

I am good at math.

You

are

You are a good athlete.

She/He/It

is

She/He/It is very tall.

We

are

We are 12 years old.

You

are

You are nice kids.

They

are

They are $2 each.

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

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

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

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

Julie

Elliot

Min-Su

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

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

Nadim

Annie and Charles

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

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

Before January 124

one hundred and twenty-four

August

July

June

May

April

March

February

January

December

November

October

September

Na

After January Verbs

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

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

Hi, My name

is

1

My friend, Nadia, We

6

2

Mariya. I 4

7

9

small. We

12

11

from Ukraine.

13 years old.

good players. Volleyball practice

Tuesday after school, in the gym. Nadia and I class. Our favourite pastimes

5

from Romania. She

in Grade 7. Our school

volleyball team. We

3

12 years old. I

8

on the school 10

every

also in the same gymnastics

sports.

VERBS

Please write to me soon. Mariya

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

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Verbs

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125

Grammar Section

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

I

+

You

+

She/He/It

+

The boy/Sam

+

We

+

You

+

They

+

VERBS

Plural

Singular

Subject

Verb

=

Look Out!

Contraction

Put the apostrophe in the right place.

am X are X

=

I’m happy.

=

You’re happy.

Xis Xis

=

She’s/He’s/It’s happy.

=

The boy’s/Sam’s happy.

are X are X are X

=

We’re happy.

=

You’re happy.

=

They’re happy.

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

6. Aida is a very good soccer player.

2. They are funny.

7. It is very cold today.

3. We are in the school choir.

8. Maxine is a fast runner.

4. I am a good singer.

9. My cat is very fat.

5. You are my best friend.

10. She is 12 next week.

B. Complete the sentences with the verb to be. Use the contracted form. 1. I 2. She 3. He 4. You

126

’m

5. They

calm.

6. We

nervous. tall. ready.

one hundred and twenty-six

Verbs

sad. hungry.

7. It

difcult.

8. I

happy.

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Grammar Section

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

Example

I

am not

I am not sad.

You

are not

You are not very busy.

She/He/It

is not

She/He/It is not cold.

We

are not

We are not happy.

You

are not

You are not hungry.

They

are not

They are not soccer fans.

VERBS

Plural

Singular

Subject

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

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

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Verbs

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127

Grammar Section

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

You

=

Contraction

=

I’m not.

+

am X are X

=

You’re not.

She/He/It

+

Xis

=

She’s/He’s/It’s not.

We

+

=

We’re not.

You

+

are X are X

=

You’re not.

They

+

are X

=

They’re not.

Look Out!

Plural

Verbs with I cannot be combined this way.

Singular

I

Verb

VERBS

Plural

Singular

Subject

Subject

Verb

+

Not X

=

Contraction

—

—

+

—

=

—

You

are

+

=

You aren’t.

She/He/It

is

+

not X not X

=

She/He/It isn’t.

We

are

+

=

We aren’t.

You

are

+

not X not X

=

You aren’t.

They

are

+

not X

=

They aren’t.

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

Subject

Rest of Sentence

Axel and Joey

a serious person

You

a great DJ

Evanne

at home

I

at the party

Jamie

bad dancers

They

good

We

happy

She

in the band

128

one hundred and twenty-eight

Subject

Verbs

+ To Be +

Not

+

Rest of Sentence

Reproduction prohibited © TC Media Books Inc.

Grammar Section

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

n.

There is a dog. (singular) v.

n.

There are two dogs. (plural)

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

3

bed. 5

2

a large bed. 4

a chair in the corner. 6

a desk. 8

windows. Outside,

two cats sleeping on my

many socks on the oor. 7

a computer on the desk. 9

a big tree.

two

some birds sitting in the tree.

VERBS

1

In my bedroom,

The Skateboarder

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

1. There is a room.

5.

2.

6.

3.

7.

4.

8.

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Verbs

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129

Grammar Section

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

VERBS

Plural

Singular

Subject

Verb

Look Out!

Example

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

I

like

I like chocolate.

You

read

You read a lot of books.

She/He/It

walks

She/He/It walks fast.

We

love

We love hockey.

You

swim

You swim well.

They

play

They play basketball at recess.

Follow these spelling rules with the third person singular (she/he/it). Rule

Look Out!

Verbs Ending With

Examples

Result

a consonant + y

y, try, study

Change y to i and add es.

ies, tries, studies

ch, o, s, sh, x, z

search, do, pass, wash, x, buzz

Add es.

searches, does, passes, washes, xes, buzzes

The verb to have also takes a final s in the third person singular. It becomes has. I have a new dog. Roger has a new dog, too.

Practise A. Complete the sentences with verbs from the box. Use the correct form of the simple present. 1. Jill 2. Morgan

football to soccer.

3. Amy

every winter.

4. Allison and Gregory

at the station.

5. I

to learn new songs.

6. Malik

large groups.

7. We

that Susan arrives soon.

8. Caroline

130

one hundred and thirty

Verbs

shopping on Saturdays. buy

prefer

chase

read

dislike

ride

enjoy

ski

hope

sleep

like

walk

love

want

meet

a dog.

Verbs

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Grammar Section 9. Pierre

late on weekends.

10. Mary and I

cookies.

11. Aisha and Sam

bicycles to school.

12. The dog

cars.

13. They

to the arena.

14. Joshua

adventure stories.

15. I

chocolate at the store.

1. Nick ( 2. He ( 3. He ( 4. He ( 5. He (

VERBS

B. Complete the sentences with the verbs in parentheses. Use the correct form of the simple present. Refer to the tables on page 130 for help.

) ___________

) ___________

_________ thre

_________ ho c

e brothers.

key every S

aturday nig ht. o n e hour every n ) ___________ ight. _________ to hockey prac tice on Frid ) ___________ ay nights. _________ to score in ever y game. ) ___________

_________ for

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

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

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Verbs

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131

Grammar Section

Simple Present Other Verbs Negative

Look Out! In the third person singular, do ends with s. It becomes does.

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

VERBS

Plural

Singular

Subject

Do + Not

Main Verb

Example

I

do not

want

I do not want to go.

You

do not

need

You do not need more clothes.

She/He/It

does not

like

She/He/It does not like snow.

We

do not

study

We do not study every night.

You

do not

work

You do not work together very well.

They

do not

have

They do not have a lot of homework.

Practise A. Complete the sentences with the verbs in parentheses. Use the negative form of the simple present. does not want

1. My little brother, Nils, is at his rst ski class. He (want) 2

lesson. He says that he (need) 3

1

4

meat. They (drink)

4

it easy for the girls to go out to eat.

3. Ming and Dave (use)

3

1

2

5

1

it. Some students 4

with the rule. They (think)

that it is fair. The principal (want) 4. I (listen)

milk. It (make)

their cellphones in school. The principal

at Westminster High School (allow) 3

very well.

vegetables. Her friend Maggie (eat)

2

(agree)

a

any help. My parents (believe)

him. Nils (ski)

2. Kayley (like)

1

to change the rule. 2

to a lot of music and I (play) 3

games on my computer. My friend Nathan (like) games. We like to watch TV but we (enjoy)

4

computer

reality shows.

We prefer movies.

132

one hundred and thirty-two

Verbs

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Grammar Section

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

+

Not

=

Contraction

=

I don’t.

=

You don’t.

I

do

+

You

do

+

not X not X

She/He/It

does

+

not X

=

She/He/It doesn’t.

We

do

+

=

We don’t.

You

do

+

not X not X

=

You don’t.

They

do

+

not X

=

They don’t.

VERBS

Plural

Singular

Subject

Practise A. Rewrite the sentences in the negative. Use don’t or doesn’t. 1. My mother drives me to school every morning. My mother doesn’t drive me to school every morning. 2. Heather misses band practice on Tuesdays.

3. I eat a lot of hamburgers.

4. They work very hard in English class.

5. Dominic ies to France every summer.

6. Charles and François like helping Susan.

7. Alice and I play basketball on the weekends.

8. You speak English very well.

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Verbs

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133

Grammar Section B. Complete the text with the verbs in parentheses. Use the correct afrmative or negative form of the simple present.

is

This (be)

1

my cat, Grizzly. 2

Grizzly (be, negative)

like

3

other cats. He (look)

4

normal, but he (behave) very badly sometimes. First, he (like) 5

to sleep in the middle of 6

my bed. There (be)

no

room for me. In the morning he (wake up)

VERBS

7

8

very early. He (be, negative) 9

quiet or polite. He (want) 10

(meow) 12

(feed)

11

and (cry)

13 14

15 16

the cold.

to stay in the house all day. He (lie) 17

on the carpet. He (have)

19

very well, but he (be)

an 18

enormous stomach. Grizzly (behave, negative)

20

until we

him. Then he (refuse)

to go outside. He (like, negative) He (prefer)

food immediately. He

our cat and we (love)

him.

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

134

one hundred and thirty-four

Verbs

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Grammar Section

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

Rest of the Question

Short Answers*

Am

I

a good dancer?

Yes, you are.

No, you are not.

Are

you

hungry?

Yes, I am.

No, I am not.

Is

she/he/it

sick today?

Yes, she/he/it is.

No, she/he/it is not.

Are

we

ready to go?

Yes, we are.

No, we are not.

Are

you

on the same team?

Yes, we are.

No, we are not.

Are

they

our new coaches?

Yes, they are.

No, they are not.

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

VERBS

Plural

Singular

Verb To Be

Practise A. Write the sentences as yes/no questions. Follow the correct word order. Verb to be + subject + rest of question? 1. They are strange people. Are they strange people? 2. You are my friend. 3. I am patient with you. 4. You and I are the same age. 5. Jenn and Aline are sisters. 6. Henry is a good swimmer. 7. Chuck and Ali are at home. 8. It is a nice day. 9. Maher and you are enemies. 10. Your ski is broken. 11. Shelby is in your class. 12. We are very late for supper.

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Grammar Section

Simple Present Verb To Be Information Questions To form information questions in the simple present with the verb to be, we follow this word order: question word + verb to be (present tense) + subject + rest of the question.

VERBS

Question Word

Verb To Be

Subject

Who

is

your teacher?

What

is

that

What movie

is

your favourite?

Where

is

Jimmie

When

is

recess?

Why

are

you

How

are

they?

How wide

is

the river?

Rest of the Question under the table? today? angry?

Practise A. Complete the questions with question words and the present tense of the verb to be. 1.

What is

your name?

2.

tall

3.

your best friend?

the big tree?

4.

your favourite city?

5.

the hockey game?

6.

they sad?

B. Write three questions to ask a classmate. Use different question words and the present tense of the verb to be. 1. 2. 3.

C. Ask your classmate the questions. Write down the answers. 1. 2. 3. 136

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Grammar Section

Simple Present Other Verbs Yes/No Questions

Look Out! Use does for she, he and it. Do not add s to the main verb.

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

Main Verb

Rest of the Question

Short Answers

Do

I

need

my books?

Yes, you do.

No, you do not.

Do

you

want

a sandwich?

Yes, I do.

No, I do not.

Does

she/he/it

seem

happy?

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

Do

we

have

a DVD?

Yes, we do.

No, we do not.

Do

you

work

together?

Yes, we do.

No, we do not.

Do

they

want

to come?

Yes, they do.

No, they do not.

VERBS

Do/Does

Practise A. Complete the dialogues with do, does, do not and does not. Do

Chris: Hey, Alex. Alex: No, I Chris:

1

you have a hockey practice tonight?

2

. I have one tomorrow.

3

Ravi have a practice?

Alex: Yes, he

4

.

Chris: I need a lift. I’ll call him! Alex: Yes, I

Anouk: Hi, Job.

6

2

Anouk: Yes, I

you know his number?

. It’s 555-1111.

Do

Job: Yes, I

5

1

you have any money? 3

. .I

5

have my lunch.

Job: No problem! How much

6

you need?

Anouk: I

4

you need some?

7

know. How much

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8

a hot dog cost?

Verbs

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137

Grammar Section

do

Cynthia: Reeti,

1

Reeti: Yes, I

2

. Do you want me to bring some music?

Cynthia: Sure.

3

Reeti: No, she

your sister want to come, too?

4

. She is busy.

Cynthia: Okay. I Reeti:

you want to come over to my house tonight?

5 6

have any food. I’ll stop at the grocery store.

you want me to bring some?

Cynthia: No, I

7

. See you later.

B. Complete the dialogue with the missing yes/no questions and answers. What is the mystery animal?

VERBS

Is it big?

? Does it bite? ? ?

Yes, it’s big. No, it isn’t hairy. Yes, it

. Yes, it eats other animals. Yes, it’s scary. .

Is it a dinosaur? Yes, it’s a reptile.

?

.

Does it live in rivers and swamps? Yes, it’s alive today.

?

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Grammar Section

Simple Present Other Verbs Information Questions

Look Out!

To form information questions in the simple present with other verbs, we follow this word order: question word + do/does + subject + verb (base form) + rest of the question.

If who or what is the subject, use the affirmative form of the verb.

do

Who

Subject

Do/Does

Main Verb

you

Who (= subject)

know

on your street?

likes

to ski?

What

does

he

want?

What music

do

you

like? happens

What (= subject)

Rest of the Question

in the movie?

Where

do

Rob and Annie

live?

When

does

it

start

to snow?

Why

do

they

walk

fast?

How

do

you

make

soup?

How fast

do

you

run?

VERBS

Question Word

Practise A. Match the question openings and endings. Write the letter of the ending on the line. Opening 1. How do you

Ending c

a. buy your clothes?

2. How early do

b. nish your homework?

3. What does

c. get to school?

4. When do you

d. he play hockey with?

5. Where do you

e. Tara leave for Toronto?

6. Who

f. needs a new book?

7. Who does

g. your friends prefer?

8. Why do

h. she like for lunch?

9. When does

i. they always wear hats?

10. What music do

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j. you wake up in the morning?

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Grammar Section B. Unscramble the words to make information questions. Punctuate the questions correctly. 1. you/do/go/where/after school Where do you go after school? 2. the children/why/shout/so loudly/do 3. CDs/you/have/how many/do 4. have/for breakfast/Martin/does/what 5. start/game/does/the/when

C. Read Maria’s letter and answer the questions that follow.

Dear JoJo,

VERBS

was France? What e k li u o y o d hen So how Paris like? W to ey rn u jo the train n? ome to Lo ndo h k c a b o g u o do y I have a free ! g n ri o b -o -o School is s-o so there’s no lu f e th s a h y period. Ms. Ro gym class. see you n ext ll I’ . y p p a h e ’r I hope you you as soon ll a c ll I’ ! it a w week. I can’t in London. as you arrive Maria

1. What does Maria call her friend? JoJo 2. Where does her friend live? 3. How does her friend travel to Paris? 4. Why does Maria have a free period? 5. What does Ms. Roy have? 6. What does Ms. Roy teach? 7. How does Maria hope her friend feels?

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Grammar Section

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

Example

I

was

I was hungry.

You

were

You were funny in the show.

She/He/It

was

She/He/It was very busy.

We

were

We were at Mark’s house.

You

were

You were the best players in the game.

They

were

They were my neighbours before I moved.

VERBS

Plural

Singular

Subject

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

MONTRÉAL ALOUETTES VICTORIOUS Saskatchewan Roughriders fans was/were very unhappy at the end of the 2010 Grey Cup nal. The Montréal Alouettes was/were victorious against the Roughriders for the second year in a row. 1949 was/were the rst year that the Alouettes won the Grey Cup. They was/were also successful in 1970, 1977, 2002 and 2009. The Montréal fans was/were very happy. Earl Grey was/were the person who donated the rst trophy. He was/were an early Governor General of Canada. He was/were also a football fan. The rst trophy was/were not expensive. It was/were only $48. At that time, there was/were only eight teams competing for the cup. Most of them was/were from Ontario. They was/were amateur teams. Those rst games was/were the beginning of the long and glorious story of football in Canada.

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Grammar Section B. Complete the sentences with subjects from the box.

Subjects

1. I

was small in kindergarten.

2.

was in my class.

The kids in Cycle Three

3.

was Matthew.

My best friend

4.

were always together.

My job

5.

was on my street.

6.

was nice to us.

Our teacher

7.

was very tall.

She

8.

were like giants.

We

9.

was a hamster.

His name I

My school Our class pet

VERBS

10.

was to feed the hamster.

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

D. Complete the sentences with the correct form of the verb to be. Use the simple past or the simple present. Underline the time markers for help. was

1. Yesterday, I 2. My homework

too tired to do my chores. too difcult today.

3. Amy and Adam

in the school concert last year.

4. Bernice and Melishia 5. I

best friends now.

the best hockey player on the team this season.

6. My dog 7. The Canadiens

the only one to nish the last training course. in the playoffs last year.

8. Last week, there

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one hundred and forty-two

an earthquake in Haiti.

Verbs

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Grammar Section

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

Example

I

was not

I was not tall.

You

were not

You were not very happy.

She/He/It

was not

She/He/It was not heavy.

We

were not

We were not on time.

You

were not

You were not angry at him.

They

were not

They were not interested in the movie.

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

Look Out! We replace the o in not with an apostrophe.

VERBS

Plural

Singular

Subject

He wasn’t heavy. We weren’t on time.

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

January 18 Dear Diary, I

was not 2

1

happy with my mark in science last term. It

very good. The teacher ___________3 pleased with my 4

progress. I

6

very happy. I 7

able to watch TV for a month. It

funny. 8

My science class

a good place to socialize. Today

I got my new report card. My parents 10

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5

serious in class. My parents

9

angry. It

bad!

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143

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

VERBS

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

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one hundred and forty-four

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Grammar Section

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

n.

Look Out! There was is singular. There were is plural.

There was a snowstorm last night. v.

n.

There were two snowstorms last week.

Practise

Articles for Sale!

VERBS

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

1. There were some boots.

5.

2.

6.

3.

7.

4.

8.

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Grammar Section

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

VERBS

Verbs Ending With

Examples

Rule

Result

e, ee or ie

love, agree, die

Add d.

loved, agreed, died

a vowel + y

play, stay

Add ed.

played, stayed

a consonant + y

cry, try

Change y to i and add ed.

cried, tried

a vowel + a consonant

admit, prefer, stop

Double the last consonant and add ed.

admitted, preferred, stopped

a vowel + a double consonant

call, pass, yell

Add ed.

called, passed, yelled

an unstressed syllable

enter, wonder

Add ed.

entered, wondered

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

Verbs

146

agree

live

beg

plan

believe

push

brush

regret

cry

shop

enjoy

stay

fry

study

lie

work

one hundred and forty-six

+d + ed

y + ied

Double consonant + ed

Verbs

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Grammar Section B. Complete the message with the verbs in parentheses. Use the correct form of the simple past. Refer to the table on page 146 for help.

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

Hi JP! happened 1 to me yesterday. As my grandmother Something crazy (happen) _______________ and I (start) _______________2 our walk along the street, a guy suddenly (appear) _______________3 in front of us. He (push) _______________4 my grandmother. She (cry) _______________5 out and (kick) _______________6 his leg. Then he (grab)

(disappear) _______________9 . I (comfort) _______________ 10 my poor grandmother and immediately (call)

VERBS

_______________7 her purse. He (jump) _______________8 over the fence and

_______________11 the police on my cellphone. They (arrive) _______________12 in seconds and (chase) _______________13 the thief. The police (stop) _______________14 the thief and (arrest) _______________15 him on the next block. They (return) _______________ 16 my grandmother’s purse and she (thank) _______________17 them. We (walk) _______________18 home and (order) _______________19 a pizza for supper. What a day! Jass

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

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Grammar Section

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

VERBS

Plural

Singular

To Do

To Have

To See

To Write

To Read

I did.

I had.

I saw.

I wrote.

I read.

You did.

You had.

You saw.

You wrote.

You read.

She/He/It did.

She/He/it had.

She/He/It saw.

She/He/It wrote. She/He/It read.

We did.

We had.

We saw.

We wrote.

We read.

You did.

You had.

You saw.

You wrote.

You read.

They did.

They had.

They saw.

They wrote.

They read.

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

1 3

2

4

M

5

A

6 7

8

D E

9 10 11 12 13 14

15 16

17 19

18 20 22

21

Down 1. 2. 4. 5.

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make win get meet

6. 7. 11. 13.

bring take steal teach

one hundred and forty-eight

Across 15. eat 16. leave 19. ride

Verbs

3. 8. 9. 10.

become drive run sell

12. 14. 17. 18.

speak think read fall

20. write 21. go 22. tell

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

Girl Saved Family From House Fire Moncton, New Brunswick An 11-year-old girl saved her family from a terrible house re in Moncton on Saturday. The re destroyed ve houses and damaged two others. Tracey Smith lived in one of the houses with her family. She woke everyone up when she saw a strange light

“It was scary,” Tracey said. “I yelled, ‘Fire!’ My brother ran outside. My parents hurried

VERBS

outside. The light came from a re in the house next door.

behind me and my brother.” Tracey’s mother felt they were very lucky that the girl got up when she did. A big blizzard made it difcult to stop the ames but reghters nally put the re out. It was too late to save Tracey’s house. It burned down completely.

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

Regular Verbs Simple past

saved

Base form

to

save

Irregular Verbs Simple past

woke

Base form

to

to

to

to

to

to

to

to

to

to

to

to

to

wake

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Grammar Section

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

VERBS

Plural

Singular

Afrmative

Negative

I liked the new movie.

I did not like the new movie.

You worked hard yesterday.

You did not work hard yesterday.

She/He/It went to California last summer.

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

We did our homework.

We did not do our homework.

You won the English prize.

You did not win the English prize.

They brought a pizza to the party.

They did not bring a pizza to the party.

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

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

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one hundred and fty

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Grammar Section B. Read the list of activities below. Put a checkmark beside the activities that you did last weekend. Write a sentence about each activity. Use the afrmative or the negative. Refer to the table on page 150 for help.

1. I got up / did not get up very early. 2.

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

3. 4. 5. 6. 7. 8.

VERBS

9.

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

10. 11. 12. 13. 14.

go to bed late

C. Complete the joke with the simple past of the verbs in parentheses. Decide which form is appropriate for each verb: the afrmative or the negative. Refer to the table on page 150 for help. walked

A man (walk)

1

2

into a store. There (be) 3

dog sitting in the corner. The man (ask) 4

dog bite?” “No,” (say) 5

The man (bend)

8

the cashier.

7

6

9

me that your dog (bite) 11

.” “That’s not my dog,” (answer)

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the dog.

his hand very hard. “Hey!” (cry)

the man. “You (tell)

10

the cashier, “Does your

down and (pat)

Suddenly, the dog (bite)

a cute

Verbs

the cashier.

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151

Grammar Section

Simple Past Verb To Be Yes/No Questions

VERBS

Plural

Singular

To form yes/no questions in the simple past with the verb to be, we follow this word order: verb to be (past tense) + subject + rest of the question. Verb To Be

Subject

Rest of the Question

Short Answers

Was

I

early?

Yes, you were.

No, you were not.

Were

you

sick yesterday?

Yes, I was.

No, I was not.

Was

she/he/it on time?

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

Were

we

in the right place?

Yes, we were.

No, we were not.

Were

you

busy last night?

Yes, we were.

No, we were not.

Were

they

ready?

Yes, they were.

No, they were not.

Practise A. Write yes/no questions with words from the vocabulary bank. Use was or were. Subject

Rest of Sentence

Zach

sad

you

in the same class last year

Sami and Elie

ready

I

very fast

they

at the party last night

the principal

able to come

7.

the game

good friends

8.

you and I

angry

9.

your trip

noisy

10.

the race

here yesterday

1. Were you at the party last night? 2. 3. 4. 5. 6.

B. Choose three of the questions above. Write an afrmative and a negative answer. Afrmative

Negative

1. 2. 3.

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one hundred and fty-two

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Grammar Section

Simple Past Verb To Be Information Questions To form information questions in the simple past with the verb to be, we follow this word order: question word + verb to be (past tense) + subject + rest of the question. Question Word

Verb To Be

Subject

Rest of the Question

Who (= subject)

was

What

was

What (= subject)

was

Where

was

the dog

last night?

When

was

it

time to leave?

Why

was

he

angry?

How

were

they

different?

How long

was

the movie?

here yesterday?

Look Out! Sometimes who or what is the subject.

that?

VERBS

on Channel 6?

Practise A. Circle the question words and underline the verbs. Rewrite the verbs in the present tense. 1. How far was it to the park?

is

4. When was the soccer tournament?

2. How was I to know?

5. Where was your friend’s house?

3. What sports were your favourites?

6. Who was your history teacher?

B. Write three information questions to ask a classmate about elementary school. Use question words and the past tense of the verb to be. 1. 2. 3. C. Ask a classmate the questions. Write down his or her answers. 1. 2. 3.

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153

Grammar Section

Simple Past Other Verbs Yes/No Questions

VERBS

Plural

Singular

To form yes/no questions in the simple past with other verbs, we follow this word order: did + subject + main verb (base form) + rest of the question. Did

Subject

Main Verb

Rest of the Question

Short Answers

Did

I

nish

all the work?

Yes, you did.

No, you did not.

Did

you

enjoy

your lunch?

Yes, I did.

No, I did not.

Did

she/he/it

arrive

safely?

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

Did

we

forget

to call him?

Yes, we did.

No, we did not.

Did

you

buy

some new shoes?

Yes, we did.

No, we did not.

Did

they

open

their presents?

Yes, they did.

No, they did not.

Practise A. Unscramble the words to make yes/no questions. 1. did/the dance/to/go/you/? Did you go to the dance? 2. see/my friends/there/you/did/? 3. they/about me/did/ask/?

B. Write yes/no questions for these answers. 1. I played paintball last weekend. Did you play paintball last weekend? 2. I went with my school friends. 3. We went to the new paintball park. 4. We had fun. 5. Our team didn’t win. 6. It cost a lot of money. 7. My parents didn’t pay for it. 8. We stayed for a long time. 9. We went to a restaurant after paintball. Yes/No Questions

10. We didn’t have pizza.

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Grammar Section

Simple Past Other Verbs Information Questions

Look Out!

To form information questions in the simple past with other verbs, we follow this word order: question word + did + subject + verb (base form) + rest of the question.

Don’t forget to leave the verb in the base form.

Question Word

Did

Subject

Main Verb

Rest of the Question

Who

did

you

call

yesterday?

What

did

he

want?

What

did

you

buy?

Where

did

you

leave

When

did

we

meet?

Why

did

you

want

to leave?

How

did

you

do

it?

How far

did

they

run?

VERBS

your glasses?

Practise A. Read the Fun Medieval Facts. Write the missing questions.

1. In medieval times, people took baths once a year, in May. Weddings took place in June, so people did not smell too bad. The bride carried owers to hide any odours. This is the origin of why brides carry owers today.

Questions

Answers

a. When did people take baths?

People took baths in May.

b.

The bride carried owers.

c.

She carried owers to hide any odours.

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Grammar Section

2.

If you broke your arm before 1900, you did not go to the doctor. You went to the barber, the person who cut men’s hair! Barbers did many medical procedures. They xed broken bones, pulled out rotten teeth and treated wounds.

VERBS

Questions

Answers

a.

People went to the barber for medical procedures before 1900.

b.

Someone who cuts men’s hair.

c.

Barbers xed broken bones, pulled out teeth and treated wounds.

3.

In medieval times, everyone was a potential enemy. When two people approached each other, they presented their open right hands. This showed that they did not have any weapons. This action became the modern handshake.

Questions

156

Answers

a.

People approached each other with open right hands.

b.

To show that they did not have any weapons.

c.

It became the modern handshake.

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Verbs

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Grammar Section

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

Will

Example

I

will

be

I will be in Montréal tomorrow.

You

will

have

You will have fun at the party tonight.

She/He/It

will

stop

She/He/It will stop soon.

We

will

start

We will start training next week.

You

will

see

You will see her later.

They

will

be

They will be a good addition to the team.

VERBS

Plural

Singular

Subject

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

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

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

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

4. 5. 6. 7.

Call us today for more information! 555-555-1212 Reproduction prohibited © TC Media Books Inc.

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Grammar Section B. Complete the dialogue with the contracted form of the simple future. Underline the main verbs. Aaru: Sabina and Steve will soon be back from Rome. ( Cindy: (

2

)

Aaru: ( )

3

Cindy: ( Aaru: (

)

They’ll

1

arrive next week.

pick them up at the airport.

use my mother’s car. 4

)

5

)

go together.

meet them at the arrival gate.

Cindy: At what time? Aaru: (

6

)

Cindy: Then (

7

)

Aaru: Steve said ( Cindy: ( )

VERBS

land at 10:30. get their bags and go through customs. 8

) 9

have lots of bags.

be happy to see Sabrina.

Aaru: (

)

10

be happy to see us.

Cindy: (

)

11

have a party to welcome them.

Aaru: (

)

12

be surprised.

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

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Grammar Section

Simple Future With Will Negative To form the negative of the simple future, we place not between will and the main verb. Will + Not

Verb

Example

I

will not

eat

I will not eat my vegetables.

You

will not

walk

You will not walk to school.

She/He/It

will not

be

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

We

will not

buy

We will not buy any more CDs.

You

will not

get

You will not get your work done.

They

will not

give

They will not give us any cookies.

Contractions of the Negative To form the negative contraction of the simple future, we replace will not with won’t. I won’t eat my vegetables.

VERBS

Plural

Singular

Subject

She won’t be there next year. They won’t give us any cookies.

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

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Grammar Section

Simple Future With Will Yes/No Questions

VERBS

Plural

Singular

To form yes/no questions in the future with will, we follow this word order: will + subject + main verb (base form) + rest of the question. Will

Subject

Main Verb

Rest of the Question

Short Answers

Will

I

get

some help?

Yes, you will.

No, you will not.

Will

you

help

me?

Yes, I will.

No, I will not.

Will

she/he/it

be

here on time?

Yes, she/he/it will.

No, she/he/it will not.

Will

we

arrive

at the same time?

Yes, we will.

No, we will not.

Will

you

compete against each other? Yes, we will.

No, we will not.

Will

they

win

No, they will not.

the tournament?

Yes, they will.

Practise A. Choose words from the vocabulary box. Write yes/no questions about a friend’s summer vacation plans. Use the future with will. Add a short answer.

Vocabulary clean your bedroom

go to the beach

spend time with friends

cut the grass

play a sport

stay up late

eat hot dogs

read a book

travel

get a summer job

sleep late

visit family

Questions 1. Will you get a summer job?

Answers Yes, I will. / No, I will not.

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

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Grammar Section B. Read Kerry’s and Sherrill’s vacation itineraries. Answer the questions with short answers.

port ATTENTION: Be at the air

two hours before your

ight.

Itinerary: Kerry Bates Date: March 5 Flight: CubaAir 376 10:15 Depart from Montréal: ba: 14:00 Arrival in Havana, Cu Hotel: Havana Paradise Taxi to hotel: Included ur ight.

rt two hours before yo

po ATTENTION: Be at the air

VERBS

ji Itinerary: Sherrill Chan Date: March 5 Flight: CubaAir 378 10:30 Depart from Montreal: ba: 14:15 Arrival in Havana, Cu Hotel: Havana Paradise ed Taxi to hotel: Not Includ

1. Will Kerry and Sherrill travel on the same day? Yes, they will. 2. Will they be on the same airplane? 3. Will Kerry be at the airport at 1 p.m.? 4. Will Sherril’s plane leave fteen minutes after Kerry’s? 5. Will they see each other at the airport? 6. Will Sherrill arrive in Havana before Kerry? 7. Will they stay at the same hotel? 8. Will Kerry take a taxi to the hotel? 9. Will Kerry go to school on March 5th? 10. Will Sherrill and Kerry go swimming in Cuba?

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Grammar Section

Simple Future With Will Information Questions To form information questions in the future with will, we follow this word order: question word + will + subject + verb (base form) + rest of the question.

VERBS

Question Word

Subject

Will

Main Verb

Rest of the Question

Who

will

I

invite

to my party?

What

will

you

make

for supper?

What clothes

will

you

take?

Where

will

she

be

tonight?

When

will

it

stop

snowing?

Why

will

you

go

by bike?

How

will

we

get

to school?

How soon

will

they

leave?

Practise A. Complete the email message with questions about the future.

From: Jasmine To: Jean-Philippe Subject: Need info

Hey JP, what’s up? Thanks for the invitation to your chalet this weekend. I have a few where will we meet

questions: On Friday, (where, we, meet) (when, we, arrive)

2 3

1

at the chalet? (who, be)

there? (what, we, do)

all weekend? (who, drive)

4 5

(what, I, need)

?

us to the chalet?

? (when, you, answer)

6 7

me?

Let me know! Jass

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Grammar Section

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

Plural

Singular

Subject

To Be + Going To

Verb

Example

I

am going to

be

I am going to be 13 years old tomorrow.

You

are going to

see

You are going to see the dentist in the morning.

She/He/It

is going to

eat

She/He/It is going to eat everything.

We

are going to

leave

We are going to leave now.

You

are going to

work

You are going to work together this year.

They

are going to

win

They are going to win the tournament.

VERBS

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

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

Hi Esther, We (have)

are going to have 2

1

a great evening. First, you (meet)

4

for the concert. We (take) 5

(eat)

6 7

we (go)

tickets

the metro downtown.We

at the new sushi restaurant. Stephanie’s friends

David and Philippe (meet)

8

3

my friend Stephanie. She (buy)

us there. After supper,

to the concert together. We (have)

a blast! See you soon,

Julie

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Grammar Section

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

VERBS

Plural

Singular

Subject

To Be + Not + Going To

Verb

Example

I

am not going to

be

I am not going to be 13 years old tomorrow.

You

are not going to

see

You are not going to see the dentist today.

She/He/It

is not going to

eat

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

We

are not going to

leave

We are not going to leave now.

You

are not going to

work

You are not going to work together this year.

They

are not going to

win

They are not going to win the tournament.

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

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

Verb

Rest of Sentence

Jeremy

to watch

at 10:30.

You and Dominic

to work

the game tomorrow.

Ellen and Jay

to eat

fish tonight.

Marc-Andre and I

to make

a chocolate cake.

Clara

to leave

on this project.

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

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Grammar Section

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

Example

to do

Do your homework.

to clean

Clean your bedroom.

to turn

Turn left.

Look Out! Imperatives do not have different tenses.

Negative

Verb

Do Not

VERBS

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

Do not

forget

Do not forget to call me.

Do not

talk

Do not talk during the exam.

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

Practise A. Write a negative imperative for each sign. Use the verbs in the box for help.

Verbs

1.

2.

3.

4.

5.

dive eat run smoke swim

1. 2. 3. 4. 5.

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Grammar Section B. Write the following directions. Use the box for help.

Directions turn right turn left go north go south go east

VERBS

go west

1. From the school to the swimming pool Go south on Neil Street. Turn right on Birch Avenue. Turn left on Oak Street. 2. From the swimming pool to the football eld

3. From the clinic to the park

4. From the bank to the shoe store

5. From the gas station to the grocery store

6. From the tennis courts to the football eld

7. From the park to the school

8. From the grocery store to the tennis courts

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Grammar Section

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

I cannot/can’t do my work later.

You can run quickly.

You cannot/can’t run quickly.

They can visit us on Friday.

They cannot/can’t visit us on Friday.

Practise A. Complete the conversation with can and can’t. Jane: It’s Luc’s birthday next weekend. can

Jane: It

1 2

Tom: We

be on Friday. He has a hockey game.

3

Jane: We

have a party for him. have it on Saturday.

4

Tom: We

5

Jane: We

have the party at my house. It’s too small.

have it at the community centre. It’s open on Saturday.

6

use the party room.

Tom: Good idea. We Jane: We

7 8

Tom: We

VERBS

Tom: We

9

bring food.

bring peanuts. Luc is allergic to them.

bring chips and popcorn.

Jane: This will be fun!

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

Things I Can Do Well

Things I Can’t Do Well

1 2 3 4

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Grammar Section

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

Negative with Must

Negative with Have To

I must not go to school now.

I do not have to go to school now.

You must / have to go to hockey practice.

You must not go to hockey practice.

You do not have to go to hockey practice.

He must / has to eat his vegetables.

He must not eat his vegetables.

He does not have to eat his vegetables.

Look Out! 1. Use must not to indicate that something should not be done. 2. Use do not have to to indicate that there is no obligation.

VERBS

I must / have to go to school now.

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

1. He must feed the hamster. 2.

Dear Nick,

3.

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

4. 5.

• feed the hamster

6.

• study English

7.

• practise the guitar • take the dog out Don’t:

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

• invite friends over

1.

• chat on the computer

2.

• eat all the cookies

3. 4.

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Grammar Section

Modals Can and May Yes/No Questions We use can to ask yes/no questions about ability and permission. We also use may to ask for permission. It is more polite and formal than can.

Look Out!

To form yes/no questions in the simple present with can and may, we follow this word order: can/may + subject + verb (base form) + rest of the question. Ability – Can

The negative of can is one word: cannot.

Short Answers

Can I help you?

Yes, you can.

No, you cannot.

Can we nish this tomorrow?

Yes, you can.

No, you cannot. Short Answers

Can/May I go to the washroom, please?

Yes, you can/may.

Please may I have a cookie?

Yes, you may.

No, you cannot / may not.

No, you may not.

VERBS

Permission – Can/May

Practise A. Unscramble the words and add can or may to make yes/no questions. Write permission or ability beside each question. May/Can + subject + verb + rest of question? 1. Please/your calculator?/I/use Please may I use your calculator?

permission

2. a plane?/he/y 3. Please/borrow/your scooter?/I 4. play/the guitar?/they 5. I/use/please?/your cellphone, 6. the book?/share/we 7. have/we/an extra practice? 8. I/Please/some water?/have 9. well?/sing/she 10. the work/they/do/alone? 11. on Saturday?/meet/we 12. very fast?/Sasha/run

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Grammar Section

Modals Can Information Questions To form information questions with can, we follow this word order: question word + can + subject + verb (base form) + rest of the question.

VERBS

Question Word

Subject

Can

Main Verb

Rest of the Question

Who

can

I

invite

to my party?

What

can

you

make

for supper?

Where

can

she

buy

fresh vegetables?

When

can

we

go

home?

Why

can

she

miss

school?

How

can

we

get

to the beach?

How soon

can

they

start

their journey?

Practise A. Complete the questions in these jokes. Add can to the words in parentheses. What can you hold

1. (what/you/hold)

without touching it?

A conversation. 2. (what, you, catch)

but not throw?

A cold. 3. (how, you, make)

seven even?

Remove the s. 4. (where, you, nd)

August

before July? In the dictionary. 5. (where, you, nd)

Timbuktu?

Between Timbukone and Timbukthree! 6. (what, you, wear)

that

never goes out of style? A smile! 7. (where, you, nd)

an ocean

with no water? On a map.

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Grammar Section

Nouns Types We use nouns to identify people, places and things. There are four types of nouns: common nouns, proper nouns, abstract nouns and collective nouns. Common nouns identify physical things: cat, pencil, school, teacher. Proper nouns identify specic people, places, days, months, holidays and nationalities: Elizabeth, Japan, Banff National Park, Saturday, January, Labour Day, Chinese. They always start with a capital letter. Abstract nouns identify feelings, qualities and concepts: happiness, fun, result. Collective nouns represent more than one person or thing: herd, pair, team.

Practise A. Match the common nouns below with corresponding proper nouns from the box.

Alberta

English

Pacic

American

March

Stanley Park

Andrew

Oak Street

Thursday

Elizabeth

Oak Street High School

Vancouver

SENTENCE BUILDERS

Proper Nouns

1. city Vancouver 2. day 3. female name 4. language 5. male name 6. month 7. nationality 8. ocean 9. park 10. province 11. school 12. street

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Sentence Builders

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Grammar Section B. Jasmine forgot to use capital letters for the proper nouns in her journal. Circle the proper nouns.

Dear Diary, After my skiing accident on thursday, I went to see my doctor. dr. shields says I have a torn ligament in my knee. My ski coach, roberto, was very disappointed. We worked really hard all season to prepare for the acrobatic competition at mont gabriel. The competition starts on march 1, in just two weeks. Well, it looks like I won’t be there. But grandma said she will take me to florida for a week to relax. I guess life isn’t too bad!

C. Write the circled words in the chart below. Use capital letters where needed.

SENTENCE BUILDERS

Day

Name

Place

Month

Thursday

D. Underline the abstract nouns in the chart below. courage

cup

danger

diving

friend

friendship

hope

house

letter

luck

perfection

practice

E. Match each common noun with the appropriate collective noun. Use the nouns in the box. 1. cows

_________________

4. mittens _________________

2. players

_________________

5. birds

3. students _________________

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_________________

6. people _________________

Sentence Builders

Nouns class

pair

herd

group

ock

team

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Grammar Section

Nouns Plurals We add a nal s to most nouns to make them plural. Follow these rules. Examples

Plural

For most nouns, add s.

house, pen, play, ruler, tree

houses, pens, plays, rulers, trees

For nouns ending with consonant + y, drop the y and add ies.

baby, country

babies, countries

For nouns ending with ch, o, s, sh, x, z, add es.

watch, potato, kiss, dash, box

watches, potatoes, kisses, dashes, boxes

For most nouns ending with f or fe change f or fe to ves.

wolf, knife

wolves, knives

Exceptions:

chief, roof

chiefs, roofs

Some nouns change their form in the plural.

child, man, woman, goose, mouse, foot, tooth

children, men, women, geese, mice, feet , teeth

Some nouns do not change in the plural.

deer, sh, salmon, sheep

deer, sh, salmon, sheep

Some nouns are always plural.

jeans, scissors

jeans, scissors

Practise A. Write the plural of these nouns in the correct section of the chart below. ant, ball, banana, box, candy, car, clue, cross, day, dress, family, leaf, life, lunch, party, raspberry, river, salmon, shelf, shoe, tomato, tooth, toy, video, wish, woman Add s

Add es

Drop the y and add ies

Change f or fe to ves

Change their form

Do not change

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Sentence Builders

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SENTENCE BUILDERS

Rule

173

Grammar Section B. Complete the crossword puzzle with the plural form of the nouns.

Down 1. 2. 5. 6. 8. 10. 11. 16. 18. 20. 21. 22. 26.

box dancer rabbit deer goose child city sandwich foot witch chief tomato mouse

Across 3. 4. 7. 9. 12. 13. 14. 15. 17. 19. 23. 24. 25. 27. 28.

fox story woman scarf bush tornado life elf man dish tooth country problem key teenager

2

1

3

5 6

7

4

8 10

9 11 12

SENTENCE BUILDERS

13 16 14

15

17 18

20 19

21

22 23 24 25

26

27

28

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Grammar Section

Nouns Countable and Uncountable We can put a number or an indenite article (a, an) in front of a countable noun: an apple, a car. A countable noun has a plural form: two books, three cars, ten sheep. We cannot put a number or an indenite article in front of an uncountable noun: advice, information, work. It does not normally have a plural form. Some nouns can be either countable or uncountable, depending on their meaning. Countable: The detective found some hairs at the scene of the crime. Uncountable: Yesterday I washed my hair.

Practise

apple

coffee

money

bowl

homework

string

child

ice

trouble

chocolate

information

water

C

B. Complete the sentences with the nouns in the table. Put the countable nouns in the plural if necessary. 1. Ali gave me two big red

apples

2. Joe loves hot

.

.

3. I made three cups of

.

4. The teacher gave us a lot of 5. We got into

SENTENCE BUILDERS

A. Write C next to the countable nouns in the table. Write U next to the uncountable nouns. Write C and U if they are used as both.

today. for not doing our homework.

6. Chantal served three 7. There are only six 8. Joel put some 9. We will need more 10. Two of my guitar 11. The librarian gave me all the 12. You should drink eight glasses of

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of soup. playing in the schoolyard. in my glass. to buy school supplies. snapped. I needed for the project on whales. a day.

Sentence Builders

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Grammar Section

Nouns Possessive Form We indicate possession by adding ’s to the end of a singular noun or a plural noun that does not end with s. the man’s dog, Cindy’s jeep, Canada’s cities the children’s playground, the sheep’s tails We add an apostrophe to the end of a plural noun that ends with s. my parents’ house, the girls’ hockey team We use this possessive form mainly for people, animals and regions. For inanimate objects, we use of. the front wheel of my bicycle, the door of my house

Practise A. Rewrite the sentences with the correct possessive form of the underlined words. 1. The new car of your father is really fast. Your father’s new car is really fast.

SENTENCE BUILDERS

2. The new haircut of Jamie is beautiful.

3. The girlfriend of my brother had a party last night.

4. The front tire of my mountain bike is at again.

5. The dog of my friends chased the cat of my neighbour.

6. I think that the voice of the woman is very beautiful.

7. Mom wants you to clean the cage of your canary this weekend.

8. In winter, the climate of Bermuda is warmer than the climate of Canada.

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Grammar Section

Pronouns Subject We use personal pronouns to replace nouns in a sentence.

Look Out!

Subject pronouns replace subject nouns.

The pronoun they replaces the third person plural for both males and females. Isabelle and Jon live in London. They moved there last year.

Singular

I

you

Plural

we

you

she

he

it

they

Practise A. Underline the subject in each sentence. Write the appropriate subject pronoun above the subject. She 1. Pauline sent me a long email about her trip to Mexico. 2. Patrick and his sister always take the bus to school. 3. The cat slept quietly.

5. Saturday night, my friends and I watched the hockey game.

B. Complete the conversation with subject pronouns. you

Guy: Do

1 3

project. Anna:

4

2

want to come over to my house later?

can work on our science

SENTENCE BUILDERS

4. You and Ellie can come to my house tonight.

is due on Monday.

am not sure. Do

Guy: Yes.

6

5

know Lizzie and Roxanne?

are on your soccer team.

Anna: That’s right.

7

8

told me that

have an extra practice this afternoon.

Guy: Oh. Too bad. The science teacher was away today but she left a message— 9

must not forget about the project.

Anna: I know that

10

11 work on it this weekend? Pronouns

is important. Can

Guy: Maybe my father can drive me to your house. Anna: Okay.

13

12

just got back from a trip.

will call you tomorrow morning. Bye!

Guy: Bye.

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Grammar Section

Pronouns Object Object pronouns replace nouns that are the object of a verb or a preposition. Singular

me

you

Plural

us

you

her

him

it

them

Jack has new skis. His mother bought them.

Practise A. Match the object pronouns from the chart above with the subject pronouns. Singular Plural

I: me

you:

we:

you:

she:

he:

it:

they:

B. Rewrite the sentences. Use object pronouns to replace the underlined words.

SENTENCE BUILDERS

1. Alyssa made supper for Jean and Liam. Alyssa made supper for them. 2. The teacher asked Lili and me to help.

3. The dog ran to Mark.

4. We need to paint the classroom.

5. I played on a team with Audrey last year.

6. Oliver wants to invite you and your brother to his party.

7. I told Andy all about the party.

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Grammar Section

Adjectives Position We use adjectives to add information about people, places and things. We usually place them before nouns or after the verb to be.

Look Out! Adjectives never take a plural s in English.

Jilin likes black cats. Alban has three sweaters. Albert is smart. We are hungry.

Practise A. Describe each ag. Use the adjectives in the box for help. vertical yellow stripe

Adjectives Characteristics horizontal

shield

vertical Colours black

1. Cap Verde

2. Romania

3. Kenya horizontal green stripe

blue

tree

star

orange red white yellow

4. Lebanon

5. Vietnam

6. Norway

cross

1. Cap Verde’s ag is blue. It has red and white stripes. It has yellow stars.

SENTENCE BUILDERS

green

2. 3. 4. 5. 6.

B. Describe Canada’s ag.

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Grammar Section

Adjectives Order When we use two or more adjectives, they generally follow this order. Number

Size

Description

Shape

Colour

Origin

many

big

beautiful

horizontal

black

Canadian

one

enormous

funny

round

brown

French

three

large

ugly

square

grey

Irish

several

small

wonderful

vertical

white

northern

We use commas to separate multiple adjectives. It is not necessary to put a comma after numbers. One big, beautiful, white horse.

Practise A. Add two or more adjectives to the underlined words to make the sentences more interesting. Use the adjectives in the chart or adjectives of your own choice.

SENTENCE BUILDERS

1. Jennifer has a cat. Jennifer has a big, fat, black cat. 2. I adore beaches.

3. Manny eats sandwiches.

4. José likes insects.

5. We love pizzas.

6. My dad bought a car.

7. Marie-Jo has dogs.

8. There are posters on the walls of Stacy’s room.

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Adjectives Possessives We use possessive adjectives to indicate a relationship (my mother) or possession (my book). Possessive Adjective

I

my

you

your

she

her

he

his

it

its

we

our

you

your

they

their

Plural

Singular

Subject Pronoun

Look Out! Possessive adjectives replace the possessor: David’s mother his mother Susie’s father her father the cat’s toys its toys

Practise A. Circle the correct words to complete the text. Underline the possessor.

2. I wanted to lend him my/his camera for the trip but I need it for a class project. 3. His mom and dad offered their/our video recorder, but he said it was too heavy. 4. My brother Jeff just got a new camera. He will lend him your/his old camera. 5. Alberto will write to Jeff and me. I gave him our/their email addresses. 6. You should send Alberto my/your email address, too.

SENTENCE BUILDERS

1. Alberto plans to visit their/his cousins in Barcelona this spring.

B. Complete the conversation with possessive adjectives. your

Alex: Jay, do you have

1

tent?

Jay: No, but my parents let me bring 3

Dmitri: I have Luc: No, but

5

2

tent.

4

batteries are dead. Does anyone have batteries?

flashlight, but

father gave me

Leigh: Do we all have

7

6

lantern.

sleeping bags?

Jay: I think so. Do we need Leigh: Yes, it will be cold tonight.

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coats? Adjectives

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Grammar Section

Demonstratives Pronouns and Adjectives This/that and these/those are demonstratives. They point out things or people that are nearby or at a distance. Near Singular this Plural

these

Look Out!

Distant

Check subject‑verb agreement when using demonstrative pronouns as subjects.

that those

We can use this/that and these/those alone as pronouns. That was a bad idea. Those are not my shoes. We can also use this/that and these/those before nouns as adjectives. This dog is crazy. These people are my neighbours.

Practise A. Circle the correct word. Say whether it is a pronoun or an adjective. 1. She bought that/these skateboard at a yard sale.

adjective

SENTENCE BUILDERS

2. I guess those/this wasn’t a very good idea. 3. What does this/that sign over there say? 4. Mike likes those jeans but I prefer that/these. 5. That/those was a lot of fun! ______________________

B. Circle the correct demonstratives to complete the text.

These/This was a horrible day. It started when I dropped my books and a big kid walked on them. “Hey,” I said. “Watch out! Those/That are my books.” We started arguing. A teacher said, “Those/That is enough!” and took us to the principal’s office. She said, “These/Those boys were fighting in the hall.” “That/These was a bad idea,” said the principal. “This/These guy walked on my books,” I explained. The other student said those/that wasn’t true.

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Adverbs Time We use adverbs of time to describe when something happens. We usually place them at the beginning or the end of a sentence. Common examples are later, now, soon, today, tomorrow, tonight, yesterday. Now it is time to leave. I will go to Australia soon.

Look Out! Verb tenses give clues about time. Past tense yesterday Present tense today Future tomorrow

Practise A. Circle the correct adverbs. 1. I hear the school bell. School is over now/later. 2. Yesterday/Tomorrow we will go to Chateauguay. 3. I am busy now. I will do my homework now/later. 4. Yesterday/Tomorrow was Tuesday. Tonight/Today is Wednesday. Tomorrow/Yesterday will be Thursday.

SENTENCE BUILDERS

5. Yesterday/Soon Charles scored three goals in the soccer game. 6. Yesterday/Tomorrow Frank will leave for Argentina. 7. Now/Soon it will be time to leave. 8. Don’t forget that we have a band practice tonight/yesterday. 9. I called you yesterday/tomorrow but you weren’t in. 10. I will be home tonight/now. 11. Goodbye, I’ll talk to you now/soon. 12. See you now/later!

B. Write complete sentences with the following adverbs of time: 1. yesterday: 2. later: 3. soon: 4. tonight: 5. tomorrow:

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Grammar Section

Sequence Adverbs and Ordinal Numbers We use sequence adverbs and ordinal numbers to indicate the order in which events happen. They usually appear at the beginning of a sentence.

Look Out! Follow sequence adverbs and ordinal numbers with a comma (,). Then, answer the questions.

First, write your name. Next, write the date. Sequence adverbs include after that, next, then, nally. Ordinal numbers include rst (1st), second (2nd), third (3rd), fourth; twentieth (20th), twenty-seventh (27th); one hundredth (100th), one hundred and rst (101st).

Practise A. Complete the text with sequence adverbs from the box.

Sequence Adverbs

Initially

I played a lot of musical instruments.

1

, I studied

2

after that

piano.

eventually

I decided to play drums.

3

, I got a guitar. 4

,

, I asked for a trumpet.

SENTENCE BUILDERS

nally initially

5

, my parents said I must choose one instrument

next

6

only.

then

, I chose the violin.

B. Complete the table with the missing ordinals. Word

Number

Word

rst

46th 2nd

ftieth

third

51st 5th

sixty-ninth

eighth

73rd 15th

eightieth

twentieth

99th 22nd

thirty-fourth 184

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Number

one hundredth 160th

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Grammar Section

Prepositions Place We use prepositions of place to indicate the relative position of people, places and things. Anthony is on top. He is on/above/over Ali and Jens. Jens is under Anthony. He is on/above/over Mr. Drummond and Guillaume.

Ali

Michael is at the back.

Lee Kim

Mina is between Alexie and Kim. She is behind Alexie.

Axel

Mr. Drummond, Axel and Guillaume are on the bottom.

Guillaume is beside/next to Mr. Drummond.

Alexie is in front of Mina. She is at the front of the line.

A. Look again at the pictures above. Answer the following questions. Use as many prepositions of place as possible. 1. Where is Axel in the pyramid? Axel is on the bottom. He is under Ali. He is beside/next to Mr. Drummond. 2. Where is Ali in the pyramid?

SENTENCE BUILDERS

Practise

3. Where is Mr. Drummond in the pyramid?

4. Where is Kim in the line?

5. Where is Lee in the line?

6. Where is Michael in the line?

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Grammar Section B. Complete the sentences with the prepositions in the box.

Prepositions behind beside between under in front on top

1. The yellow gift is

on top

2. The pink gift is

of the pile. the orange gift and

3. The orange gift is

the pink gift and the yellow gift.

4. The purple gift is

the red and blue gifts.

5. The red gift is

the orange gift.

6. The pink, red and blue gifts are 7. The green gift is

SENTENCE BUILDERS

the red gift.

the orange and green gifts. of the blue gift.

8. The red gift is

of the purple gift.

C. Where is the cat? Write sentences using the correct preposition of place. 1

2

3

4

1. 2. 3. 4.

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Prepositions Time We use prepositions of time to indicate the time, date or duration of an event. Time

The bus leaves Sherbrooke at 7:45 p.m. We are usually asleep by midnight. I always get up before 7:00 a.m. Susie can’t go out after nine o’clock. We will arrive in the morning.

Date/Day

Martin was born on July 14, 2000. They have soccer practice on Tuesdays and Fridays. Please nish your project by Friday.

Duration

The school will be closed from December 22 to January 3. The pool is open from 9:00 a.m. to 7:00 p.m. Marci and Dave will wait for you until 10:00 p.m.

A. Complete the sentences with the correct prepositions of time from the box. in

1. I usually do my homework

Prepositions

the evening.

2. The new sci- movie starts

at

Friday night.

before

3. Relax, it’s only 6:30 p.m. The concert doesn’t start 4. The teacher wants our book reports 5. Stacy’s guitar lessons are

7. Don’t call Bart

August 18

by from

Monday. six

6. We will be in Europe

7:30 p.m.

in

Tuesdays. September 2.

ten o’clock on Saturday. He likes to sleep in.

SENTENCE BUILDERS

Practise

on to until

B. Answer these questions with complete sentences. Use prepositions of time. 1. What time do you get up on weekends?

2. When is your favourite TV show?

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Grammar Section

More Prepositions Preposition

Examples

to

I go to the park every day. I gave the gift to my friend.

at

Nadia is at the mall right now.

in

It snows in the winter. Get in the car.

on

Jo has a great book on volcanoes.

for

This gift is for you.

from

I come from Nova Scotia. The message is from your mother.

with

I play hockey with your sister. I like mashed potatoes with gravy.

without

Don’t leave without me! Hamburgers are better without cheese.

I live at my uncle’s house. I live in Victoriaville.

Your book is on the kitchen table.

I got a puppy for my birthday.

Practise

SENTENCE BUILDERS

A. Complete the message in the greeting card with prepositions from the chart above.

188

, u like it. Dear Charles 1 you. I hope yo for is h tc a w is h T 2 you. I bought it 4 the mall always have u o y e r u s e Mak e ery stor 3 the new jewell ve oblems. I ga r p y n a e it v a case you h 5 Saturday, in tee is good n a r a u g e h T 6 your mother. 8 it! the receipt e m o n’t leave h 7 two years. Do late again. e b r e v e n l ’l You ie Love, Aunt Jacqu

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Grammar Section

Articles We use the indenite articles a and an with singular countable nouns to refer to unspecied people or things. No indenite articles are used with plural nouns. I have a problem.

I have problems.

He has an idea every day.

He has ideas every day.

A

An

Use a before consonants or consonant sounds:

Use an before vowels or a silent h:

a boy

an elephant

a large elephant

an angry boy

a university

an hour

Look Out! We do not use the when we refer to sports, places (countries, provinces, cities), meals, languages and school subjects. Jessie plays hockey very well. Ontario is a large province.

We use the denite article, the, with singular or plural nouns to refer to specic people or things. There is a dog outside the door. The Montréal Impact is my favourite soccer team.

A. Add the where necessary to complete the note.

Dear Dad, 2 basketball e 1 park to play th to t I wen 4 bank manager 3 gang. with 5 electrician . ck ba r he ll ca so , called 7 bathroom. 6 light in came to fix 9 counter in 8 bill on He left me up before 10 kitchen. Can you pick 12 tennis practice 11 supper? I have

SENTENCE BUILDERS

Practise

tonight. Thanks, J-P P.S. I took

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dog for a walk.

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Grammar Section B. Draw lines to connect words from each column to make sentences. Write the sentences below. Use the correct indenite article (a or an). Wayne Gretzky was

a/an

American social activist

Leonardo da Vinci was

Brazilian soccer player

Martin Luther King Jr. was

Canadian hockey player

Marie Curie was

Canadian prime minister

Édith Piaf was

French singer

Pelé was

Italian artist

Jean Chrétien was

Polish scientist

1. Wayne Gretzky was a Canadian hockey player. 2. 3. 4. 5. 6.

SENTENCE BUILDERS

7.

C. Complete the email with a, an or the or leave the space blank.

From: Jean-Philippe To: Jasmine Subject: Dance

Hey Jasmine, So

the

1

school dance last night was really cool. I’m sorry you missed it. Jake 2

brought 4

tickets at the door. It was 6

had 8

amazing light show.

video show.

really funny. We ordered 13

3

ladder to help me put

9

decorations up. Isabelle sold

5

best dance we ever had! The deejay

7

music was great. Everybody loved

teachers sang 11

pizza to eat after

lot of pictures to show you. I’ll post them on

Give me

15

10

karaoke song: it was 12

dance. I took 14

school website.

call when you can.

JP

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Grammar Section

Question Words We use questions that start with question words to ask for information. Question Word

To Ask About

Look Out!

Example

We can also use what with a noun: what time, what colour, what movie?

Who

identity of persons

Who is your friend?

What

identity of things and events

What is on the table?

Where

place

Where is the school?

When

time

When is the party?

Why

reason

Why are you angry?

How

manner, means, degree

How do you make spaghetti?

What subject do you like?

We can also use how with an adjective or adverb to ask questions. How + Adjective/Adverb

To Ask About

Example

quantity (uncountable nouns)

How much money do you have?

How many

quantity (countable nouns)

How many kilometres do you run?

How old

age

How old are you?

How big/tall/high/small

size

How tall is your brother?

How long

duration/length

How long is the practice?

How often

frequency

How often do you train?

How far

distance

How far away is the school?

SENTENCE BUILDERS

How much

Practise A. Complete the two email messages with question words. Use the chart for help. From: Jasmine To: Jean-Philippe Subject: Need info

Hey there, JP. When

I need to ask you some things about the school dance next week. 2

it start? bring?

4

will people put their coats?

3

1

will

do you want me to

will sell the tickets at the door? Let me know!

Jass

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Grammar Section

From: Jean-Philippe To: Jasmine Subject: Need info

Hi Jass, The dance will start at 8 p.m., in the gym. People can put their coats in the locker 1

rooms.

3

decorations? At the mall? 4

2

time can you arrive to help me?

do we buy

will you have time to buy them? 5

colour balloons do you want to buy?

will help us

decorate? Ask Julie if she can sell tickets at the door. Talk to you later, JP

B. Complete the questions with the correct word. Use the answers and the words in the vocabulary box for help. You can use the words more than once.

Vocabulary

SENTENCE BUILDERS

big

192

old

far

wide

long

high

many

small

often

Questions 1. How

often

much

Answers

do we change our clocks?

Twice a year.

2. How

is an atom?

Very small.

3. How

away is the moon?

384 403 kilometres.

4. How

is Mount Everest?

8 848 metres.

5. How

is a professional soccer game?

90 minutes.

6. How

provinces are there in Canada?

Ten.

7. How

does one litre of water weigh?

One kilogram.

8. How

is the earth?

6 378 kilometres in diameter.

9. How

is your new puppy?

Two years old.

10. How

is a CFL football eld?

65 yards wide.

11. How

time do we have?

About 30 minutes.

12. How

players are there on a hockey team?

20 in the NHL.

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Grammar Section

Punctuation Punctuation Period ( . )

Uses

Examples

• to end a sentence

This is the end.

• for initials

U.S.A.

• for abbreviations

Oak St. (Street)

• to separate items in a list

I see one, two, three, four ducks.

• to separate clauses in a sentence

The party was over, but Lee refused to leave.

• to separate numbers in dates

January 27, 2015

Exclamation Mark ( ! )

• to show surprise or emotion

It’s great to see you!

• to warn

Ouch! Watch out!

Question Mark ( ? )

• to ask a question

Can I help you?

Apostrophe ( ’ )

• to show possession

That is Mick’s dog.

• to indicate a missing letter in a contraction

Please don’t eat my cookie.

Comma ( , )

Practise

1

2000

2

May

4

1894

3

July

1968

5

September

2012 December

2101 August

6

1996 November

May 31, 2000 1. ____________________________________

4. ____________________________________

2. ____________________________________

5. ____________________________________

3. ____________________________________

6. ____________________________________

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SENTENCE BUILDERS

A. Write the following dates with commas.

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Grammar Section B. Punctuate the following text. Add commas, periods, apostrophes, question marks and exclamation marks.

Hi, Jass ! Hi JP Do you have Lucia s phone number She doesn t check her email I m supposed to take care of her two hamsters this summer She s going to visit Spain for a month Sure I ll send it to you later Great Don t forget Where will you go on vacation We re going to stay at my cousin s house in Calgary We have a lot of friends there Wow You ll see the mountains I m staying here I have a job at Joe s Diner

SENTENCE BUILDERS

Great I hope you ll like it Hey did you notice We re almost at the end of Snapshot

194

Yeah It looks like we won t talk for a while Maybe we ll see each other in the next book Have a great summer I ll talk to you when you get back Thanks Bye

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Grammar Section

Capitalization Uses

Examples

• for the rst word of a sentence

Annabel went home for the Easter holidays.

• for proper nouns (names, places, months, days, holidays, nationalities)

Gerry was born in March. He speaks English well.

Look Out!

• for the pronoun I

The pronoun I replaces your On Fridays I play basketball. name. It is always capitalized.

• for titles

I saw President Obama.

Practise A. Rewrite the sentences using capital letters where needed. 1. angie and jacquie went to vancouver last weekend. Angie and Jacquie went to Vancouver last weekend. 2. they swam in the pacic ocean.

SENTENCE BUILDERS

3. you and i will visit the mediterranean sea this summer.

4. i read shakespeare’s romeo and juliet this year.

5. our class went skiing every tuesday in january and february.

6. there is a new american boy in our class. he speaks spanish well.

7. jenny and i love to watch old french movies.

8. there is a good snack bar on the way to forillon national park.

9. my cousin alex goes to dawson college.

10. he visits us for thanksgiving every year.

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Reference Section Strategies for Monitoring Your Progress • Lower your anxiety. Set short-term and long-term objectives to improve your English. Remind yourself that you are improving every day. • Encourage yourself and others. Look for opportunities to practise speaking, reading or writing English outside the classroom. • Take risks. Don’t be afraid to make mistakes. It’s a normal part of learning a language. • Use resources to check your language and correct your mistakes. • Cooperate with others to reach a common goal. • Notice which strategies are really useful in a given situation.

Strategies for Oral Interaction

C1

• Think about what you know before you speak. • Ask for more time if you are not sure what to say. • Rephrase or substitute words to clarify a statement. • When you make a mistake, correct it or ask for help. • Listen carefully and respond to what others are saying. • Ask questions to verify that you understood correctly. • Ask others to rephrase their ideas using different words when you don’t understand. • Correct your classmates’ mistakes to help them improve their English. • Ask follow-up questions to get additional information. • Cooperate with others to reach a consensus in discussions and projects. • Look for opportunities to speak English. • Learn English jokes and watch English TV and movies to help you actively participate in English culture.

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Reference Section

Strategies for Reinvesting Understanding of Texts C2

• Focus your attention on what you need to know to lower anxiety. • Skim the text to get a general idea of the topic. • Think about what you know about the subject. • Scan the text for specic information. • Make intelligent guesses based on images, context, cognates and other clues. • Make predictions regarding meaning or development. • Take notes and organize information logically. • Compare elements in texts to discover similarities and differences. • Cooperate with others to better understand texts. Ask questions to clarify meaning. • Practise: read and listen to English outside the classroom—from cereal boxes to TV shows.

Strategies for Writing or Producing Texts C3

• Plan: think about the steps needed to carry out the task. Follow the phases of the writing or production process. • Manage your resources: instructions, text models, sources, checklists, etc. • Refer to text models. Notice their components and features. • Think about what you already know about the topic. • Brainstorm ideas, do research and take notes. • Organize the information while referring to text models. • Transfer and recombine language and information from previous tasks. • Cooperate with others to give and receive feedback. • Monitor your work: revise and edit your text or production to improve it. • Reect on what you have learned.

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Reference Section

Functional Language

C1

Teamwork and Encouragement

Permission

Do you have a partner? Can I work with you? What’s your idea? That’s a great idea! Good work. We did it! We are almost done!

May I take my workbook home? Can I close the window, please?

Stalling for Time and Fillers Well, let me think about it. Can I have a minute? Hold on a second. I mean . . .

Where can I nd . . . ? Do you have . . . ? Who is . . . ? How does . . . ? Why is . . . ? When do we . . . ? What is . . . ?

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

Agreement, Disagreement Do you agree? Who disagrees? Are you okay with . . . ?

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

Opinions I agree. I think you’re right. I disagree. I think you’re wrong. In my opinion, . . . What do you think?

Discourse Markers

Capabilities She can run ve kilometres. Marie-Philip is able to get the puck past the goalie. Jeremy knows how to make healthy meals. Do you know how to . . . ? Are you good at . . . ?

Feelings, Interests, Likes, Dislikes I’m scared of snakes. They frighten me. That terries me. I’m really afraid of lightning. I love riding my bike. I hate watching scary movies. I prefer parakeets. I don’t like spiders. My favourite dessert is cake. Are you okay? How do you feel about it? What’s your favourite?

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Let me help you. Can I help you? May I help you? Do you need help? Can I give you a hand?

Requests for Information

Rejoinders and Connectors

198

Offers of Assistance, Needs

BEGINNING First of all, Firstly, First, It started when . . . To start, Once upon a time, MIDDLE Second, Third, Furthermore, Also, In addition, Then, Next, Plus, After that, END Finally, In the end, In conclusion,

Telephone Exchanges Hello, I’m calling about . . . Thank you for calling. Excuse me. Sorry to interrupt, but . . . Before you continue . . .

Reference Section

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Reference Section

The Response Process

C2

Use the response process to construct the meaning of written, spoken and visual texts individually and with your classmates. The phases of the process will help you understand a text’s literal meaning, as well as its underlying meaning. You may need to go back and forth between the phases as you work.

1. Explore the text. Before you read, listen to or view the text: • Use the title, subheadings and images to predict or infer what the text will be about. • Think of what you already know about the topic. • Read the vocabulary denitions to better understand the text. • Determine which strategies and resources will help you understand the text. Will you take notes, complete a graphic organizer or highlight important information? While you read, listen to or view the text: • Use the prompts and guiding questions to focus your attention. Take notes on important details. • Look for the overall message of the text. • Mark off sections that will need clarication or discussion. After you are nished: • Write down any ideas, reactions and answers or questions to better understand the text. • Share your thoughts, impressions and answers with your classmates to verify, deepen and adjust your understanding of the text’s literal meaning and its underlying meaning.

2. Connect with the text. Establish a personal connection to the text: • Think about how the text can relate to your own or someone else’s experiences. • Form an opinion based on what you read, heard or saw. • Discuss your impressions and share your experiences with your classmates to deepen understanding.

3. Generalize beyond the text. Think about how the information can relate to your community and your life: • Discuss the bigger issues presented in the text and share what you know about them. • Talk about solutions to various problems presented in the text. • Reect on your understanding of the text and your use of the response process through self-evaluation, class discussion or feedback. Reproduction prohibited © TC Media Books Inc.

Reference Section

one hundred and ninety-nine

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The Writing Process

C3

Use the writing process to improve the quality of your texts. Follow the phases of the process to make sure your text is complete and well developed. You may need to go back and forth between the phases as you work.

1. Prepare to write. Before you start to write your text: • Identify the text components in model texts. • Brainstorm topic ideas with classmates and take notes in a graphic organizer. • Research your topic. Read other sources or discuss ideas with classmates in order to develop your text. • Consider the purpose and audience for your text and select appropriate language. • Organize your ideas: create an outline for your text.

2. Write a draft. As you write, focus on your message: • Refer to your outline as you write down your ideas, thoughts and opinions to make sure that your draft is complete and has the correct text components. • Check the instructions to make sure you are following them. Adjust your text and outline.

3. Revise your text. • Discuss your draft with a classmate. Get feedback on organization, clarity and coherence. • Check that your text achieves its purpose and has all the required elements. • Make adjustments to the content, organization and language to improve the draft.

4. Edit your text. • Get feedback from a classmate on your vocabulary, spelling, grammar and punctuation. • Use resources to check and correct errors. • Write a nal copy of your text.

5. Publish your text (optional). • Share your nished text with your intended audience. • Reect on the nal version of your text and your use of the writing process through self-evaluation, class discussion or audience feedback.

200

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Reproduction prohibited © TC Media Books Inc.

Reference Section

The Production Process

C3

Use the production process to create media texts. Follow the phases of the process to get a better understanding of the media and your role as both a producer and a consumer.

1. Pre-production Before you start to write and produce your media text: • Identify the text components in models of media texts. • Brainstorm topics and ideas with your teammates. • Research your topic and take notes. • Discuss ideas with your teammates in order to develop your media text. • Select a medium and corresponding media conventions. • Consider the purpose and audience for your media text and select appropriate language. • Write a focus sentence and create an outline or storyboard for your media text. • Plan your visuals and choose your media techniques. • Get feedback on your ideas from classmates and make adjustments to your plan.

2. Production • Work with your teammates to produce a preliminary version of your media text. • Refer to your outline or storyboard and use appropriate media conventions. • Use a writing process to write your text or script. • Get feedback on your preliminary version from a sample audience. • Revise and edit your media text. Make adjustments to its organization, clarity and coherence based on feedback. Add nal touches.

3. Post-production • Share your media text with its intended audience. • Reect on the nal version of your media text and your use of the production process through selfevaluation, class discussion or audience feedback.

Reproduction prohibited © TC Media Books Inc.

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two hundred and one

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Reference Section

Verb Tense Overview Verb To Be Tense Simple Present

Afrmative

Negative

I am (’m)

I am (’m) not

You are (’re)

excited.

He / She / It is (’s) Simple Past

You are not (’re not, aren’t)

excited.

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)

late.

He / She / It was

He / She / It was not (wasn’t)

We / You / They were Simple Future with Will

I / You / He / She / It

Future with Be Going To

I am (’m)

We / You / They were not (weren’t) will (’ll) be fast.

We / You / They

late.

going to be fast.

You are (’re) He / She / It is (’s) We / You / They are (’re)

I / You / He / She / It We / You / They

will not (won’t) be slow.

I am not (’m not) You are not (’re not, aren’t) He / She / It is not (’s not, isn’t)

going to be slow.

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

Tense Simple Present Simple Past (regular verbs) Simple Past (irregular verbs)

Afrmative I / You eat.

I / You do not (don’t) eat.

He / She / It eats.

He / She / It does not (doesn’t) eat.

We / You / They eat.

We / You / They do not (don’t) eat.

I / You / He / She / It We / You / They

I / You / He / She / It

See list of irregular verbs on pages 205 and 206.

We / You / They

Present Continuous

I am (’m)

started.

202

I / You / He / She / It We / You / They

I / You / He / She / It

fell.

We / You / The

did not (didn’t) start.

did not (didn’t) fall.

I am not (’m not)

You are (’re) He / She / It is (’s)

Modals

Negative

eating.

You are not (’re not, aren’t) He / She / It is not (’s not, isn’t)

looking.

We / You / They are (’re)

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

I / You / He / She / It can call.

I / You / He / She / It cannot (can’t) call.

We / You / They have to move.

We / You / They do not (don’t) have to move.

two hundred and two

Reference Section

Reproduction prohibited © TC Media Books Inc.

Reference Section

Question Formation Verb To Be Tense Simple Present

Yes / No Questions Am I

Where am I?

Are you

Who are you?

excited?

Is he / she / it Simple Past

Information Questions

When is he / she / it at school?

Are we / you / they

Why are we / you / they here?

Was I

Where was I?

Were you

Who were you?

late?

Was he / she / it

When was he / she / it in the mall?

Were we / you / they

Why were we / you / they late?

Simple Future with Will

Will I / you / he / she / it

Future with Be Going To

Am I

Will we / you / they

be happy?

Where will I / you / he / she / it When will we / you / they

be happy?

Where am I going to be?

Are you

going to be there on time?

Is he / she / it Are we / you / they

Who are you going to be? What is he / she / it going to be? What are we / you / they going to be?

Other Verbs Tense Simple Present

Yes / No Questions Do I Do you Does he / she / it

Simple Past (all verbs)

When do I work?

Where does he / she / it Why do we / you / they

Did I

Why did I

Did you

hear it?

How did you Where did we / you / they

Am I

Why am I

Are you

watching?

Are we / you / they Can I / you / he / she / it Must we / you / they

Reproduction prohibited © TC Media Books Inc.

work?

hear it?

When did he / she / it

Did we / you / they

Is he / she / it Modals

How do you

Do we / you / they

Did he / she / it Present Continuous

Information Questions

When are you

watching?

How is he / she / it Where are we / you / they

see?

When can I / you / he / she / it Why must we / you / they

Reference Section

see?

two hundred and three

203

Reference Section

Regular Verbs

204

Base Form

Simple Past

admit

Base Form

Simple Past

admitted

lie

lied

agree

agreed

like

liked

apply

applied

live

lived

argue

argued

love

loved

believe

believed

manage

managed

burn

burned

measure

measured

care

cared

move

moved

carry

carried

notice

noticed

climb

climbed

occur

occurred

commit

committed

offer

offered

complete

completed

open

opened

contribute

contributed

plan

planned

control

controlled

play

played

copy

copied

prefer

preferred

cover

covered

prepare

prepared

cry

cried

promise

promised

decide

decided

prove

proved

deny

denied

provide

provided

describe

described

raise

raised

develop

developed

refer

referred

die

died

remove

removed

drop

dropped

replace

replaced

encourage

encouraged

reply

replied

enjoy

enjoyed

roll

rolled

examine

examined

settle

settled

experience

experienced

smile

smiled

le

led

start

started

fry

fried

state

stated

hop

hopped

stop

stopped

hope

hoped

supply

supplied

identify

identied

support

supported

imagine

imagined

travel

travelled

increase

increased

try

tried

indicate

indicated

visit

visited

introduce

introduced

wonder

wondered

invite

invited

worry

worried

two hundred and four

Meaning

Reference Section

Meaning

Reproduction prohibited © TC Media Books Inc.

Reference Section

Common Irregular Verbs Base Form

Simple Past

arise

Meaning

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

Reproduction prohibited © TC Media Books Inc.

Reference Section

Meaning

two hundred and ve

205

Reference Section

206

Base Form

Simple Past

mistake

Base Form

Simple Past

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

two hundred and six

Meaning

Reference Section

Meaning

Reproduction prohibited © TC Media Books Inc.

Sources Photos and Illustrations Cover

Unit 4

Pamela Moore/iStockphoto • HorenkO/Shutterstock.com

p. 43: Elenathewise/iStockphoto • p. 44: Ryan Putnam/ iStockphoto (icon) • ZTS/Shutterstock.com (mustard bottle) • mm88/iStockphoto (olive oil) • Benjamin Brandt/ iStockphoto (bread) • jerryhat/iStockphoto (butter) • Denis Pepin/iStockphoto (lettuce) • mashe/Shutterstock.com (corn) • Laura Stanley/iStockphoto (tomatoes) • Uyen Le/ iStockphoto (milk) • Floortje/iStockphoto (potatoes) • Anna Sedneva/iStockphoto (cucumber) • Smit/Shutterstock.com (yogourt) • Carlos Gawronski/iStockphoto (chicken) • dirkr/ iStockphoto (peas) • onepony/iStockphoto (ground beef) • Tatyana Nyshko/iStockphoto (strawberries) • Jip Fens/ iStockphoto (vinegar) • Danny Smythe/iStockphoto (salt and pepper) • E.G.Pors/Shutterstock.com (cake) • Mark Gillow/ iStockphoto (eggs) • Matej Michelizza/iStockphoto (onion) • Wojtek Kryczka/iStockphoto (radishes) • john shepherd/ iStockphoto (chocolate) • p. 45: SednevaAnna /iStockphoto (cucumber) • Avalon_Studio/iStockphoto (radishes) • Wellmony/iStockphoto (strawberries) • p. 46: Valentina Razumova/Shutterstock.com (apple) • CREATISTA/ Shutterstock.com (teen girl) • SergiyN/Shutterstock.com (teen boy) • p. 49: Get4net/Dreamstime.com (teen boy) • Piotr Marcinski/Dreamstime.com (teen girl) • p. 50: Janet Hastings/Istockphoto (carrots) • Malienation/Dreamstime. com (veggie background) • p. 51: Incomible/Dreamstime. com (hockey background) • Klavapuk/Dreamstime.com (orange background) • p. 54: Natalia Klenova/Shutterstock. com • p. 55: vectorchef/Shutterstock.com p. 57: Will McGarry/Eureka • p. 58: Africa Studio/Shutterstock.com

Front Pages p. v: littleny/Shutterstock.com (homework) • Monkey Business Images/Shutterstock.com (raising hand) • ferrantraite/iStockphoto (student reading)

Unit 1 p. 1: PeopleImages/iStockphoto • p. 2: denis_pc/iStockphoto • p. 3: mixov/iStockphoto (magnifying glass) • Lisa Howard/ iStockphoto (teen girl) • Donna Ellen Coleman/Shutterstock.com (teen boy) • p. 4: studiokazaz • p. 5: Nattika/Shutterstock.com (pencils) • monkeybusinessimages/iStockphoto (teen boy) • T.Dallas/Shutterstock.com (teen girl) • artsandra/ Shutterstock.com (background) • p. 6: DoublePHOTOstudio/ Shutterstock.com (soccer) • Pressmaste/Shutterstock.com (girl) • 3DStock/Istockphoto (crossword) • p. 7: nojustice/ iStockphoto (1) • Linda Kloosterhof/iStockphoto (2) • ktaylorg /iStockphoto (3) • hartcreations/iStockphoto (4) • DianaHirsch/iStockphoto (5) • stray_cat /iStockphoto (6) • jane/iStockphoto (7) • AVAVA /iStockphoto (8) • p. 8: Imagery Majestic/Dreamstime.com (teen girl) • Monkey Business Images | Dreamstime.com (teen boy) • p. 9: iofoto/ Shutterstock.com • p.10: Shell114/Shutterstock.com • p. 12: denis_pc/iStockphoto • p. 13: Free the Children

Unit 2 p. 15: SteveChristensen/iStockphoto • p. 16: Alexander Ulisko/Istockphoto (snowboard) • Shawn Pecor/Shutterstock (runner) • fbazsa/Shutterstock (fence) • sumnersgraphicsinc/ Istockphoto (bike) • Lit Liu/Istockphoto (climb) • Ammit Jack/ Shutterstock.com (zipline) • Joe Gough/Shutterstock (arrow) • p. 17: damedeeso/iStockphoto • p. 18: mangostock/ Istockphoto (teen girl) • Willeecole/Dreamstime.com (teen boy) • p. 19: F. Veronica/Shutterstock.com • p. 21: Ann Johansson /Corbis (blog 1) • © Skate Canada/Stephan Potopnyk (blog 2) /Istockphoto • p. 23: LivetImages/ • p. 22: Shutterstock.com • p. 24: Coprid/Shutterstock.com • p. 27: B.Stefanov/Shutterstock.com • p. 28: ARENA Creative/Shutterstock.com

Unit 3 p. 29: Melkor3D/Shutterstock.com • p. 30: shironosov/ iStockphoto (1) • Hallgerd/iStockphoto (2) • David Huntley Creative/Shutterstock.com (3) • Deejpilot/iStockphoto (4) • SteveMcBil/iStockphoto (5) • russal/Shutterstock.com (6) • Art_man/Shutterstock.com (7) • nico99/Shutterstock.com (8) • Heiko Kiera/Shutterstock.com (9) • Dacian G/Shutterstock. com (meter) • Sergey Vasilyev/Shutterstock.com (Friday) • Vitalii Hulai/Shutterstock.com (rat) • meltonmedia/iStockphoto (spider) • p. 31: Adam Borkowski | Dreamstime.com (teen boy) • PathDoc/Shutterstock.com (teen girl) • p. 32: Pete Pahham/ Shutterstock.com • p. 33: studiokazaz • p. 34: mdrphoto/ iStockphoto • p. 35: Kostyantyn Ivanyshen/Shutterstock.com • p. 36: panbazil/Shutterstock.com (crown) • Viacheslav Lopatin/Shutterstock.com (castle) • p. 38: Zenina Anastasia/ Shutterstock.com • p. 41: ori-artiste/Shutterstock.com • p. 42: JordiDelgado/iStockphoto

Reproduction prohibited © TC Media Books Inc.

Unit 5 p. 59: Cylonphoto/iStockphoto • p. 60: Oleg Prikhodko/ iStockphoto (fur) • Ruth Ann Johnston/iStockphoto (paws) • James Brey/iStockphoto (ies) • Linda Mirro/iStockphoto (whiskers) • Valentin Casarsa/iStockphoto (feathers) • Ermin Gutenberger/iStockphoto (scales) • Mark Kostich/ iStockphoto (crawls) • Tamara Murray/iStockphoto (trunk) • ChrisPole/iStockphoto (webbed feet) • Chris Downie/ iStockphoto (hooves) • Andrew Coleman/iStockphoto (climbs) • Antoni Vicens/Dreamstime.com (beak) • Andres Rodriguez/Dreamstime.com (teen girl) • Indigosh/ Dreamstime.com (teen boy) • p. 61: vable/Shutterstock.com (snakes and ladders) • patrimonio designs limited/ Istockphoto (elephant) • Yury Kuzmin/Istockphoto (cat) • p. 62: Kalcutta/Shutterstock.com (black cat) • VladKol/ Shutterstock (wheel chair) • p. 63: Mark Stout Photography/ Shutterstock.com • p. 64: ottokalman/iStockphoto (teen boy) • Barcin/iStockphoto (teen girl) • p. 65: Alexey V Smirnov/ Shutterstock.com • p. 66: Odua Images/Shutterstock.com (teen girl) • Peter Chigmaroff/Dreamstime.com (teen boy) • p. 67: Argument/iStockphoto • p. 69: Eric Isselée/Istockphoto • p. 70: MasaMima /Shutterstock.com • p. 71: Bohbeh/ Shutterstock.com • p. 73: DTatiana8/iStockphoto • p. 74: Potapov Alexander/Shutterstock.com

Sources

207

Unit 6 p. 75: Aleksandra Suzi/Shutterstock.com • pp. 76-77: Macrovector/Shutterstock.com • p. 77: Sergiy Nykonenko/ Dreamstime.com (teen boy) • Jason Stitt/Dreamstime.com (teen girl) • p. 78: Maica/iStockphoto (teen boy) • Piotr Marcinski /Shutterstock.com (teen girl) • p. 79: Iuskiv/Shutterstock.com • p. 80: aurielaki/Shutterstock.com • p. 81: Roberto Chicano /Dreamstime.com • p. 82: Dzianis Hluboki/Dreamstime.com (guitar) • Isabel Da Silva Azevedo Drouyer/iStockphoto (paddle) • il67/iStockphoto (background) • p. 84: Di Studio/ Shutterstock.com (teen boy) • Crepesoles/Shutterstock.com (teen girl) • p. 85: aurielaki/Shutterstock.com • p. 86: igorrita/Shutterstock.com • p. 87: gst/Shutterstock.com • p. 89: Adam Ziaja/Shutterstock.com • p. 90: igorrita/ Shutterstock.com

Unit 7 p. 91: EmiliaUngur/Shutterstock.com • p. 92: Lorenzo Puricelli/iStockphoto (hurricane) • ebrind/iStockphoto (ice storm) • Paul Lampard/iStockphoto (lightning) • Adam Korzekwa/iStockphoto (blizzard) • jokerproproduction/ iStockphoto (tornado) • Auddmin/iStockphoto (avalanche) • Curt Pickens/iStockphoto (ood) • Andrew Hill/iStockphoto (landslide) • Pgiam/iStockphoto (wildre) • Shannon Stent/ iStockphoto (tsunami) • Manuel Velasco/iStockphoto (earthquake) • Vesilvio/Istockphoto (drought) • p. 94: RedKoala/Shutterstock.com (weather pictos) • Shooting Star Studio/Shutterstock.com (teen boy) • stockyimages/ Shutterstock.com (teen girl) • p. 95: Tammy Bryngelson/ iStockphoto (ice storm) • Judy Kennamer/Dreamstime.com (tornado) • p. 96: E. O./Shutterstock.com • p. 98: alexwhite/ Shutterstock.com • p. 99: Peterfz30/Shutterstock.com (board) • Volodymyr Krasyuk/Shutterstock.com (ashlight) • p. 100: Igor Sokolov (breeze)/Shutterstock.com • p. 103 iQoncept/Shutterstock.com • p. 105: solarseven/ Shutterstock.com • p. 106: Arcady/Shutterstock.com

Unit 8 p. 107: jgareri/iStockphoto • p. 108: Gina Sanders/ Shutterstock.com (mask) • Leah-Anne Thompson/ Shutterstock.com (evidence) • Rich Legg /iStockphoto (criminals) • Tatiana Popova /Shutterstock.com (print) • p. 109: Monsterstock1/iStockphoto (teen boy) • PeopleImages /iStockphoto (teen girl) • p. 110: travelpixpro /iStockphoto • p. 111: Valentin Agapov/Shutterstock.com • p. 112: Marc Fischer/iStockphoto • pp. 113-114: courtesy of Cynthia Beyea • p. 115: sx70/Istockphoto • p. 116: Diego Bervejillo/ iStockphoto (skaters) • A-Digit/iStockphoto (guard) • p. 117: Aquir/Shutterstock.com • p. 118: C.Byatt-Norman/ Shutterstock.com • p. 119: Leysan/iStockphoto • p. 121: Zastolskiy Victor/Shutterstock.com • p. 122: imagineerinx/ Shutterstock.com

p. 131: Indigo Fish/Shutterstock.com (teen boy) • Fotosearch (teen girl) • p. 133: Keith Publicover/Shutterstock.com • p. 134: Keith Publicover/Shutterstock.com • p. 136: Eric Isselee/Shutterstock.com • p. 138: Silvia Boratti/Istockphoto • p. 140: EQRoy/Shutterstock.com • p. 141: Adrian Wyld/ CP Images • p. 142: optimarc/Shutterstock.com • p. 143: tiridilm/iStockphoto • p. 144: solarseven/Shutterstock.com • p. 145: Anthony Rosenberg/iStockphoto • p. 149: Lisa Kyle Young/iStockphoto • p. 153: xactive/Shutterstock.com • p. 155: Nadiia Orzhekhovska/iStockphoto • p. 156: Duncan Walker /Istockphoto (paper) • Pedro Nogueira/ Dreamstime.com (barber) • Michelego/Dreamstime.com (hands) • p. 157: Vladimir Piskunov/Istockphoto • p. 159: Osipovfoto/Shutterstock.com • p. 161: Yurok/Istockphoto (planes) • Get4net/Dreamstime.com (teen boy) • Daniel Garcia/Dreamstime.com (teen girl) • p. 163: Andy Lidstone/ Shutterstock.com • p. 165-166: studiokazaz • p. 170: Get4net/ Dreamstime.com • p. 171: Ladoga/Shutterstock.com • p. 172: tiridilm/Istockphoto • p. 174: alex74/Shutterstock.com • p. 175: rusgri/iStockphoto • p. 176: moneymaker11/ Shutterstock.com • p. 178: kontur-vid/ Shutterstock.com • p. 179: lapi/Shutterstock.com • p. 180: IG_Studio/ Shutterstock.com • p. 182: tiridilm/iStockphoto • p. 185: michelle_d/iStockphoto (left) • Andresr/iStockphoto (right) • p. 186: Kais Tolmats/iStockphoto (presents) • Sadora/ iStockphoto (cats) • Don Nichols/iStockphoto (tables) • p. 188: Elena Schweitzer/iStockphoto • p. 189: cristovao / Shutterstock.com (basketball) • Kalina Vova/Dreamstime.com (paper) • p. 193: Germ_n Ariel Berra/Shutterstock.com • p. 194: Gemenacom/Shutterstock.com

Reference Section p. 196: Jason Doiy/iStockphoto • p. 197: Skylines/ Shutterstock.com • p. 199: Dragon Images/Shutterstock.com • p. 200: YanLev/Shutterstock.com • p. 201: YanLev/ Shutterstock.com

Videos Unit 2 p. 19: “CTV Sports Star: Davey Boschmann” © CTV News: Winnipeg, Bell Media Inc. 2015. Unit 4 p. 47: “Nutrition Mission: Teens Empowered 2” Courtesy of Center for Prevention Research, Tennessee State University. Unit 5 p. 65: “Dog Saves Boy from Cougar” © MMX, CBS Interactive Inc., 2010. Unit 6 p. 79: “Kids React to Minecraft” © Fine Brothers Production, Fullscreen, 2011.

Grammar Section p. 123: michaeljung/Shutterstock.com • p. 124: Tracy Whiteside/Shutterstock.com (Elliot) • solominviktor/ Shutterstock.com (Julie) • leungchopan/Shutterstock.com (Min-su) • anandha krishnan/iStockphoto (Nadim) • Goodluz/ Shutterstock.com (Annie and Charles) • p. 125: iStockphoto • p. 126: Vector Draco/Shutterstock.com • p. 128: pepifoto /iStockphoto • p. 129: Joselito Briones/Istockphoto •

208

Sources

Reproduction prohibited © TC Media Books Inc.

Secondary Cycle One • Year 0ne

Snapshot 2nd Edition

ENGLISH AS A SECOND LANGUAGE

e d i u G s ’ r e h c a Te

Snapshot, 2nd Edition English as a Second Language Secondary Cycle One, Year One Teacher’s Guide Cynthia Beyea, Hélène Blanchet © 2016 TC Media Books Inc. © 2011 Chenelière Éducation Inc. Editor (2nd Edition): Jennifer McMorran Editor (1st Edition): Susan Roy Project Managers (2nd Edition): Vanessa Copeland, Philippe Kham, Paula Kielstra Project Manager (1st Edition): Jeanine Floyd Proofreader: Nancy Perreault Digital Content Editor: Esmé Vlahos Project Managers: Rosalie Roy-Boucher, Philippe Kham Contributing Authors: Roberto Blizzard, Nécia Gourdes, Mariya Pakhomova Copy Editor: Eve Krakow Proofreader: Nancy Perreault

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Those pages bearing the note “Reproduction permitted © TC Media Books Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this guide, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. Legal deposit: 2nd quarter 2016 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada Government of Québec – Tax credit program for book publishing – SODEC

Sources p. 278: © René Mansi / istockphoto; Nowik / Shutterstock ; © Marcela Barsse / istockphoto p. 293(1): Poulsons Photography / Shutterstock; AlexKalashnikov / Shutterstock; corepics / Shutterstock; Martin Novak/Shutterstock p. 293(2): Smit / Shutterstock ; Tomislav Pinter / BigStock; Artur Bogacki / BigStock; maciej bialokryty / BigStock

The suggested links in this guide lead to websites that provide material closely related to the pedagogical development and subject matter covered. The suggested links are functional. Since these links lead to various external websites, TC Media Inc. is not responsible for their content. It is therefore strongly recommended that teachers verify the content of the sites to which students also have access, since changes may have been made since the collection’s publication. Note as well that certain sites may contain advertisements or spelling errors.

Table of Contents Table of Contents Handout

1

Overview Scope and Sequence Chart.....................................

2

3

4

Guide Page

212

Extra Materials Suggested Websites ................................................

216

CD and DVD Track Lists...........................................

218

Audio CD Transcripts ............................. T1.1–TEL2

220

Extra Listening ..........................................EL1–EL2

244

Extra Reading ..........................................ER1–ER2

246

Evaluation Unit Grammar Quizzes................................. Q1–Q8

250

General Competency Grids..................... GG1–GG3

258

Project Evaluation Grids .......................... PG1–PG8

261

Observation Grids ....................................................

269

ES1 Teacher’s Notes and Grids .................... ES1.1

274

Student Handouts ..................... ES1.2–ES1.4

278

ES2 Teacher’s Notes and Grids .................... ES2.1

281

Student Handouts ..................... ES2.2–ES2.4

285

ES3 Teacher’s Notes and Grids .....................ES3.1

289

Student Handouts ..................... ES3.2–ES3.4

293

Digital Tools Digital Tools from Chenelière Education....................

297

Digital Tools Offered with Snapshot ..........................

301

List of Interactive Workshops ...................................

302

Interactive Workshop Transcripts .............................

304

Reproduction prohibited © TC Media Books Inc.

Snapshot Year One n Table of Contents

211

212

Snapshot Year One n Scope and Sequence Chart

Repoduction prohibited © TC Media Books Inc.

Task 3, Extra Reading Evidence of understanding of texts through the response process

Task 2 Content of the message

Task 4 Use of strategies and resources

Tasks 3 and 4, Extra Reading Evidence of understanding of texts through the response process

Task 2 Participation in oral interaction

Task 5 Content of the message

C2 Reinvests Understanding

C1 Interacts Orally

Scope and Sequence Chart

Project Formulation of the message

Project Formulation of the message Task 5 Fillers, identication

Task 2 Likes, dislikes, preferences

Unit 1 It’s My Life

Functional Language

Task 2 Requests for information, rejoinders, connectors

Grammar

Simple Present

Adjectives

Subject Pronouns

Simple Present (Yes / No Questions)

Possessive Adjectives

Simple Present (Negative)

Unit 2 A Passion for Sports!

C3 Writes and Produces Texts

Project Brainstorm

Task 4 Scan, predict, take notes

Task 1 Activate prior knowledge

Project Plan

Task 1 Activate prior knowledge

Strategies

Extra Reading Information text

Project Blog post

Task 4 Blog posts

Task 3 Video text: television news report

Task 2 Game card

Task 1 Chart

Extra Reading Information text

Project Poster

Task 5 Prole cards

Task 4 Prole posters

Task 3 Audio text: conversation

Task 1 Prole cards

Text Types

Repoduction prohibited © TC Media Books Inc.

Snapshot Year One n Scope and Sequence Chart

213

Task 4 Articulation of the message

Tasks 3 and 5, Extra Reading Evidence of understanding of texts through the response process

Tasks 3 and 4, Extra Reading Evidence of understanding of texts through the response process

Task 2 Use of strategies and resources

Task 2 Content of the message

C2 Reinvests Understanding

C1 Interacts Orally

Formulation of the message

Project Content of the message

Project Use of strategies and resources

Functional Language

Task 4 Sharing information, favourites

Task 2 Agreement, disagreement, opinions

Unit 4 Let’s Eat!

Task 3 Suggestions, feelings

Task 2 Feelings

Unit 3 Elements of Fear

C3 Writes and Produces Texts

Simple Future with Will

Order of Adjectives

Imperative

Simple Present (Information Questions)

Plural Nouns

Grammar

Task 4 Take notes, compare

Task 3 Use images for support

Task 2 Stall for time

Task 1 Activate prior knowledge

Project Refer to text models and resources

Task 4 Pay selective attention

Task 2 Scan, gesture, pay selective attention

Task 1 Activate prior knowledge

Strategies

Extra Reading Information text

Project Menu

Task 5 Menus

Task 3 Video text: music video

Task 1 Grocery list, website, recipe cards

Extra Reading Information text

Project Picture story

Task 4 Fable

Task 3 Audio text: story; picture story

Task 1 Photo captions

Text Types

214

Snapshot Year One n Scope and Sequence Chart

Repoduction prohibited © TC Media Books Inc.

Tasks 3 and 5 Content of the message

Task 2 Use of strategies and resources

Task 5 Articulation of the message

Task 3 Content of the message

C1 Interacts Orally

Tasks 3 and 4, Extra Reading Evidence of understanding of texts through the response process

Tasks 2, 4 and 6, Extra Reading Evidence of understanding of texts through the response process

C2 Reinvests Understanding

Project Content of the message

Project Formulation of the message

Functional Language

Task 5 Agreement, disagreement, opinions, preferences

Task 2 Agreement, disagreement, opinions

Task 1 Rejoinders, connectors

Unit 6 Virtual Fun

Task 6 Agreement, disagreement, opinions, capabilities

Task 5 Requests for information, capabilities

Task 3 Agreement, disagreement, opinions

Task 1 Teamwork, encouragement, agreement, disagreement, opinions

Unit 5 Animal Heroes

C3 Writes and Produces Texts

Simple Past (Irregular Verbs)

Sequence Adverbs, Ordinal Numbers

Simple Past (To Be, To Have, Regular Verbs)

Simple Past (Negative)

Grammar

Task 4 Scan

Task 3 Direct attention, take notes

Task 2 Gesturing, rephrasing, substituting words

Task 6 Use semantic mapping

Task 4 Pay selective attention

Task 3 Add details

Task 2 Look for key words

Tasks 1 and 2 Activate prior knowledge

Strategies

Extra Reading Information text

Project Video game review

Task 5 Game instructions

Task 4 Video game reviews

Task 3 Video text: online web series

Task 2 Survey

Task 1 Quiz

Extra Reading Information text

Task 6, Project News report

Task 4 Video text: television news report

Task 2 News stories

Task 1 Board game

Text Types

Repoduction prohibited © TC Media Books Inc.

Snapshot Year One n Scope and Sequence Chart

215

Task 6 Articulation of the message

Task 2 Participation in oral interaction

Project Use of knowledge from texts in a reinvestment task

Tasks 3 and 4, Extra Reading Evidence of understanding of texts through the response process

Task 5 Use of strategies and resources

Tasks 3, 4, 5 and 6, Extra Reading Evidence of understanding of texts through the response process

Task 2 Articulation of the message

Task 4 Content of the message

C2 Reinvests Understanding

C1 Interacts Orally

Functional Language

Grammar

Task 4 Request for information, request for help

Formulation of the message

Simple Past (Questions)

Prepositions

Project Formulation of the message

Task 2 Agreement, disagreement

Task 1 Identication, description

Task 4 Audio text: story Project Story conclusion

Task 5 Infer Task 6 Take risks, practise, take notes

Extra Reading Information text

Tasks 3, 5 and 6 Story

Task 4 Direct attention

Review of Simple Verb Tenses

Task 2 Puzzle clues

Extra Reading Information text

Task 6, Project Interview

Task 5 Audio text: podcast, checklist

Task 4 Instructions, dialogue

Task 3 Personal essays

Task 2 Weather reports

Task 1 Descriptive texts

Text Types

Task 3 Take notes

Task 5 Direct attention

Task 3 Identify key ideas

Task 1 Activate prior knowledge

Strategies

Modals Can, Must, Have To

Unit 8 The Case of the Net Nuisance

Task 2 Identication, description

Project Content of the message

Unit 7 When Disaster Strikes

C3 Writes and Produces Texts

Suggested Websites Workbook Unit 1 It’s My Life

Unit 2 A Passion for Sports!

Unit 3 Elements of Fear

Unit 4 Let's Eat!

Task

Page

4

5

Personality tests and quizzes

http://www.allthetests.com/personalitytests-character-quizzes-psycho.php? katb=04

Project

11

Ideas for an “All About Me” poster

http://www.ehow.com/way_5128478_ ideas-poster.html

Extra Reading

13

Short lm It Takes a Child about child activist Craig Keilburger

http://www.cultureunplugged.com/ documentary/watch-online/play/52569/ It-Takes-A-Child

Free the Children charitable organization

http://www.freethechildren.com/aboutus/our-story

Suggested resources for young teens looking to make a difference in the world

http://generationon.org/teens/ resources/65-ways-make-difference

YouTube video – News report on Ashley Fiolek

https://www.youtube.com/watch? v=Q8JUKMtMp50

YouTube video – Shane Firus competing for the Nebelhorn Trophy

https://www.youtube.com/watch? v=mwMr07YJxo8

4

Website

Extra Reading

27

CBC News – Interview with Marianne St-Gelais

http://www.cbc.ca/player/ play/2599800082

1

30

Quiz to evaluate your fear factor

http://www.funquizcards.com/quiz/ personality/check-out-your-fearfactor.php

Extra Reading

41

YouTube video – Zombie Run in Ottawa for Habitat for Humanity

https://www.youtube.com/watch? v=q8EbbqXTtQI

YouTube video – Music video of Michael Jackson’s “Thriller”

https://www.youtube.com/watch? v=sOnqjkJTMaA

3

47

Health Canada Website – Canada’s Food Guide

http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/order-commander/ eating_well_bien_manger-eng.php

5

50

Website of young chef Jeremy Salamon

www.jeremycooks.com

YouTube video – Teen prodigy chef Greg Grossman

https://www.youtube.com/watch? v=Q0cNpH2YlTY

Website of chef Michael Smith for planning healthy menus

http://chefmichaelsmith.com/

Project

216

21

Description

55

Snapshot Year One n Suggested Websites

Repoduction prohibited © TC Media Books Inc.

Workbook Unit 5 Animal Heroes

Unit 6 Virtual Fun

Unit 7 When Disaster Strikes

Unit 8 The Case of the Net Nuisance

Task

Page

Description

Website

2

62

Article about the most heroic animals in history

http://www.buzzfeed.com/ chelseamarshall/the-most-heroicanimals-in-history#.oxYj9xNEz

3

64

Article about 10 reasons to adopt a pet

http://www.humanesociety.org/issues/ adopt/tips/top_reasons_adopt.html

3

79

YouTube page of Captain Sparklez, a.k.a. Jordan Maron, who is known for his Minecraft music videos

https://www.youtube.com/user/ CaptainSparklez

4

81

Video game reviews for kids, families and schools

https://www.commonsensemedia.org/ game-reviews

Extra Reading

89

YouTube Video – Documentary lm Free to Play

https://www.youtube.com/watch? v=UjZYMI1zB9s

1

92

Website of Environment Canada weather

www.weatherofce.gc.ca/canada_e.html

3

95

Weather Network report about the 1998 ice storm

https://www.youtube.com/watch? v=Z0XdBWdyLUQ

Extra Reading

105

Extreme weather and storm-chasing videos

http://stormchasingvideo.com/

2

109

Mystery Master logic puzzles

http://www.mysterymaster.com/puzzles/

Braingle mystery brain teasers

http://www.braingle.com/Mystery.html

3

110

National Geographic: Videos about ancient mysteries

http://video.nationalgeographic.com/ video/ancient-mysteries

6

115

How to interview a suspect

http://www.wikihow.com/Interview-aSuspect

Extra Reading

121

Reuters News report – Mystery of Toronto tunnel solved

http://www.reuters.com/article/ us-canada-security-tunnelidUSKBN0LY1JT20150302

Repoduction prohibited © TC Media Books Inc.

Snapshot Year One n Suggested Websites

217

AudioAudio CD Track List CD Track List&&Transcripts Transcripts Duration

Transcript Handout

0:43 min

–

1:24 min 1:17 min 2:00 min

T1.1 T1.2 T1.3

1:45 min

T2.1

Our Fears (p. 31) – Model Dialogues ............................. 6 Making the Team (p. 33) – Conversation ........................ 7

2:26 min 1:57 min

T3.1 T3.2

A Fable on Fear (p. 34) – Fable ...................................... 8

4:19 min

T3.3

1:28 min

T4.1

1:57 min

T4.2

1:54 min 1:34 min 1:52 min

T5.1 T5.2 T5.3

1:43 min 2:04 min 1:50 min

T6.1 T6.2 T6.3

1:05 min 2:56 min 1:31 min

T7.1 T7.2 T7.3

1:19 min 2:12 min

T8.1 T8.2

1:45 min 1:39 min

TEL1 TEL2

Section

Track

Introduction ............................................................ 1

Unit 1

It’s My Life Pleased to Meet You! (p. 3) – Model Dialogues .............. 2 Teens Like Me (p. 4) – Conversation .............................. 3 Who’s Who? (p. 8) – Model Dialogues ........................... 4

Unit 2

A Passion for Sports! Find Someone Who . . . (p. 18) – Model Dialogues ........ 5

Unit 3

Unit 4

Elements of Fear

Let’s Eat! This or That? (p. 46) – Model Dialogues ......................... 9 The Favourite Food Guessing Game (p. 49) – Model Dialogues .....................................................10

Unit 5

Animal Heroes Animals on the Move (p. 60) – Model Dialogues ............ 11 Animal Talk (p. 64) – Model Dialogues ........................... 12 Your Animal Hero (p. 66) – Model Dialogues .................. 13

Unit 6

Virtual Fun Are You a Gamer? (p. 77) – Model Dialogues ................. 14 Teens and Video Games (p. 78) – Model Dialogues ....... 15 My Virtual World (p. 84) – Model Dialogues ................... 16

Unit 7

When Disaster Strikes Where Am I? (p. 94) – Model Dialogues ......................... 17 Hello, Emergency? (p. 98) – Telephone Calls ................. 18 Be Prepared (p. 99) – Weather Podcast ........................ 19

Unit 8

The Case of the Net Nuisance The Costume Party (p. 109) – Model Dialogues.............. 20 The Crime Scene (p. 112) – Story ..................................21

Teacher’s Extra Listening Guide Animal to the Rescue (p. 242) – News Story

................. 22 Video Game Buying Tips (p. 243) – Conversation........... 23

218

Snapshot Year One n Audio CD and DVD Track Lists

Reproduction prohibited © TC Media Books Inc.

DVD List DVDTrack Track List Section

Unit 2

Track

A Passion for Sports! “CTV Sports Star: Davey Boschmann” (p. 19) ...................... 1

Unit 4

3:27 min

Animal Heroes “Dog Saves Boy from Cougar” (p. 65) .................................. 3

Unit 6

1:53 min

Let’s Eat! “Nutrition Mission: Teens Empowered 2” (p. 47) .................... 2

Unit 5

Duration

2:30 min

Virtual Fun “Kids React to Minecraft” (p. 79) .......................................... 4

Reproduction prohibited © TC Media Books Inc.

4:41 min

Snapshot Year One n Audio CD and DVD Track Lists

219

Name:

Pleased to Meet You!

Date: Unit 1

Group: Task 2, Step 4 Workbook page 3

Audio CD Track 2 Handout T1.1

Model Dialogue GIRL: My favourite food is spaghetti. BOY: Me too. My favourite animals are koalas and pandas. GIRL: My favourite animal is the tiger, but I also like koalas. My favourite sports are soccer and hockey. BOY: I love hockey. I also like to play video games. Extra Dialogue 1 GIRL: This is Tommy. His favourite animals are koalas and pandas. BOY: And this is Sandra. Her favourite animal is the tiger, but she also likes koalas. GIRL: Tommy loves hockey. He also likes to play video games. BOY: Sandra’s favourite sports are soccer and hockey. Extra Dialogue 2 GIRL: I like hockey and so does Tommy. BOY: Janice likes hockey, too. We all have that in common. GIRL: Tommy and Janice both like pandas. BOY: We have that in common.

220

Snapshot Year One n Audio CD Transcripts

Reproduction permitted © TC Media Books Inc.

Name:

Teens Like Me

Date: Unit 1

Group: Task 3, Step 1 Workbook page 4

Audio CD Track 3 Handout T1.2

This is Ti. She’s twelve years old. She’s my best friend and I like to do things with her. I love to go shopping with her. We also like to watch movies. Ti is short. She has long, straight black hair. She likes to listen to music and she plays the guitar. She’s a good listener and is very patient. This is my friend from my old school. His name is Gregory, but I call him Greg. I like to talk to him. He helps me with my math homework. Greg is tall. He has short, curly blond hair. He’s serious and likes to read science ction. He’s kind and generous. I love both of my friends. They’re important to me.

Reproduction permitted © TC Media Books Inc.

Snapshot Year One n Audio CD Transcripts

221

Name:

Who’s Who?

Date: Unit 1

Group: Task 5, Step 5 Workbook page 8

Audio CD Track 4 Handout T1.3

Model Dialogue GIRL: It’s a girl. She has brown hair. BOY: Let me think. Number 1? GIRL: No. Let’s continue. She is 12 years old. She likes sewing. BOY: Give me a second. Number 8? GIRL: Cool! It’s your turn. Extra Dialogue 1 BOY: Okay. It’s a boy. He’s 13 years old. GIRL: Hmmm, I don’t know. Can you give me more information? BOY: Sure. He’s creative and very ambitious. GIRL: Well, it could be Number 2 or Number 6. I’ll take a guess. Is it Number 2? BOY: No. This boy has short black hair. GIRL: Oh, I see. It’s Number 6, right? BOY: Right! Your turn. Extra Dialogue 2 GIRL: This girl loves sports. She never misses a hockey game or a basketball game. BOY: It could be the girl with the dog. Is it Number 5? GIRL: No, but here are some more clues. This girl has brown hair and she’s very persistent. Try again. BOY: Okay, I think I know who it is now. Is it Number 3? GIRL: Sorry, wrong again. This girl plays basketball in a special league. BOY: Does she play wheelchair basketball? Is it Number 1? GIRL: Right on! Good work.

222

Snapshot Year One n Audio CD Transcripts

Reproduction permitted © TC Media Books Inc.

Name:

Find Someone Who …

Date:

Group:

Unit 2

Task 2, Step 3 Workbook page 18

Audio CD Track 5 Handout T2.1

Model Dialogue GIRL: Hi. Do you prefer winter sports? BOY: Yes, I do. GIRL: Great! Let me write your name on my game card. Thank you. BOY: What about you? GIRL: No, I do not. See you! Extra Dialogue 1 BOY: Hey, Lara. Do you prefer summer sports? GIRL: No, not really. I prefer winter sports. I love snowboarding and skating. And you? BOY: Sure. I prefer summer sports, especially swimming. GIRL: Oh good, I can write your name on my game card. Thanks! BOY: Bye! Extra Dialogue 2 GIRL: Kevin! I know that you’re a football fan. Do you like all team sports? BOY: Well, I’m not crazy about curling, but yes, I do like most team sports. GIRL: Then I can write your name on my game card. BOY: Okay, my turn. Do you prefer individual sports? GIRL: I like to watch hockey, but I don’t like to play team sports. So, I guess I prefer individual sports. BOY: Excellent! Thanks, Steph. GIRL: You can put down my name on your game card.

Reproduction permitted © TC Media Books Inc.

Snapshot Year One n Audio CD Transcripts

223

Name:

Our Fears

Date: Unit 3

Group: Task 2, Step 1 Workbook page 31

Audio CD Track 6 Handout T3.1

Model Dialogue BOY: Let’s watch a scary movie. What scares you? GIRL: I’m really afraid of spiders. They frighten me to death. BOY: Yes, spiders and bugs are horrible. And what about rats? They terrify me. GIRL: Oh, they don’t make me too nervous. I like spooky stories about ghosts and vampires best. I get goosebumps but I’m not really scared. BOY: Look! There’s a vampire movie at 10. Do you want to see that one? GIRL: Great! Let’s watch. Extra Dialogue 1 GIRL: Do you know what really scares me? Final exams! No matter how much I study, I’m always really anxious before an exam. BOY: I know what you mean. I don’t mind exams that much, but what really frightens me are oral presentations in front of the whole class. When the teacher calls my name, I’m terried. GIRL: That surprises me. Your presentations are so good! BOY: Really? I get so nervous that I can’t tell how I’m doing. GIRL: Don’t worry. A lot of students are afraid of presentations. BOY: And most people are afraid of exams! Extra Dialogue 2 BOY: So, what else frightens you? GIRL: Well, I like animals, so I’m not scared of snakes, mice or even crocodiles. But I’m scared of lightning and re. I hate thunderstorms. They make me so nervous. What about you? BOY: I guess the only other thing that really frightens me is going to the dentist. The sound of the drill really makes me anxious. GIRL: Oh, me too! I don’t mind vampires, but dentists give me goosebumps! BOY: Hey, that would make a great horror movie: Vampire Dentists Attack!

224

Snapshot Year One n Audio CD Transcripts

Reproduction permitted © TC Media Books Inc.

Name:

Making the Team

Date:

Group:

Unit 2

Task 3, Step 2 Workbook page 33

Audio CD Track 7 Handout T3.2

MATHIS: I’m scared, Lucas. I know I’m not on the soccer team this year. LUCAS: How do you know? Put your books in your locker and let’s go see the lists. MATHIS: Where are they? LUCAS: On the gym wall. MATHIS: Okay, but I’m sure I’m not on the team. LUCAS: I’m in Group 6. Let’s see. Wow, I’m on the team! I made it. MATHIS: You’re lucky! I mean, congratulations! LUCAS: Mathis, let’s look at your class list. Are you in Group 8? MATHIS: Yes, I am. But Lucas, I’m not on the list. LUCAS: How do you know? MATHIS: I feel it in my stomach. I’m not a good player. LUCAS: That’s not true. You’re a great player. Don’t be scared. MATHIS: Well . . . I’m afraid I am not on that list. LUCAS: Here we are. Mathis Richard, right? Renaud. Reynolds. MATHIS: I’m not on the list, Lucas. I’m not on the team! LUCAS: Wait, there’s a second page. Ricard. Richard! Look! There you are. Mathis Richard. MATHIS: What? I’m on the team! LUCAS: You see, you are a good soccer player. That’s great. We get to play soccer together this year!

Reproduction permitted © TC Media Books Inc.

Snapshot Year One n Audio CD Transcripts

225

Name:

A Fable on Fear

Date: Unit 3

Group: Task 4, Step 5 Workbook page 34

Audio CD Track 8 Handout T3.3

Introduction: At Home Peter lives with his mother in a small house in the forest. He always feels safe and is never afraid. But one night, a violent storm blows the door of the house open. “Ahh!” his mother screams. “I’m afraid. We must hide.” “I don’t understand. What does afraid mean?” asks Peter. “It’s only the wind.” Peter’s mother tries to explain how she feels, but Peter does not understand. So he decides to leave home to discover fear. Day 1: In the Cemetery On the rst day of his journey, Peter meets two wicked men. “Hello, young man,” say the men. “Where are you going?” Peter is not afraid of the men. “I’m going to nd fear,” he replies. The wicked men decide to frighten Peter. “To nd fear, go to the cemetery and eat your lunch,” they tell him. Peter arrives at the cemetery and sits down to eat. Suddenly a hand reaches out from the grave next to him. “Please feed me. I’m so hungry,” wails a voice from the grave. Peter is not afraid. He just taps the hand with his spoon and says, “This food is not for you. Go away!” “So,” say the men when they see Peter. “Do you still want to nd fear?” “Yes,” says Peter. “It isn’t in the cemetery. There’s only a hungry ghost there.” “Well,” say the men. “About ten kilometres away, there is the sea. Perhaps you can nd fear there.”

226

Snapshot Year One n Audio CD Transcripts

Reproduction permitted © TC Media Books Inc.

Name:

A Fable on Fear

Date:

Group:

Unit 3

Task 4, Step 5 Workbook page 34

Audio CD Track 8 Handout T3.3 (cont.)

Day 2: The Shipwreck On the second day of his journey, Peter goes to the sea to look for fear. There he sees a ship sinking. The sailors are terried and call out, “Help us. Please help us.” Peter swims under the water and sees a wicked sea-witch pulling the ship’s cable down. He is not afraid. He cuts the cable, ties the sea-witch to a rock and saves the sailors. “Fear isn’t here,” he thinks. “I must continue my search.” Day 3: In the City The next day, he reaches a big city. The citizens are sad because their king is dead. “How do you choose a new king?” Peter asks a woman. “We release a sacred pigeon every day,” she tells him. “When the pigeon lands on someone’s head, that person is the king.” As the city clock strikes noon, the citizens release a pigeon. It circles around and around and then perches on Peter’s head. “The king, the king,” shout the people. “You’re our new king.” Conclusion: The New King “No!” gasps Peter. “Not me. I can’t be king.” He thinks of all the responsibilities a king has. He realises that a king’s actions have consequences. Everything he does affects other people. “I’m—I’m—scared. I’m frightened of making mistakes.” At last, he discovers fear. But fear makes Peter think before he makes decisions and he becomes the best king the country ever has.

Reproduction permitted © TC Media Books Inc.

Snapshot Year One n Audio CD Transcripts

227

Name:

This or That?

Date: Unit 4

Group: Task 2, Step 2 Workbook page 46

Audio CD Track 9 Handout T4.1

Model Dialogue GIRL: Between pizza and pasta, I prefer pizza. BOY: Why do you prefer pizza? GIRL: I like the crust and the sauce. I like to eat with my hands! BOY: Hmm, really? I disagree. I prefer pasta. Spaghetti with meat sauce is the best! GIRL: I agree that spaghetti is delicious, but I still prefer pizza. Extra Dialogue 1 BOY: I like popcorn better than chocolate. GIRL: Not me! When I want a snack, I want it to be sweet. BOY: I prefer salty snacks. GIRL: Popcorn is denitely salty. I like to have it when I go to a movie, but the rest of the time I choose chocolate. Extra Dialogue 2 BOY: Oranges are my favourite fruit so I prefer oranges to apples. GIRL: Me too. They can be difcult to peel sometimes. BOY: That’s true, but I think they are worth it. GIRL: I agree. BOY: And they make good juice, too.

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Name:

The Favourite Food Guessing Game

Date: Unit 4

Group: Task 4, Step 2 Workbook page 49

Audio CD Track 10 Handout T4.2

Model Dialogue

GIRL: Sorry, but try again.

BOY: Alex, listen carefully. You have to guess my favourite lunch.

BOY: Oh, I know. Is it a milkshake? GIRL: That’s right! Now it’s your turn.

GIRL: Okay. Can you describe it? BOY: Sure! It has meat. It has bread. I like to put ketchup, mustard and cheese on it. GIRL: Is it a hot dog? BOY: No, try again. GIRL: Oh! Is it a hamburger? BOY: Yes, you’re right! Your turn. Extra Dialogue 1 GIRL: Okay, are you ready to guess what my favourite snack is? BOY: I’m ready. Give me some clues.

Extra Dialogue 2 GIRL: Can you guess what my favourite dessert is? BOY: Can you describe it? GIRL: It has a crust. And it has red and green fruit. BOY: Is it a pie? GIRL: Yes, it is. BOY: Does it have strawberries? GIRL: That’s right. BOY: I’m not sure about the green fruit. Oh, I know! Does it have rhubarb?

GIRL: Sometimes I put strawberries in it. Sometimes I use a banana.

GIRL: Yes, it does.

BOY: Does it have milk?

GIRL: You guessed it! It’s my absolute favourite dessert.

GIRL: Yes, it does.

BOY: Is it strawberry-rhubarb pie?

BOY: Is it a bowl of cereal?

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Name:

Animals on the Move

Date: Unit 5

Group: Task 1, Step 2 Workbook page 60

Audio CD Track 11 Handout T5.1

Model Dialogue GIRL: It’s your turn to throw the dice. BOY: Four. It says, “Name an animal that has hooves.” GIRL: Do you know the answer? BOY: Hooves? A horse has hooves. GIRL: I think you’re right! Okay, now it’s my turn. Extra Dialogue 1 GIRL: One, two, three, four, ve, six. It says, “Name an animal with scales.” Hmm. BOY: Do you know what scales are? GIRL: I can’t remember. Let’s look at the pictures. BOY: Right, here is the picture. Now do you know the answer? GIRL: Sure. A snake has scales, right? BOY: That’s right. It’s my turn now. Extra Dialogue 2 BOY: May I have the dice? GIRL: Here you are. BOY: Thanks. One, two. Oh, no. It says, “Bad news! Go down. Answer the question.” I have to go back to Number 3! GIRL: That’s too bad. At least the question isn’t too hard. It says, “What is your favourite animal?” BOY: That’s easy. I love cats. I have three cats at home. GIRL: Great. Now it’s my turn to roll the dice.

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Name:

Animal Talk

Date: Unit 5

Group: Task 3, Step 2 Workbook page 64

Audio CD Track 12 Handout T5.2

Model Dialogue BOY: I choose the word friend. I chose it because my dog is a really good friend to me. When I have a bad day, my dog always makes me feel better. GIRL: I know what you mean. My dog is a great friend to me, too. When I was sick last week, the dog stayed on my bed beside me. BOY: Exactly. Animals are good friends. GIRL: I agree. Now I will choose a word. Extra Dialogue 1 GIRL: I choose the word calm. My dog is very calm and never jumps on visitors. BOY: My dog isn’t like that. He is always excited when people are around. GIRL: Our dogs have different personalities. Extra Dialogue 2 GIRL: I choose the word scary. The cats in my neighbourhood are always ghting, so I nd them scary. BOY: That’s too bad. My cat is so beautiful and sweet. I don’t think he ever ghts. GIRL: You’re lucky. Maybe I should come and meet your cat. BOY: Sure!

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Name:

Your Animal Hero

Date: Unit 5

Group: Task 5, Step 3 Workbook page 66

Audio CD Track 13 Handout T5.3

Model Dialogue GIRL: My animal hero was my rst dog, Ed. BOY: Can you describe him? GIRL: He had black fur and big paws. He had whiskers and he was big. BOY: Cool! Why was he your hero? GIRL: He was very friendly. He walked everywhere with me. I was never alone because Ed was with me all the time. Extra Dialogue 1 BOY: My animal hero was my brother’s parrot, Chase. GIRL: Your brother had a parrot? BOY: Yes, he did. Chase talked, and he even ew around the house outside his cage. GIRL: So, why is your hero a bird? What did he do that was heroic? BOY: Once he let us know that a burglar was trying to get into the house. He actually scared the thief away! GIRL: Wow, that’s amazing! What a great pet to have! Extra Dialogue 2 GIRL: Who was your animal hero? BOY: My animal hero was my cat, Tuxedo. We named him Tuxedo because he was black with a white front and white paws. GIRL: It sounds like he was cute. Why was he your hero? BOY: He stayed with me when I was very sick for a few weeks. He never left my side. My mom had to bring his food and litter into my room! GIRL: That’s really sweet. What a nice cat!

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Name:

Are You a Gamer?

Date:

Group:

Unit 6

Task 1, Step 4 Workbook page 77

Audio CD Track 14 Handout T6.1

Model Dialogue BOY: My score is 14. Wow! It says that I’m a power gamer. GIRL: Is that true? BOY: Yes, it is. I love playing games. I want to play all the time. What about you? GIRL: My score is 10. That makes sense. I’m more a social gamer. Extra Dialogue 1 BOY: What was your score? GIRL: 15! I’m denitely a power gamer. I play video games every chance I get. What about you? BOY: We’re totally different. I almost never play video games. I only play if my brother needs a second player. I got a 7. GIRL: Wow, I’d get bored if I didn’t have my video games. BOY: That’s funny, I get bored playing them! Extra Dialogue 2 GIRL: My score is 11. That means I’m a social gamer. What’s your score? BOY: I’m a social gamer, too! My score is 12. I don’t really like to play video games alone, but it’s fun to play them with other people. GIRL: I agree. If I’m alone, I would rather draw or read, but if there’s a group of friends who want to play video games, I’m there!

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Name:

Teens and Video Games

Date: Unit 6

Group: Task 2, Step 2 Workbook page 78

Audio CD Track 15 Handout T6.2

Model Dialogue BOY: I wrote “disagree” for number 1. GIRL: Yes, me too! BOY: Great! We agree. GIRL: Reason? Some of my friends said they don’t like to play video games. BOY: I agree. Some of my friends don’t play, either. Extra Dialogue 1 BOY: So, what did you put for Number 3? GIRL: I put “disagree.” What about you? BOY: I put “agree.” I’ve made a lot of new friends playing video games on the Web. Also, a lot of my school friends like the same games as I do, so we often get together to play. GIRL: Maybe that’s true, but I still disagree. A lot of kids spend too much time alone playing video games in their rooms. They become too shy to make real friends. BOY: Okay, then. Let’s go on to the next one. Extra Dialogue 2 GIRL: Number 7 says, “Teens can become addicted to video games.” Do you agree or disagree? BOY: I’m not sure what they mean by “addicted” so I wrote “disagree.” GIRL: Me, too. I know that when I get a new game, I want to play it all the time. Then I get tired of it and I don’t play it much. I don’t think video games are addictive. BOY: I agree. I get tired of playing video games after a while. I do have a friend who spends a lot of time playing video games. He never wants to do anything else. Maybe he is addicted, but I think he’s an exception. GIRL: So we agree that video games are not really addictive? BOY: Right.

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Name:

My Virtual World

Date: Unit 6

Group: Task 5, Step 3 Workbook page 84

Audio CD Track 16 Handout T6.3

Model Dialogue BOY: Mysterious. I like when there is a lot of mystery in a game. GIRL: Good answer. I like that, too. Make an X in your square. BOY: Now it’s your turn. GIRL: I choose scary. I get really nervous when the game is too scary. What do you think? BOY: I disagree. It’s more exciting when it’s scary. Make an O. It’s my turn now. Extra Dialogue 1 BOY: Creative. It’s important when you have to be creative in a game. GIRL: I agree. I like when I have to use my brain a bit. Make an X in that square. Now it’s my turn. BOY: What word do you pick? GIRL: I choose violent. I do not like violent games at all. Do you? BOY: I haven’t played many violent games, but I don’t want to either. Make an O. Extra Dialogue 2 GIRL: We are almost done. There are only two empty squares left. BOY: Pick a word. GIRL: I pick bonus levels. I like it when you can unlock bonus levels. BOY: That’s fun. I like that, too. Make an O. GIRL: Oh! It’s a draw. No one wins. Let’s play again.

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235

Name:

Where Am I?

Date: Unit 7

Group: Task 2, Step 3 Workbook page 94

Audio CD Track 17 Handout T7.1

Model Dialogue GIRL: Is it sunny? BOY: Yes, it is. GIRL: Is it 20°C? BOY: No, it’s not. GIRL: Is it Casablanca? BOY: Yes. My turn! Extra Dialogue 1 BOY: Is it raining? GIRL: Yes, it is. BOY: I think it’s Dublin. Am I right? GIRL: No. Ask another question. BOY: Is it foggy? GIRL: Yes. BOY: It must be Saint John. GIRL: You’re right. Extra Dialogue 2 BOY: I picked another sunny place. GIRL: Is it humid and 20°C? BOY: Yes, it is. GIRL: I got it. It’s Shanghai! BOY: That’s the place.

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Name:

Hello, Emergency?

Date: Unit 7

Group: Task 4, Step 4 Workbook page 98

Audio CD Track 18 Handout T7.2

Model Dialogue OPERATOR: Hello, what is the emergency? CALLER: I need help. My friend fell into a ravine. OPERATOR: Where did this happen? CALLER: We were at the ravine on Covey Hill, Hemmingford. OPERATOR: When did it happen? CALLER: It happened ve minutes ago, at 10:47. OPERATOR: Who is the victim? CALLER: His name is Guillaume Campeau. OPERATOR: And what is your name? CALLER: My name is Etienne Lafortune. OPERATOR: Was your friend conscious when you last saw him? CALLER: Yes, but I think his leg is broken. His leg is under a rock that fell on him. Can you please send an ambulance? OPERATOR: I will call the ambulance and police. Help is on the way. Extra Dialogue 1 OPERATOR: 911 emergency line. How can I help you? CALLER: A girl just crashed her bike right in front of our house! She’s bleeding a lot! I don’t know what to do. OPERATOR: Calm down. I will send help. Tell me your address and your name. CALLER: It’s 4225 Greene Street, in Rawdon. My name is Amy Chalouf. OPERATOR: Is the girl conscious? Do you know her name? CALLER: Yes, I’m with her now. But she says she is very dizzy and her head hurts.

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237

Name:

Hello, Emergency?

Date: Unit 7

Group: Task 4, Step 4 Workbook page 98

Audio CD Track 18 Handout T7.2 (cont.)

OPERATOR: I will send an ambulance right away. The police are already on their way. CALLER: I think she said her name was Maryanne Grenier, but I’m not sure. OPERATOR: Okay, please stay with her until the police arrive. I will stay on the line with you until then. CALLER: Thank you. I think I hear the siren now. Extra Dialogue 2 OPERATOR: 911. What is your emergency? CALLER: I think the house next door is on re! I was walking back from school when I saw smoke coming from the basement window. I rang the doorbell many times, but no one answered. OPERATOR: Can you give me the address? CALLER: Yes, it’s 194 Crevier in St-Xavier, right near the corner of Terrebonne. OPERATOR: Did you see any ames? CALLER: Yes, I think so. There was an orange glow in the smoke when I looked. OPERATOR: Do you know the name and phone number of your neighbours? CALLER: I’m sorry. They just moved here a few months ago. I can’t remember their name, and my parents are still at work. OPERATOR: Don’t worry. The police and the re truck are already on the way. Please call your parents and tell them what is happening. Then, wait in front of your house for the police to arrive, all right? CALLER: Yes, thank you. I’ll do that right away.

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Name:

Be Prepared

Date: Unit 7

Group: Task 5, Step 2 Workbook page 99

Audio CD Track 19 Handout T7.3

HOST: Good morning. This is your weather forecast for today. Frank Costa is here to talk about blizzards. He will tell us how to prepare for them. Hello, Frank. We had a big blizzard yesterday. FRANK: Hi. Yes, it was a big storm. We had 20 cm of snow. HOST: How can we prepare for blizzards? Is it a good idea to have an emergency kit? FRANK: Sure, an emergency kit is always a good idea. It’s important that everyone in the house knows where to nd your emergency supplies. HOST: What items go into a kit? FRANK: Often the electricity goes out, so you need candles and matches. Lighted candles can keep a room warm. A ashlight and a portable radio and extra batteries are good to have. You can hear news about the community. HOST: What about food? FRANK: It’s always a good idea to have extra canned food and bottles of water. HOST: What other items are important? FRANK: Warm clothes or a blanket. And don’t forget a snow shovel. Sometimes you must remove snow to get out your door! And nally, don’t forget a few good books and games to keep you busy! HOST: Well, Frank, thank you for your advice.

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239

Name:

The Costume Party

Date: Unit 8

Group: Task 2, Step 4 Workbook page 109

Audio CD Track 20 Handout T8.1

Model Dialogue BOY: I think we should put an X here. GIRL: I agree. What does this clue mean? BOY: It means that it was something to eat, not to drink. So let’s put a check mark here. Extra Dialogue 1 GIRL: We put a check mark there. That means the other choices in the category are wrong. BOY: Yes, so let’s put X in the other boxes for that category. GIRL: What about this clue? It says a girl wore this costume. BOY: That means it wasn’t a boy who dressed up as that. Put an X next to the boys’ names. Extra Dialogue 2 GIRL: The grid is only missing a few Xs and check marks. BOY: And we know all of the costumes except the rabbit. GIRL: We just need to know what snack that girl brought. BOY: We’re almost done!

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Name:

The Crime Scene

The Case of the Net Nuisance, Chapter Two: The Crime Scene JACK: Be careful, Jade. The grass is still wet from the rain last night. JADE: Jack, come and look at this net. Do you see the hole at the bottom? This is where the culprit cut it! JACK: Yes, I see. I can see why that is a problem. The ball will go directly through the net. JADE: How do you think the culprit cut the nets? JACK: I don’t know. Let’s look around for clues. JADE: Look over here. I found something. JACK: Where? JADE: Here, in the mud. JACK: Oh look! There’s a footprint, here, near the goal post. JADE: A footprint? But it rained after the game. The rain started after the game, around ten o’clock last night.

Date: Unit 8

Group: Task 4, Step 3 Workbook page 112

Audio CD Track 21 Handout T8.2

JADE: Can you tell something from it? JACK: I only see part of it. I think I see a 9. Is that a shoe size, Jade? JADE: I have no idea. Can you tell if it’s a woman’s shoe or a man’s shoe? JACK: I’m not sure. But it’s our rst clue. JADE: Jack, I think I just found something else. JACK: What is it? JADE: Look, here in the grass. It’s a piece of metal. I think it’s a piece of metal from a knife. You know, you break off the end of the knife when it’s not sharp anymore. JACK: You’re right, Jade, it is. There’s only one problem. JADE: What’s that? JACK: It’s easy to get knives like that. Everybody has them. JADE: Yes, but it’s still a clue. It is a good start. JACK: Let’s go talk to that security guard. Maybe he knows something.

JACK: You’re right. That means that someone was here after the game.

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241

Name:

Animal to the Rescue

Date: Unit 5

Group: Extra Listening 1 Transcript

Audio CD Track 22 Handout TEL1

This is CFSS Radio News. Here’s a great follow-up story for you. We told you a few months ago about Xena, the pit bull puppy who was abused and neglected. She was adopted from the rescue shelter by the Hickey family after our report and was just named Dog of the Year! The family already had two dogs, but parents, Linda and Grant, said their son Jonny, who has autism, never interacted with those dogs. When Jonny met Xena, things were different. He was completely surprised. She immediately started licking his face and he smiled from ear to ear. There was an immediate bond between them. In the past, the family spent thousands of dollars on therapy, but bringing Xena home turned out to be the best therapy ever. Xena survived so much and was lucky to join a loving family. She can give back and Jonny appreciates her affection. This makes her a good therapy dog. She taught Jonny to show affection for people. He is no longer afraid when his parents interact with strangers. He is not as anxious as before and the world is opening up for him. He is doing much better at school, too. Jonny thinks Xena is his hero and really deserves to be Dog of the Year!

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Name:

Video Game Buying Tips

Date:

Group:

Unit 6

Extra Listening 2 Transcript

Audio CD Track 23 Handout TEL2

GIRL: Hi, Scott. Guess what! I went to the store to buy a video game. The salesperson was so helpful. He gave me a few tips to help me choose my game. BOY: That’s great, Romy. Tell me about them.

GIRL: First, he told me that I had to decide what I like to play. I told him that I liked fantasy worlds. BOY: I agree. It makes sense to choose the type of game you like.

GIRL: Second, he asked me how old I was. He told me to choose a game suitable for my age. BOY: You’re 13, so you can play games rated Everyone.

GIRL: Yes, that’s right. Then, he advised me to stay away from violent games. They can be addictive. BOY: I don’t agree. I play war games all the time and I’m not addicted.

GIRL: Next, he said I must choose a game that I can learn quickly. BOY: I don’t think he’s right. I like the challenges of difcult games.

GIRL: Finally, he told me to play a demo version of the game I liked the most. BOY: Lucky! I guess he sold you the game.

GIRL: Yes, he did. I spent $70. I bought a game for you, too!

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243

Name:

Date:

Animal to the Rescue

Unit 5

Group: Extra Listening 1

Handout EL1

1. Before listening to the news report, read the denition of Autism Spectrum Disorder. Autism Spectrum Disorder: A term for a group of disorders that make it difcult for people to communicate, to understand verbal and nonverbal communication and to form relationships. 2. Match each vocabulary word with its denition. Write the letter on the line. Vocabulary

3.

Denition

1. neglected

a. something that unites people, groups or animals

2. shelter

b. ignored, paid little attention

3. interact

c. place that offers protection and help

4. licking

d. communicate

5. bond

e. touching with your tongue

Read the incomplete sentences below. Then, listen to the news report. As you listen, complete the sentences. A pit bull

was abused and neglected. The dog was

the Hickey family. The family’s son

has autism. Jonny was

when he met Xena. There was an immediate home was the best

by

between them. Bringing Xena

for Jonny. Jonny is now able to show

for people. He is doing much better at

.

4. Why is Xena a hero?

5. Circle the best headline for this news article. a. Rescue dog helps boy b. Family rescues dog c. Dog abused and neglected 6. Why is Xena a good therapy dog?

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Name:

Date:

Video Game Buying Tips

Unit 6

Group: Extra Listening 2

Handout EL2

1. How do you choose which video games or board games to try?

2. Match each vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. addictive

a. appropriate

2. quickly

b. advice

3. suitable

c. difcult to stop

4. tips

d. rapidly

3. Complete the sentences below with the words from Step 2. a. My best friend gave me some b. Some games were

on how to play a video game. . I played them every night for hours.

c. Violent games are not d. My brother moved 4.

for young players. to the end of the game.

Listen to Romy and Scott talk about tips for buying video games. As you listen, circle the ve pieces of advice that are given. a. Choose a best-selling game.

e. Stay away from violent games.

b. Decide what type of game you like.

f.

c. Choose a game suitable for your age.

g. Play a demo version.

d. Choose a game that you have heard of.

h. Buy only newly released video games.

Choose a game that you can learn quickly.

5. After you listen, look at the pieces of advice that you did not check. Why do you think those pieces of advice are not good?

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

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245

Name: ___________________________________________ Date: ________________________ Group: ___________

A Snowboarder’s Passion

Unit 2

Extra Reading 1

Handout ER1

1. What do you think it takes to win an Olympic medal?

2. Match each vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. competed

a. participated in a sporting event

2. retirement

b. was able to

3. suffered

c. ability

4. regain

d. prepare

5. train

e. stop a job or an activity

6. skill

f. had a negative experience

7. managed

g. get something back

3. While you read, underline the negative verbs in the simple present. On the Podium with Jasey-Jay Jasey-Jay Anderson is a Canadian snowboarder with a passion for his sport. He competed in the 1998, 2002, 2006 and 2010 Winter Olympics before retiring from competitive snowboarding. The 2010 Olympics were held in Vancouver, B.C. and it was there that he won an Olympic gold medal at the age of 34. After his retirement in 2010, Jasey-Jay started his own business making snowboards. Then, in 2011 he suffered a neck injury. Snowboarding was the best way to regain strength and get back into shape, so he decided to come out of retirement and compete as a motivation to get better. He used his own snowboards and managed to qualify for and compete in another Olympics, this time in 2014 in Russia. Jasey-Jay’s fans say he is the best snowboarder in the world. He has control and

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skill. His career inspires many young people to practise the sport of snowboarding, and now they can do it on a Jasey-Jay snowboard. The podium is not unknown to Jasey-Jay. He is the most decorated snowboarder in history and the winner of seven World Cup championships and four World Champion gold medals. In addition to the snowboard cross Olympic event, Jasey-Jay is also a medal winner for parallel giant slalom, a downhill snowboarding event. Jasey-Jay does not want to stop just yet. He continues to train for his sport at Mont-Tremblant and in the western United States. He is a simple guy who lives on a blueberry farm in the Laurentians with his family. He has two young daughters who love snowboarding as much as he does!

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Name: ___________________________________________ Date: ________________________ Group: ___________

A Snowboarder’s Passion

Unit 2

Extra Reading 1

Handout ER1 (cont.)

4. Find sentences in the text to support each of the statements below. a. Jasey-Jay Anderson is an Olympic gold medalist.

b. Jasey-Jay created his own company.

c. Jasey-Jay Anderson practises for his sport in Québec and in the United States.

5. What led Jasey-Jay to come out of retirement?

6. What makes Jasey-Jay a successful snowboarder?

7. How does Jasey-Jay inspire young snowboarders?

8. Write three questions in the simple present to ask Jasey-Jay about his sport.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Writing Scary Stories

Unit 3

Extra Reading 2

Handout ER2

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

Opposite

1. afraid

a. unswollen

2. alive

b. brave

3. huge

c. current

4. puffy

d. tiny

5. previous

e. dead

2. While you read, underline the different fears mentioned. The King of Fear Stephen King writes some of the scariest stories in the world. What makes his stories so scary? The answer is simple. The best way to write a good story is to start with what you know. Mr. King knows fear very well. He has a long list of fears. Many of his fears appear in his stories. For example, he is afraid of cars. In some of his stories, there are cars that come alive and become deadly. The novel Christine is about an old car called Christine that becomes possessed by the vengeful spirit of a previous owner. Mr. King is also afraid of re. In one of his stories, Firestarter, a young girl has frightening pyrokinetic abilities, which means she can start res. King is also terried of the dark. In another story, this one called The Girl Who Loved Tom Gordon, he writes about a girl who gets lost in the woods and has to spend many nights there.

She is afraid of the darkness and the animals in the woods. She hears scary noises all night long. Mr. King is afraid of death and violence, too. His novel Cujo tells the story of a dog named Cujo that becomes vicious. Why is he so interested in horror? It started at a young age when he used to read horror comics. When he started writing short stories they were mysteries and horror stories. He usually begins a story by imagining a “what if” scenario, like what if a haunted hotel drove its new owner insane? This is the plot of one of his most famous books, The Shining, which was turned into a successful movie. Mr. King tells interviewers that he writes scary stories to get these fears out of his mind. When he writes about things that scare him, he feels less afraid. His readers get to be scared instead!

3. How do you write a good story according to Stephen King?

4. What is Stephen King afraid of?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Writing Scary Stories

Unit 3

Extra Reading 2

Handout ER2 (cont.)

5. What fears do each of the following stories talk about? Story

Fear(s)

Christine Firestarter The Girl Who Loved Tom Gordon Cujo

6. Why does Stephen King write scary stories?

7. How does Mr. King start writing his stories?

8. Do you like scary stories? Explain your answers.

9. What do you like or dislike about scary stories?

10. Imagine your own “what if” scenario. Describe it below.

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249

Name: ___________________________________________ Date: ________________________ Group: ___________

Subject Pronouns, Simple Present Verbs

Unit 1

Grammar Quiz 1

Handout Q1 Q1 Handout

A. Complete each sentence with the subject pronoun that replaces the subject in parentheses. 1. (Marlene)

is very tall.

2. (Keith)

loves to play soccer.

3. (Don and I)

are both in the orchestra.

4. (Pat and you) 5. (Me)

often play hockey at the arena. write the answers in my workbook.

6. (Heather)

likes chocolate.

7. (English class)

is on Monday.

8. (My eyes)

are blue.

B. Complete each sentence with the simple present of the verb in parentheses. 1. My friend William (be) 2. Ryan (like)

a good baseball player. to help people.

3. We (be)

in a classroom.

4. She (watch)

movies on the weekend.

5. Greg (have)

two brothers.

6. I (be)

12 years old.

C. Complete each sentence with the correct subject pronoun and simple present verb. 1. (Adrian and Francis)

(play)

2. (My friend Sean) 3. (Cora)

(do)

6. (Jack)

250

his homework.

(have)

long, dark brown hair.

4. (The soccer practice) 5. (Mrs. Byrns)

football on Tuesday.

(be) (teach)

(prefer)

Snapshot Year One n Grammar Quizzes

on Friday. geography. hockey to baseball.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Possessive Adjectives, the Negative and Yes / No Questions in the Simple Present

Unit 2

Grammar Quiz 2

Handout Q2 Q2 Handout

A. Underline the main verb in each sentence. Then, rewrite each sentence in the negative. 1. Amy and Harry love rugby. . 2. Daniel wants to play golf. . 3. She is in good shape. . 4. They are the best players on the team. . 5. I like to watch the Olympics. . B. Underline the subject in the rst sentence in each pair. Then, complete the second sentence with the correct possessive adjective. 1. Shane has a medal.

medal is silver.

2. I have a snowboard.

snowboard is exible.

3. Audrey is on the cheerleading team. She likes

cheerleading coach.

4. The boys wear caps at the baseball game. 5. We are a good team. We want

caps are blue. team to win.

C. Write the correct yes / no question to match each answer below. ?

1. Q. A. Yes, she likes extreme sports.

?

2. Q. A. Yes, it is difcult.

?

3. Q. A. No, they are not scared.

?

4. Q. A. No, he does not like ice skating.

?

5. Q. A. No, they do not go snowboarding every weekend. Reproduction permitted © TC Media Books Inc.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Plural Nouns, Information Questions in the Simple Present

Unit 3

Grammar Quiz 3

Handout Q3 Q3 Handout

A. Complete the chart with the missing singular and plural nouns. Singular

Plural

Singular

children

1.

6. story

2. foot

7.

3. mouse

8. bus pens

4.

Plural

shoes watches

9.

5. scissors

10. hero

B. Read each answer. Then, complete the question with the appropriate question word. 1. Q.

type of animal scares you?

A. Lions scare me.

2. Q.

do you hide when you are scared? A. I hide in my closet.

3. Q.

is not afraid of the dark?

A. My brother James is not afraid of the dark.

often do you watch scary TV shows?

4. Q.

A. I watch a scary TV show once a

week. 5. Q.

is Halloween? A. Halloween is on October 31.

C. Read each answer. Then, write a matching information question. Use the appropriate question word. 1. Q.

?

A. My English teacher is Mr. Samuelson. 2. Q.

?

A. I nd scary costumes at the Halloween store. 3. Q.

?

A. The costume party is next Tuesday at ten o’clock. 4. Q.

?

A. My favourite type of candy is chocolate. 5. Q.

?

A. I have twenty scary books.

252

Snapshot Year One n Grammar Quizzes

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Name: ___________________________________________ Date: ________________________ Group: ___________

Imperative Sentences, Order of Adjectives, Simple Future with

Unit 4

Grammar Quiz 4

Q4 Handout Q3

A. Use the following imperatives to write instructions to make a chicken sandwich. add • place • put • spread • take

1.

two slices of bread.

2.

mayonnaise on the bread.

3.

chicken on one slice of bread.

4.

lettuce and tomato.

5.

the other slice of bread on top.

B. Rewrite the adjectives in the correct order. Add commas where necessary. 1. red large two hot peppers 2. white new small potatoes 3. fresh ripe large bananas 4. golden medium three onions 5. green large seedless sweet grapes C. Rewrite the following sentences or questions in the simple future with will. 1. We eat turkey for dinner. 2. They do not like that. 3. Does Marcus do the dishes? 4. Where do we eat lunch?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Simple Past Negatives, Simple Past with , and Regular Verbs

Unit 5

Grammar Quiz 5

Handout Q5 Q5 Handout

A. Underline the main verb in each sentence. Then, rewrite the sentence in the negative. Use the contracted form. 1. My friend visited Florida last week with her cousin. . 2. She had fun. . 3. Her family rented a house near the water. . 4. This morning, an alligator walked through the gate. . 5. My friend climbed up a tree. . 6. Her cousin screamed loudly. . B. Complete the story with the simple past of the verb to be or to have. Yesterday

a very special day. My dog, Bonnie,

puppies. We knew it big. She

seven

time because her abdomen trouble walking. She

big. It many. We

so

really brave. The puppies

difcult to believe that there

so

a lot of fun choosing names for them.

C. Complete the text with the simple past of the verb in parentheses. 1. Yesterday, we (visit)

the zoo.

2. Two monkeys (escape) 3. It (jump)

from their cage. onto my father’s head.

4. Another monkey (climb) 5. We all (laugh)

254

up his leg. .

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Name: ___________________________________________ Date: ________________________ Group: ___________

Sequence Adverbs Who’s Who? DVD and Ordinal Numbers, Simple Past of Irregular Verbs

Unit 6 1

Grammar Quiz 6

Handout Q6 Handout Audio CDQ6 Track 3 Handout T1.2

A. Complete the text with the following sequence adverbs and ordinal numbers. after that • nally • rst • second • third How to Create a Game Character , I decide if the character is a boy or a girl. character’s hairstyle, face shape and eye colour.

, I choose my , I select his or her talents.

, I decide my character’s name.

, I click on “save.”

B. Underline the main verb in each sentence. Then, rewrite the sentence in the simple past. 1. I begin to play. . 2. I come to visit. . 3. I put the computer on the table. . 4. I ght against other players online. . 5. She tells everyone how to play. . C. Underline the time marker in each sentence. Then, complete the sentence with the simple past of the verb in parentheses. 1. Yesterday, you (go)

to the video store.

2. Last month, my friend (get) 3. Three months ago, I (buy) 4. I (be)

a new game. a gift.

tired last night.

5. The day before yesterday, he (win) 6. A year ago, my sister (read)

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every game. about a new console.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Prepositions, Questions in the Simple Past

Unit 7

Grammar Quiz 7

Handout Q7 Q7 Handout

A. Complete each sentence with a preposition from the word bank. about • after • at • into • on • under 1. The emergency siren sounded

8:00 p.m.

2. I heard the news report 3. The hikers fell

the ood

the radio.

the ravine.

4. The students sheltered 5. The river ooded its banks

their desks when the earthquake happened. the heavy rain.

B. Write a yes / no question to match each answer. Use the simple past. ?

1. Q. A. Yes, we went to the campground yesterday.

?

2. Q. A. Yes, we were there during the tornado.

?

3. Q. A. Yes, the tornado damaged many tents.

?

4. Q. A. No, the tornado did not touch our tent.

C. Write an information question to match each answer. Use the simple past. Use the underlined information for help. ?

1. Q. A. I was at the library when the storm started.

?

2. Q. A. I left the library because lightning struck the roof.

?

3. Q. A. During the ice storm, I stayed with my aunt.

?

4. Q. A. Last night, I watched a documentary about tornadoes.

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Name: ___________________________________________ Date: ________________________ Group: ___________

, Review of Simple

Unit 8

Handout Q8 Q8 Handout

Grammar Quiz 8

Tenses A. Complete each sentence with can, must or have to. Use the negative where indicated. 1. Some cases

take years to solve.

2. Jade

help me because I don’t know how to do this.

3. When you investigate, you

forget to take notes. (negative)

4. To solve a mystery, you

nd clues.

5. Police

arrest someone without reason. (negative)

B. Underline the time marker in each sentence. Complete each sentence with the appropriate tense of the verb to be. 1. Yesterday, I

at school when the alarm rang.

2. Today, I 3. I

at school investigating what happened. at school tomorrow to investigate the crime.

4. We

in the cafeteria last night when the police arrived.

5. Right now, you and Greg

suspects.

C. Complete each sentence with the appropriate tense of the verbs in parentheses: the simple present or the simple past. Use the negative where indicated. 1. Last summer, we (go)

to the Crime Museum. We (stay)

there all day. My brother (love)

to learn about police work.

2. The Crime Museum (be)

in Washington, D.C. We (visit)

it during our vacation. 3. The museum (be, negative)

boring at all. It (have)

a big

display about investigation procedures. 4. When you (arrive)

, you (receive)

with a crime to solve. There (be) (nd)

a casebook many clues in the galleries. We

them all.

5. My sister (like, negative) it! He (hope)

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the museum, but my brother (love) to return another year.

Snapshot Year One n Grammar Quizzes

257

Name: ___________________________________________ Date: ________________________ Group: ___________

Participation in oral interaction Content of the message

A

B

Interacts throughout the discussion, using a few techniques to help the discussion move forward (e.g. prompts peers, helps with words)

Interacts throughout the discussion

Discusses the targeted topics by expressing relevant ideas and elaborating on them (e.g. refers to personal experience, gives details, asks questions) AND

C

Fluency Accuracy

When interacting, expresses messages that are clear and contain few errors, if any

Handout GG1

D

E

Interacts sporadically or mostly when prompted

Rarely expresses ideas or responds to peers

Expresses relevant ideas and elaborates on them (e.g. refers to personal experience, gives details, asks questions)

Expresses basic ideas. Elaborates somewhat when prompted

Mostly expresses ideas that are incomplete, are repetitive or can apply to any topic (e.g. I think it’s good; It’s true)

Speaks with a certain degree of ease when interacting. Hesitations, although present, rarely interfere with interaction

Speaks with some difculty when interacting (e.g. messages are sometimes choppy / incomplete and / or pauses and hesitations sometimes hinder interaction)

Speaks with much difculty when interacting (e.g. messages are often choppy / incomplete or made up of isolated words, or pauses and hesitations often hinder interaction)

When interacting, makes errors that regularly affect clarity of messages

When interacting, makes errors that regularly affect clarity of messages

When interacting, makes errors that sometimes affect clarity of messages Expresses messages that are understood with little interpretation

OR Speaks but rarely interacts with peers, if at all

OR Expresses relevant ideas but does not interact with peers

Brings up new ideas to enrich the discussion Speaks with ease when interacting

Articulation of the message

General Competency Grid 1

Interacts Orally in English

C1

Expresses messages that are understood with some interpretation

OR Speaks with uency but does not interact with peers

Expresses messages that are mostly incomprehensible, irrelevant to the topics or inappropriate to the task or context OR Reverts to a language other than English often enough that competency in interacting orally in English is not demonstrated

Expresses messages that are mostly understood but require a lot of interpretation OR Speaks with accuracy but does not interact with peers

Targeted Language Conventions

Use of strategies and resources*

Type of Error

Selects and uses strategies and resources** autonomously

Very few

Uses strategies and resources somewhat autonomously

Uses strategies and resources when guided

Some

Many

Uses strategies and resources when supported and guided

Too many

Does not use strategies and resources

Notes: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** Resources can include provided functional language, word banks, the student’s own notes, etc.

258

Snapshot Year One n General Competency Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________ General Competency Grid 2

Reinvests Understanding of Texts

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

C2

A

C

D

E

Responses demonstrate partial understanding of texts

Responses demonstrate weak understanding of texts

Responses demonstrate little or no understanding of texts

Personal connections and generalizations mostly linked to texts

Personal connections and generalizations somewhat linked to texts

Personal connections and generalizations, if present, not linked to texts

Personal connections and generalizations missing

Writes a superior text for the audience

Writes a solid text for the audience

Writes an acceptable text for the audience

Writes a weak text for the audience

Content drawn from the source text(s) is always or mostly: • accurate • relevant to the task • coherently organized • developed in light of the task and target audience • combined with own ideas and personal language repertoire

Content drawn from the source text(s) is generally: • accurate • relevant to the task • coherently organized • developed in light of the task and target audience • combined with own ideas and personal language repertoire

AND

AND

Respects all task requirements

Respects all task requirements

Some content drawn from the source text(s) may: • contain inaccuracies • not be relevant to the task • be repetitive or too general • be contradictory • not be well developed (e.g. list of ideas, insufcient information) • present a very small amount of content that is copied

Content drawn from the source text(s): • contains signicant inaccuracies • is not relevant to the task • is repetitive or too general • is contradictory • is not developed (e.g. list of ideas, insufcient information) • contains some content that is copied

Includes little content drawn from the source texts

AND

Respects few task requirements

Responses demonstrate solid understanding of texts Personal connections and generalizations consistently linked to texts

B Responses demonstrate adequate understanding of texts

Respects most task requirements

Use of strategies and resources*

Handout GG2

Selects and uses strategies and resources** autonomously

Uses strategies and resources somewhat autonomously

Uses strategies and resources when guided

OR Shows poor understanding of source texts OR Does not respect task requirements

OR

Uses strategies and resources when supported and guided

Does not use strategies and resources

Notes: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** Resources can include provided functional language, word banks, graphic organizers, the student’s own notes, etc.

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Snapshot Year One n General Competency Grids

259

Name: ___________________________________________ Date: ________________________ Group: ___________ General Competency Grid 3

Writes and Produces Texts

Formulation of the message Use of strategies and Text components Clarity of Accuracy of resources** and features message language repertoire

Content of the message

Participation in the writing and production processes*

C3

A

B

Handout GG3

C

D

E

With some support, uses the steps of the process to complete the task

Despite support, does not use the steps of the process to complete the task

Does not use the steps of the process

Integrates some feedback from others

Has difculty integrating feedback

Writes a text suitable in terms of • topic • audience • purpose

Writes a text mostly suitable in terms of • topic • audience • purpose

Writes a very clearly organized text

Writes an organized text

Writes a somewhat organized text

Writes a text somewhat unsuitable in terms of • topic • audience • purpose

Provides highly pertinent ideas that support the text’s purpose

Provides generally pertinent ideas that support the text’s purpose

Provides ideas somewhat pertinent to the text’s purpose

Provides welldeveloped and supported ideas

Provides generally well-developed and supported ideas

Meets all task requirements

Meets all task requirements

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Personalizes the process to plan and carry out the task

Uses the steps of the process to complete the task

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

Writes a text very suitable in terms of • topic • audience • purpose

Provides somewhat well-developed and supported ideas Meets most task requirements Text contains some errors in the use of targeted or familiar language conventions

Provides ideas not clearly related to text’s purpose Provides underdeveloped or unsupported ideas

Does not complete the task

Meets some or few task requirements

Does not respect task requirements

Text contains many errors in the use of targeted or familiar language conventions

OR

Produces errors that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Includes all required components / features and properly structures them

Includes all required components / features

Includes most of the required components / features

Includes some of the required components / features

Meets most task requirements

Meets some or few task requirements

Uses strategies and resources when guided

Uses strategies and resources when supported and guided

Meets all task requirements Selects and uses strategies and resources*** autonomously

Uses strategies and resources somewhat autonomously

Does not complete the task

Writes a somewhat disorganized text

Produces some errors that do not affect readability or understanding*

Meets all task requirements

OR

OR

Produces a text that is mostly incomprehensible OR Copies most passages from elsewhere

Does not use strategies and resources

Notes: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage. ** The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. *** Resources can include provided model texts, graphic organizers, word banks, the student’s own notes, etc.

260

Snapshot Year One n General Competency Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Create a poster about yourself.

Unit 1

Project Grid 1

Handout PG1

Writes and Produces Texts

C3

Formulation of the message Accuracy of language repertoire

Use of text components and text features

Clarity of message

A Exceeds expectations

Self-portrait text contains very few or no errors in the use of targeted or familiar language conventions

Produces some errors that do not affect readability or understanding*

Includes all required components / features and properly structures them, supporting them with visuals

B Meets expectations

Self-portrait text contains few errors in the use of targeted or familiar language conventions

Produces errors that may affect readability but not understanding

Includes all required components / features, supporting them with visuals

C Acceptable but needs improvement

Self-portrait text contains some errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that sometimes affect readability and understanding

Includes most of the required components / features, supporting them with visuals

D Does not meet all expectations

Self-portrait text contains many errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that repeatedly affect readability and understanding

Includes some of the required components / features, with some visuals

E Serious difculties

Self-portrait text contains structures borrowed from French or copied passages from elsewhere

Produces a text that is mostly incomprehensible

Self-portrait text lacks organization and has no pertinent visual support

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Initial capital letter Position of adjectives Simple present

Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage.

Reproduction permitted © TC Media Books Inc.

Snapshot Year One n Project Evaluation Grids

261

Name: ___________________________________________ Date: ________________________ Group: ___________

Write a blog post about a person who is passionate about a sport or pastime. C3

Unit 2

Project Grid 2

Handout PG2

Writes and Produces Texts Formulation of the message

Accuracy of language repertoire

Clarity of message

A Exceeds expectations

Blog post contains very few or no errors in the use of targeted or familiar language conventions

Produces some errors that do not affect readability or understanding*

B Meets expectations

Blog post contains few errors in the use of targeted or familiar language conventions

Produces errors that may affect readability but not understanding

C Acceptable but needs improvement

Blog post contains some errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that sometimes affect readability and understanding

D Does not meet all expectations

Blog post contains many errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that repeatedly affect readability and understanding

E Serious difculties

Blog post contains structures borrowed from French or copied passages from elsewhere

Produces a text that is mostly incomprehensible

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Punctuation / capitalization Use of do not / does not Possessive adjectives

Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage.

262

Snapshot Year One n Project Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Create a picture story.

Unit 3

C3

Project Grid 3

Handout PG3

Writes and Produces Texts

Use of strategies and resources* A Exceeds expectations

Selects and uses strategies and resources autonomously

B Meets expectations

Uses strategies and resources somewhat autonomously

C Acceptable but needs improvement

Uses strategies and resources when guided

D Does not meet all expectations E Serious difculties

Uses strategies and resources when supported and guided

Does not use strategies and resources

Targeted resources Model story on pages 35 and 36 Graphic organizer on page 39 Dictionary Grammar references

Comments

Note: *The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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Snapshot Year One n Project Evaluation Grids

263

Name: ___________________________________________ Date: ________________________ Group: ___________

Create a healthy menu for your family or friends at home. C3

Unit 4

Project Grid 4

Handout PG4

Writes and Produces Texts

Formulation of the message

Content of the message

A Exceeds expectations

Produces very few or no errors in the use of targeted or familiar language conventions

Writes a menu very suitable in terms of purpose Items are clearly and appetizingly described with pertinent adjectives

B Meets expectations

Produces few errors in the use of targeted or familiar language conventions

Writes a menu suitable in terms of purpose Items are clearly described with adjectives

C Acceptable but needs improvement

Produces some errors in the use of targeted or familiar language conventions

Writes a menu mostly suitable in terms of purpose Items are somewhat well described

D Does not meet all expectations

Produces many errors in the use of targeted or familiar language conventions

Writes a menu somewhat unsuitable in terms of purpose Items are not properly described

E Serious difculties

Does not complete the task OR Does not respect task requirements OR Menu is mostly incomprehensible OR Copies menu from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Position of adjectives

Comments

264

Snapshot Year One n Project Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Write a news report about an animal hero.

Unit 5

C3

Project Grid 5

Handout PG5

Writes and Produces Texts Formulation of the message

Use of text components and text features

Accuracy of language repertoire

A Exceeds expectations

Includes all required components / features of a news report and properly structures them Meets all task requirements

News report contains very few or no errors in the use of targeted or familiar language conventions

B Meets expectations

Includes all required components / features of a news report Meets all task requirements

News report contains few errors in the use of targeted or familiar language conventions

C Acceptable but needs improvement

Includes most of the required components / features of a news report Meets most task requirements

News report contains some errors in the use of targeted or familiar language conventions

Includes some of the required components / features of a news report Meets some or few task requirements

News report contains many errors in the use of targeted or familiar language conventions

D Does not meet all expectations E Serious difculties

Does not complete the task OR Does not respect task requirements OR Produces a text that is mostly incomprehensible OR Copies news report from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Simple past

Comments

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Snapshot Year One n Project Evaluation Grids

265

Name: ___________________________________________ Date: ________________________ Group: ___________

Write a review of a video game.

Unit 6

C3

Project Grid 6

Handout PG6

Writes and Produces Texts Content of the message

A Exceeds expectations

Writes a video game review very suitable in terms of topic, audience and purpose and meets all the task requirements Provides highly pertinent information that supports the text’s purpose Writes a very clearly organized video game review Provides well-developed and supported ideas

B Meets expectations

Writes a video game review suitable in terms of topic, audience and purpose and meets most of the task requirements Provides generally pertinent information that supports the text’s purpose Writes an organized video game review Provides generally well-developed and supported ideas

C Acceptable but needs improvement

Writes a video game review mostly suitable in terms of topic, audience and purpose and meets some of the task requirements Provides somewhat pertinent information to support the text’s purpose Writes a somewhat organized video game review Provides somewhat well-developed and supported ideas

D Does not meet all expectations

Writes a video game review somewhat unsuitable in terms of topic, audience and purpose and meets few of the task requirements Provides information not clearly related to support the text’s purpose Writes a somewhat disorganized video game review Provides underdeveloped or unsupported ideas

E Serious difculties

Tries to follow a model text to write a video game review but is unable to complete it adequately OR Video game review meets very few of the task requirements OR Copies most passages from texts in the unit

Use of the writing process Uses the graphic organizer to plan the text Uses resources (model texts, dictionary, grammar references) to write and revise the text Uses the writing checklist to stay on task Revises the text and seeks and integrates feedback from peers and teacher

Comments

266

Snapshot Year One n Project Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Conduct an interview about a weather experience.

Unit 7

C3

Project Grid 7

Writes and Produces Texts

Formulation of the message Accuracy of language repertoire

Handout PG7

Content of the message

Clarity of message

A Exceeds expectations

Interview contains very few or no errors in the use of targeted or familiar language conventions

Produces some errors that do not affect readability or understanding*

Writes highly pertinent and insightful questions about a weather event

B Meets expectations

Interview contains few errors in the use of targeted or familiar language conventions

Produces errors that may affect readability but not understanding

Writes pertinent questions about a weather event

C Acceptable but needs improvement

Interview contains some errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that sometimes affect readability and understanding

Writes basic and somewhat predictable questions about a weather event

D Does not meet all expectations

Interview contains many errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that repeatedly affect readability and understanding

Writes highly predictable questions about a weather event

E Serious difculties

Does not complete the task OR Does not respect task requirements OR Interview is mostly incomprehensible OR Copies interview from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Question formation Simple past

Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Write the end of the story.

Unit 8

C2 Reinvests Understanding of Texts

C3

Project Grid 8

Handout PG8

Writes and Produces Texts Formulation of the message

Use of knowledge in a reinvestment task

Accuracy of language repertoire

Clarity of message

A Exceeds expectations

Combines information from the story that is highly pertinent and accurate with own ideas to write a creative and believable ending to the story

Story contains very few or no errors in the use of targeted or familiar language conventions

Produces some errors that do not affect readability or understanding*

B Meets expectations

Combines accurate information from the story with own ideas to write a believable ending to the story

Story contains few errors in the use of targeted or familiar language conventions

Produces errors that may affect readability but not understanding

C Acceptable but needs improvement

Bases story ending on ideas from the story (ideas may contain some inaccuracies or errors of logic)

Story contains some errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that sometimes affect readability and understanding

D Does not meet all expectations

Produces a story ending that contains many inaccuracies or errors of logic, or does not use ideas from the story

Story contains many errors in the use of targeted or familiar language conventions

Produces errors or awkward structures that repeatedly affect readability and understanding

E Serious difculties

Does not complete the task OR Does not respect task requirements OR Story ending is mostly incomprehensible OR Copies ending from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Simple past Capitalization

Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage.

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Date: ________________________ Group: ___________

C1

A B C D E

Interacts Orally in English (40%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Participation in oral interaction

Content of the message

Articulation of the message

Use of strategies and resources

Students

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Date: ________________________ Group: ___________

C2

A B C D E

Reinvests Understanding of Texts (30%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Use of strategies and resources

Students

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Date: ________________________ Group: ___________

C3

A B C D E

Writes and Produces Texts (30%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Students

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Evaluation Criteria Participation in the writing and production processes

Content of the message

Formulation of the message

Use of strategies and resources

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Date: ________________________ Group: ___________

Compilation Sheet A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Students

272

Snapshot Year One n Observation Grids

Evaluation Criteria C1

C2

C3

Interacts orally in English

Reinvests understanding of texts

Writes and produces texts

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Interacts orally in English

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Reinvests understanding of texts

Writes and produces texts

Comments:

Use of strategies and resources

Formulation of the message

Content of the message

Participation in the writing and production processes

C3

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

Comments:

Use of strategies and resources

Articulation of the message

Content of the message

Participation in oral interaction

C1

Competency

Date and Level of Prociency

Name: ___________________________________________ Date: ________________________ Group: ___________

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Student’s Progression of Learning

EVALUATION SITUATION

1

Join the Club Recommended for use after Units 1, 2 and 3

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 ....................................................................... 275 • Evaluation Grids for C1, C2 and C3 ..............................ES1.1............................. 276 Student Handouts ..........................................................ES1.2–1.4...................... 278

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will read about three clubs and their members. They will choose the club that interests them the most and explain why they would like to join it. • Ask students if they know about existing clubs or committees in their school. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria using the grids for the three ESL Competencies on pages 276–277. • 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 1 Students are invited to join a club at school. First, they will read a description of three clubs, choose a club they like and ask and answer questions. Second, they will read proles of three club members and compare their interests and personalities with their own. Finally, they will choose a club, prepare questions to ask the club leader and explain their choice in a short paragraph.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: My Favourite Club 20 min

C1 Interacts Orally in English

Interview

– Asking and answering yes / no questions in the simple present

Gesture

Blog post

– – – –

Simple present Subject pronouns Adjectives Answering information questions in the simple present

– Scan – Pay selective attention

– Interview questions – Short paragraph

– Punctuation and capitalization – Simple present – Subject pronouns – Adjectives – Asking yes / no and information questions in the simple present

– Plan – Take notes – Activate prior knowledge

• Participation in oral interaction • Articulation of the message

Task 2: Meet the Club Members 20 min

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process

Task 3: Consider Your Choice 40 min

C3 Writes and Produces Texts • Formulation of the message

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: My Favourite Club Task 2: Meet the Club Members

Evaluation Situation 1 Join the Club

Task 1: C1

Evaluation Grid

Handout ES1.1

Interacts Orally in English

Participation in oral interaction

Articulation of the message

A Exceeds expectations

Asks questions and answers partner’s questions with spontaneity and ease

Questions and answers are easily understandable and contain few errors

B Meets expectations

Perseveres in asking questions and answering partner’s questions despite some difculties

Questions and answers need little clarication despite errors

C Acceptable but needs improvement

Asks questions and answers partner’s questions mostly when prompted by the teacher or a peer

Questions and answers need some interpretation or clarication

D Does not meet all expectations

With appropriate support, asks questions and answers partner’s questions using gestures, keywords and basic functional language

Questions and answers are partially understandable with interpretation

Requires support and prompting from the teacher to ask simple questions and answers partner’s questions with one-word or two-word answers

Is unable to ask intelligible questions and answers questions with isolated words

E Serious difculties

Task 2: C2

Reinvests Understanding of Texts

Evidence of understanding of texts through the response process A Exceeds expectations

Correctly answers all questions in his / her own words without necessarily referring to the text

B Meets expectations

Refers to the text for information and gives a standard answer to all questions

C Acceptable but needs improvement

Answers most of the questions correctly but uses language from the text

D Does not meet all expectations E Serious difculties

276

With support, identies keywords and answers some questions about the text using simple language Shows understanding of words or parts of the questions and sentences in the text but, even with support, can answer only a few questions correctly

Snapshot Year One n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: Consider Your Choice

Evaluation Situation 1 Join the Club

Task 3: C3

Evaluation Grid

Handout ES1.1 (cont.)

Writes and Produces Texts

Formulation of the message A Exceeds expectations

Shows advanced understanding of question formation Produces some errors that do not affect readability or understanding of paragraph*

B Meets expectations

Shows a good understanding of question formation Produces errors that may affect readability but not understanding of paragraph

C Acceptable but needs improvement

Shows some understanding of question formation Produces errors or awkward structures that sometimes affect readability and understanding of paragraph

D Does not meet all expectations

Shows a very limited understanding of question formation Produces errors or awkward structures that repeatedly affect readability and understanding of paragraph

E Serious difculties

Uses structures borrowed from L1 and writes incomplete questions Produces a paragraph that is mostly incomprehensible

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Punctuation / capitalization Question words Word order of questions Use of do/does Spelling

Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage.

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Name: ___________________________________________ Date: ________________________ Group: ___________

My Favourite Club

Evaluation Situation 1 Join the Club

Task 1

Handout ES1.2

1. Read the descriptions of the three clubs. 2. As you read, underline important information about the clubs. Choose the club that you like the most. School Newspaper

Social Club

Movie Club

We need members who:

We need members who:

We need members who:

– love to watch sports and like to participate in school activities – like to write about school life – are good with computers – like to give their opinions – like to take pictures and write fun articles – like to talk to new people – are not shy and know many students

– love to meet new people – like to organize parties and social activities – know a lot about social games and dance music – can talk on the school radio program to advertise the club’s activities – are not shy and like to talk in public

– love to watch movies and read movie magazines – know a lot about actors – like to write and blog about movie stars – can draw and create posters to advertise the club’s activities

Our activities:

Our activities:

Our activities:

– The club publishes one newspaper a month. – Club members share submarine sandwiches at lunchtime every Thursday. – The club organizes a visit to local newspaper ofces in May.

– The club organizes four social events during the year. – Club members meet at lunchtime every Monday.

– The club shows one movie a month in the school auditorium. – Club members share a pizza at lunchtime every Wednesday. – The club organizes a lm festival in December.

3. Work with a classmate. Do not tell your partner which club you chose. 4. Take turns asking your partner questions to nd out his or her favourite club. Use your notes for help. Example: Do you like to watch movies? 5. Answer your partner’s questions until your partner guesses your favourite club. Example: Yes, I like to watch movies. 6. Individually, write down the answers to these questions: a. What is your classmate’s favourite club? b. Why does your classmate like this club? Give two reasons. My classmate likes the

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because

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Name: ___________________________________________ Date: ________________________ Group: ___________

Meet the Club Members

Evaluation Situation 1 Join the Club

Task 2

Handout ES1.3

1. Read the proles of three club members. Then, answer the questions below the texts. [email protected]

[email protected]

[email protected]

Welcome to the School Newspaper Club!

Welcome to the Social Club!

Welcome to the Movie Club!

– My name is Ken. I am a member of the Social Club. It is a great place to meet people and have fun! – I help to plan activities for the social club. We organize sports nights, outings and dances. I am a good dancer. I also love to sing and I play the guitar, too. I like sharing music and dancing with people. – I am friendly and I want to make others happy. I am talkative and I like to chat with everyone, so come and visit. – I love to have fun but I am also serious. I’m focused and I work hard to create a sense of belonging for everybody at school. Our next event is a costume party in October. I hope you join our club!

– My name is Max. I am a member of the Movie Club. I love to watch movies. I like to read and to listen to music, too. At times, I am a dreamy person. I am also sociable and I like to hang out with friends. I am not athletic but I am very creative. I love to illustrate posters to advertise the movies we show each month. That is my job. – I also like drama classes. Sometimes we do a mini-skit about the movie from our club’s selection. My drama teacher says that I am very animated. I am very talkative and can tell you all about our club, so come and visit us in Room 122. I hope you join the club!

– My name is Joannie. I am a member of the Newspaper Club and I love it. I hope you join the club. – I am in charge of the newspaper sports section. I collect the articles from students. Then, I edit them. I am a team sports fanatic. My favourite sport is volleyball. – I try to be well organized. I like to do well in everything I do. I always cooperate with the other club members. I like technology and I am good with computers. – My friends say that I am very patient and very helpful. I am friendly and sociable. Do not hesitate to come and talk to me about the club. We introduce everyone who works for the paper in the rst issue.

a. Who plays the guitar? b. What is Joannie’s job at the club?

c. When is the costume party? d. What activities does the social club do? e. What is Ken’s job in the club? f.

Where do the movie-club members meet?

g. What are Max’s favourite pastimes?

h. Who does not play sports? i.

What is Max’s responsibility in the club?

j.

Underline the words in the text that describe Joannie’s, Ken’s and Max’s personal qualities.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Consider Your Choice

Evaluation Situation 1 Join the Club

Task 3

Handout ES1.4

1. Choose a club you like: • • • •

School Newspaper Club Social Club Movie Club Other

2. Write three yes / no questions and three information questions to ask the club leader at the rst meeting. Think about your: • • • • •

hobbies personal qualities interests responsibilities schedule

Yes / No Questions a. b. c. Information Questions a. b. c. 3. Write a short paragraph explaining which club interests you the most. Include three reasons why you chose this club.

280

Snapshot Year One n Evaluation Situation

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EVALUATION SITUATION

2

Safety on the Net Recommended for use after Units 4, 5 and 6

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 ....................................................................... 282 • Evaluation Grids for C1, C2 and C3................................... ES2.1 ........................ 283 Student Handouts...............................................................ES2.2–ES2.4............. 285

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Content of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Teens face many dangers when they chat on the Internet or use instant messaging services. Students will read and give advice about safe Internet use. • Ask students if they know of any rules to follow to use the Internet safely. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria using the grids for the three ESL Competencies on pages 283–284. • 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 invited to explore Internet safety issues. First, they will answer survey questions about their activities on the Internet and discuss their answers with a classmate. Second, they will read a blog post about a youth’s online behaviour and point out some unsafe actions. Finally, they will respond to the blog post and give advice on online safety.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: What Are Your Online Habits? 20 min

C1 Interacts Orally in English • Articulation of the message

Survey

– Sharing information – Answering yes / no questions in the simple present

– Rephrase – Substitute

Email

– Simple past of regular and irregular verbs – Negative form of simple past – Sequence adverbs and ordinal numbers

– Scan – Pay selective attention

Interview

– Punctuation and capitalization – Ordinal numbers – Can, must and have to

– Take notes – Activate prior knowledge

Task 2: Are You Online? 20 min

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process

Task 3: My Online Safety Guide 30 min

282

C3 Writes and Produces Texts • Content of the message

Snapshot Year One n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: What Are Your Online Habits? Task 2: Are You Online?

Evaluation Situation 2 Safety on the Net

Task 1: C1

Evaluation Grid

Handout ES2.1

Interacts Orally in English

Articulation of the message A Exceeds expectations

Discussion of student’s online habits is easily understood and contains no or few errors Speaks spontaneously and naturally

B Meets expectations

Discussion of student’s online habits needs little clarication despite errors Hesitates occasionally but is uent

C Acceptable but needs improvement

Discussion of student’s online habits needs some interpretation or clarication Hesitates often, searching for words to express ideas

D Does not meet all expectations

Discussion of student’s online habits is partially understandable with interpretation Hesitates constantly, searching for words and correcting sentence structure

E Serious difculties

Is unable to discuss own online habits Needs support and prompting from the teacher or peers

Task 2: C2

Reinvests Understanding of Texts

Evidence of understanding of texts through the response process A Exceeds expectations

Correctly answers all questions in his / her own words and contributes personal ideas and opinions related to the text

B Meets expectations

Demonstrates understanding of the text by answering most questions correctly

C Acceptable but needs improvement

Shows understanding of overall meaning of the text by answering some questions correctly, using words from the text

D Does not meet all expectations

With support, identies keywords and answers simple questions about the text

E Serious difculties

Shows understanding of words or parts of the questions and sentences in the text

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: My Online Safety Guide

Evaluation Situation 2 Safety on the Net

Task 3: C3

Evaluation Grid

Handout ES2.1 (cont.)

Writes and Produces Texts

Content of the message A Exceeds expectations

Response to Annie’s blog post is well adapted to the topic, purpose and audience Conveys a clear and coherent message that exceeds the requirements of the task

B Meets expectations

Response to Annie’s blog post is appropriate to the topic, purpose and audience Conveys a coherent and well-organized message that meets all the task requirements

C Acceptable but needs improvement

Response to Annie’s blog post is generally appropriate to the topic, purpose and audience Conveys a coherent and organized message that meets most of the task requirements

D Does not meet all expectations

Response to Annie’s blog post is understood after the rst reading despite lack of focus regarding the topic, purpose and audience Ideas are pertinent but message lacks organization Tries to meet some of the guidelines

E Serious difculties

Response to Annie’s blog post is incoherent and requires interpretation Ideas lack organization and are not pertinent to the topic, purpose or audience Meets very few of the task requirements

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Text on topic Clarity of purpose Organization of ideas

Comments

284

Snapshot Year One n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Are Your Online Habits?

Evaluation Situation 2 Safety on the Net

Task 1

Handout ES2.2

1. Read the questions. Decide if you do the actions always, sometimes, or never. Always

Sometimes

Never

a. Do you give out your personal information online? b. Do you know everyone on your friends list? c. Do you answer emails from people you don’t know? d. Do you use your webcam when instant messaging? e. Do you use the Internet to spread rumours? f. Do you share your passwords with friends? g. Do you participate in online contests? h. Do you ask your friends for permission before posting pictures of them? i. Do you tell your parents who your contacts are? j. Do you use personal information in your email addresses?

2. Work with a classmate. Discuss your answers to the above questions. 3. Write down three things that you and your partner always do. a. b. c. 4. Write down three things that you and your partner never do. a. b. c. 5. Decide on three things that are very important for younger children to know. Write them down. a. b. c.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Are You Online?

Evaluation Situation 2 Safety on the Net

Task 2

Handout ES2.3

1. Read the blog post and answer the questions that follow. Yesterday I was disappointed because I participated in a contest to win a video game. It took me 20 minutes to ll in the online questionnaire. I didn’t win but I received 200 email messages from different gamer and game sites. My inbox was so full! I tried to answer all of the messages but I didn’t have time. I had to do my homework. I’ll answer more emails this weekend. Last week, my good friend Jackie went into my inbox and erased an important personal message from my parents by accident. I wasn’t happy about that. I gave her my email password once because there was an emergency. I’m sorry I did. Yesterday, I changed my password. I used my cat’s name. Last night, I got a message from a boy I didn’t know. He asked to be my friend. I accepted and he sent another message right away. His name is Greg. We chatted online for an hour. He’s a great guy! I hope I can meet him soon. We’re going to talk about that tonight. My mom asked me what I was doing online. I told her that I was chatting with my friend Jackie and that it was private. I don’t like to lie but she doesn’t know Greg. Luckily, she didn’t see Greg’s name on the screen! [email protected]

a. Why did Annie participate in an online contest?

b. How many emails did Annie receive after she entered the contest?

c. What information did Annie use in her new password?

d. When did Annie answer Greg’s message?

e. How long did Annie talk online with Greg?

f.

286

What did Annie say she was doing online?

Snapshot Year One n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Are You Online?

Evaluation Situation 2 Safety on the Net

Task 2

Handout ES2.3 (cont.)

2. Read the safety tips. Does Annie follow the tips? Justify your answers with examples from the text. Tip 1: Do not chat online or exchange emails with people you do not know. • Yes • No Tip 2: Never arrange to meet someone you only know online. • Yes • No Tip 3: Do not ll out registration forms or enter online contests. • Yes • No Tip 4: Do not use personal information when you create a password. • Yes • No Tip 5: Keep your passwords secret. Never give them to anyone. • Yes • No

3. How important is it to follow these safety rules? Give your opinion.

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Name: ___________________________________________ Date: ________________________ Group: ___________

My Online Safety Guide

Evaluation Situation 2 Safety on the Net

Task 3

Handout ES2.4

1. Respond to Annie’s blog post. • Give her advice about using the Internet safely. • Explain to her why it is a good idea to follow your advice.

a. Plan your response. Use the graphic organizer for help. My Suggestions What Annie must do

What Annie must not do

b. Write and edit your text.

288

Snapshot Year One n Evaluation Situation

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EVALUATION SITUATION

3

Tell Me a Mystery Story Recommended for use after Units 7 and 8

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3........................................................................ 290 • Evaluation Grids for C1, C2 and C3................................... ES3.1 ........................ 291 Student Handouts...............................................................ES3.2–ES3.4............. 293

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Content of the message • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge 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 tell, read and write an ending to a ctional mystery story. • Ask students if they have read detective stories and if they like to try to nd clues and solve mysteries. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL Competencies on pages 291–292. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 3 Students are invited to tell and read short mystery stories. First, they will look at two photo stories, choose one to retell in their own words and ask questions about a classmate’s story. Second, they will read a mystery story and discover how it was solved. Finally, they will write a conclusion for the mystery story they read.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: What Happened Here? 20 min

C1 Interacts Orally in English • Content of the message • Articulation of the message

Photo story

– Asking and answering yes / no and information questions in the simple past

– Predict – Direct attention – Practise

Mystery story

– Simple past of regular and irregular verbs – Future with will and be going to

– Scan – Pay selective attention

Mystery story ending

– Simple past of regular and irregular verbs

– Activate prior knowledge

– Take risks

Task 2: A Dognapping 20 min

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process

Task 3: Who Did It? 30 min

290

C2 Reinvests Understanding of Texts • Use of knowledge in a reinvestment task C3 Writes and Produces Texts • Formulation of the message

Snapshot Year One n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: What Happened Here?

Evaluation Situation 3 Tell Me a Mystery Story

Task 1: C1

Evaluation Grid

Handout ES3.1

Interacts Orally in English

Content of the message

Articulation of the message

A Exceeds expectations

Story corresponds to the photo story, contains several details and describes the sequence of events accurately Ideas are well organized and exceed task requirements

Story and questions are easily understood and contain complex structures and few or no errors in structure and vocabulary Tells the story uently, with spontaneity and ease

B Meets expectations

Story corresponds to the photo story and contains some details about the sequence of events Ideas are well organized and meet task requirements

Story and questions are understandable and contain accurate functional vocabulary and some errors in structure Tells the story with little hesitation and uses the notes taken

C Acceptable but needs improvement

Most of story corresponds to the photo story but contains only a few details about the sequence of events Ideas are organized and meet most task requirements

Story and questions contain familiar functional vocabulary and some errors in structure that may need interpretation or clarication Tells the story with some hesitation and often quotes from the notes taken

D Does not meet all expectations

Story does not always correspond to the photo story and contains few details about the sequence of events Ideas lack organization; some elements of the photo story are missing; photo story meets some task requirements

Story and questions contain simple vocabulary and errors in structure that are only partially understandable with interpretation Tells the story with frequent hesitation and by reading the notes taken

Story contains only a few elements of the photo story and almost no details about the sequence of events Ideas are unclear or missing and photo story only partially meets task requirements

Is unable to tell a comprehensible story using basic functional language and asks questions with isolated words Hesitates regularly and constantly searches for words as the notes are incomplete

E Serious difculties

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 2: A Dognapping Task 3: Who Did It?

Evaluation Situation 3 Tell Me a Mystery Story

Task 2: C2

Evaluation Grid

Handout ES3.1 (cont.)

Reinvests Understanding of Texts

Evidence of understanding of texts through the response process A Exceeds expectations

Correctly answers all questions in his / her own words, is able to paraphrase direct quotes and infer meaning from context

B Meets expectations

Demonstrates understanding by answering most questions correctly and infers meaning from text

C Acceptable but needs improvement

Shows understanding of parts of the text by answering some questions correctly and uses words from the text

D Does not meet all expectations

With support, is able to identify some key words and answer a few questions correctly

E Serious difculties

Even with support, is unable to nd answers to most questions

A Exceeds expectations

Task 3: C2 Reinvests Understanding of Texts

Task 3: C3 Writes and Produces Texts

Use of knowledge in a reinvestment task

Formulation of the message

Combines information from the story that is highly pertinent and accurate with own ideas to write a creative and believable ending to the story

Uses the simple past of verbs and a personal repertoire of vocabulary correctly at all times

Combines accurate information from the story with own ideas to write a believable ending to the story

Uses the simple past of verbs and newly acquired vocabulary correctly most of the time

Bases story ending on ideas from the story (ideas may contain some inaccuracies or errors of logic)

Uses the simple past of verbs and some newly acquired vocabulary correctly some of the time

D Does not meet all expectations

Produces a story ending that contains many inaccuracies or errors of logic, or does not use ideas from the story

Rarely uses the simple past of verbs correctly; uses only familiar vocabulary

E Serious difculties

Does not complete the task OR Does not respect task requirements OR Story ending is mostly incomprehensible OR Copies ending from elsewhere

Almost never uses the simple past of verbs but uses another tense or borrows from L1; uses basic vocabulary

B Meets expectations C Acceptable but needs improvement

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Capitalization Simple past Word order Comments

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Happened Here?

Evaluation Situation 3 Tell Me a Mystery Story

Task 1

Handout ES3.2

STORY B

STORY A

1. Look at the following two photo stories. Choose one to talk about. Write down key words about what happened in the story you chose.

Notes

2. Work with a classmate. Take turns telling each other your photo stories. Use your notes for help. 3. Ask your partner three questions about his or her story. Use the simple past tense.

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Name: ___________________________________________ Date: ________________________ Group: ___________

A Dognapping

Evaluation Situation 3 Tell Me a Mystery Story

Task 2

Handout ES3.3

1. Read the story. Underline the verbs in the simple past. Circle the verbs in the future. A Dognapping Last night, I climbed the stairs to my apartment. Suddenly, I heard a woman shout from the third oor. “My dog is missing! My little Barney is gone! Someone kidnapped my dog! Help!” It was Mrs. MacLean, my neighbour. I rushed up the stairs to her apartment. She stood in her doorway with Barney’s food bowl in one hand and a note in the other hand. “What happened?” I asked her. “How do you know that someone kidnapped him?” “The kidnapper left this note in Barney’s food bowl,” she replied. “I was in the shower. When I got out, I found this note in his bowl. The apartment door was open and Barney was gone. The note said it will cost $2000 to get him back!” “Where did the note tell you to leave the money?” I asked. “I have to leave it under my doormat,” she replied. “I’ll pay anything to get my little dog back!” “Wait. Don’t do anything yet. That note is your rst clue,” I said. “I’ll call the police, too. They will help us to nd your dog.” Detective Jarvis from the police arrived immediately. He asked Mrs. Maclean if she knew anyone who did not like her dog. She replied, “I know that my neighbours on the second oor, Mr. Monroe and Mr. Chalmers, said that Barney makes too much noise running on the oor. Also, Mr. Chalmers hates dogs.” “I’ll go downstairs and I’ll ask them a few questions.” Detective Jarvis said. “We’ll see if one of them did it.” Detective Jarvis knocked on Mr. Monroe’s door rst. “Do you have any information about Mrs. Maclean’s dog, Barney? he asked. “Someone kidnapped him. Do you know anything about this?” Mr. Monroe looked horried. “No!” he replied. “He’s a noisy little dog, but kidnapping? Who did such an awful thing?” Next, Detective Jarvis knocked on Mr. Chalmers’ door and asked him about Barney. “I didn’t do it,” he said. “I don’t know anything about it. Besides, I don’t know when Mrs. MacLean usually takes her shower.” “Who said anything about Mrs. MacLean’s shower?” Detective Jarvis asked. “Sorry, Mr. Chalmers, but you will go down to the police station with me. You are under arrest for kidnapping Mrs. MacLean’s dog.”

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Name: ___________________________________________ Date: ________________________ Group: ___________

A Dognapping

Evaluation Situation 3 Tell Me a Mystery Story

Task 2

Handout ES3.3 (cont.)

2. Place the events from the story in the correct order, from 1 to 8. a.

Detective Jarvis arrived immediately.

b.

Mr. Monroe was horried.

c.

The narrator heard a woman shout.

d.

Mrs. MacLean said that someone kidnapped her dog, Barney.

e.

Detective Jarvis arrested Mr. Chalmers.

f.

Mrs. MacLean said that she would pay anything to get her dog back.

g.

Mrs. MacLean said that her neighbours thought that Barney was too noisy.

h.

Detective Jarvis asked Mr. Chalmers if he had information about Barney.

3. Who shouted about a missing dog?

4. How much money did the dognapper want?

5. Where did the kidnapper say to leave the money?

6. Where did Mr. Monroe and Mr. Chalmers live?

7. Why did Detective Jarvis want to ask Mr. Monroe and Mr. Chalmers about Barney?

8. What was Mr. Monroe’s reaction when he heard that Barney was missing?

9. What clue convinced Detective Jarvis that Mr. Chalmers was the kidnapper?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Who Did It?

Evaluation Situation 3 Tell Me a Mystery Story

Task 3

Handout ES3.4

Write your own ending to the story “A Dognapping.” 1. Think of a new character. Name: 2. Describe your character.

3. Choose a different ending.

a. The kidnapper is not found. b. The narrator is the culprit. c. The dog escapes and comes back. d. Make up your own ending using your new character. 4. Write your new ending to the story. Include your new character in the ending that you write. Detective Jarvis knocked on Mr. Monroe’s door rst, and said . . .

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Digital Tools from Chenelière Éducation The Snapshot collection is offered in digital ipbook format on Chenelière Éducation’s platform. The following pages provide an overview of the platform’s functionalities and of the specics of the Snapshot collection. The video of the guided tour (in French) of Chenelière Éducation’s platform, viewable at www.cheneliere.ca under the tab / Secondaire / Tour d’horizon, describes the main features of the platform and the collections it presents. It is also possible to view tutorials (in French) which describe how to use the basic tools at www.cheneliere.ca under the tab / Secondaire / Tutoriels.

platform’s

THE LIBRARY The Chenelière Éducation website allows teachers to access a personal library containing the digital books they have acquired. Teachers can access their library by visiting www.cheneliere.ca/Ma bibliothèque.

Chenelière Éducation’s

PLATFORM

User-friendly and downloadable, the i+ Interactif platform is an environment perfectly adapted for in-class viewing of digital books. It offers a number of advantages. These include enhancing a workbook with personalized material and consulting various interactive content (hyperlinks, interactive maps, etc.) and reproducible documents offered by the publisher.

THE MAIN MENU In the platform, teachers can consult the digital version of each of the printed and digital components of a collection. The main menu contains the following buttons. 1. Table of Contents 2. Additional Material 3. Interactive Workshops 4. My Course 5. Presentations 6. Prole 7. Notes 8. Monitoring Coursework

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The “Table of Contents” button leads to the ipbook’s table of contents and allows teachers to explore the book. The “Additional Material” button accesses the additional material, reproducible documents and various interactive content offered by the publisher, as well as personal les included by teachers. Searches can be carried out by chapter or by type of material (reproducible documents, hyperlinks, etc.). The “Interactive Workshops” button allows teachers to consult the list of interactive workshops related to a title, create groups, assign activities in learning or evaluation mode to students and access their results. The “My Course” button allows teachers to group together in one space all the resources required to teach a course. It is also possible to organize the content of a course in the order best suited to that course, and to share it with students or with colleagues. The “Presentations” tool allows for the creation of animated presentations. It is possible to integrate screen captures, text, images, hyperlinks, page references, audio and video les and much more! The “Prole” button allows teachers to modify their personal information. It also provides the possibility of creating student groups and colleague groups with which teachers can then share notes and documents. The “Notes” button groups together all the personal and public notes in one single directory. In addition, lters allow for rening note search results. The “Monitoring Coursework” button allows teachers and students using the digital ipbook to monitor the exchange of coursework.

1. The digital flipbook The digital ipbook of the Snapshot collection offers teachers the possibility of projecting pages with the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers, either one by one or all at once, or consult the teacher’s notes for each page in one single click. The pages of the workbook also contain direct access to digital and interactive content. The following clickable icons thus appear throughout the pages of the digital ipbook.

Interactive workshop

Hyperlink

Video

Reproducible document (handout)

Audio clip

Page link 298

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As with the workbooks, the digital ipbook of the teacher’s guide of Snapshot (which brings together all of the additional material) allows teachers to project reproducible documents using an interactive whiteboard or a projector. Teachers can also display there all the answers in one single click. This digital version contains all the reproducible documents in PDF format for easy printing, as well as in modiable Word format, allowing teachers to adapt documents according to their needs.

2. Interactive workshops The digital version of the Snapshot collection contains 20 interactive workshops or quizzes per year that are related to the content of the workbook and sorted by theme or by grammar notion. These workshops are accessible throughout the pages of the digital ipbook as well as by the table of contents of the interactive workshops. They can be completed in class using an interactive whiteboard or individually in learning or evaluation mode. Students can complete them on their own in class, in the lab or at home using a computer or a tablet. Each of the workshops includes 8 to 10 questions, with two additional tries/attempts (true or false, multiple choice, ll-in-the-blank, matching, drag-and-drop, drop-down menus, etc.). In learning mode in most workshops, students are given a hint to help them answer questions, then the answer and feedback once they have submitted their answers. In evaluation mode, they get no additional tries, no hints and no answer. In both modes, however, accumulated points are displayed and are updated as the students answer questions. Pages of the workbook related to the workshop content

Navigation tabs

Accumulated points

Go to the next question

User-friendly learning management tools are also available to teachers with the interactive workshops. These tools allow, for example, for the creation of student groups, for assigning activities to these groups in learning or evaluation mode and for consulting the results. For more detailed information about interactive workshops, view the tutorials (in French) at www.cheneliere.ca under the tab / Tutoriels or the user’s guide (in French) available at www.cheneliere.ca under the tab i / Guides de l’utilisateur. Reproduction prohibited © TC Media Books Inc.

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3. Downloading the platform The downloadable version of Chenelière Éducation’s platform allows you to use most of its functionalities without the need for an Internet connection. Teachers only need to connect to the Internet to synchronize operations carried out while ofine. Please note that certain functionalities, like accessing a website or assigning an interactive workshop to students, require an Internet connection.

Download button For more information about downloading the platform, view the Downloading the platform tutorial (in French) or consult the user’s guide in French at http://platform.cheneliere.ca/beta/pages_info/ iplus-secondaire/guides.php.

4. Tablet versions of the interactive workshops and student flipbooks In addition to being available to teachers and students on computers, Chenelière Éducation’s interactive workshops are also accessible on iPad and Android tablets. This allows students to complete workshops on their tablets. For more information regarding the Chenelière Éducation application for iPad, consult the user’s guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application for iPad at www.cheneliere.ca under the tabs / Guides de l’utilisateur and / Tutoriels.

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DIGITAL TOOLS OFFERED WITH SNAPSHOT The Snapshot collection is available on the The following elements are included.

platform, which is online and downloadable.

For students • The digital flipbook version of the workbook • Access to 20 interactive workshops and exercises with automatic feedback, to be completed in class, in the lab or at home (these workshops are related to the workbook’s themes and grammar notions) • Access to audio files (model dialogues) • Complementary documents and all other digital content made available by the teacher For teachers • All printed components in digital version • Interactive workshops and exercises with automatic feedback developed according to the progression and structure of the collection, to be completed as a group or individually, comprised of 16 grammar, 2 reading comprehension and 2 listening comprehension workshops • Learning management tools to measure students’ progress • All the reproducible documents in PDF and modifiable Word formats • Answers that can be displayed one by one • More than 25 hyperlinks • Access to 23 CD tracks • Access to 4 videos with and without English subtitles

OVERVIEW OF INTERACTIVE WORKSHOPS Completion time for each workshop is approximately 30 minutes. For each unit, there are one to three grammar workshops covering grammar notions presented in the unit. There are also two reading comprehension and two listening comprehension workshops linked to specic units in the workbook. You can assign these workshops in any order you like directly from the “Interactive Workshops” buttons located throughout the digital version of the workbook. See the following pages for a list of all the workshops offered with Snapshot Secondary Cycle One, Year One.

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Secondary Cycle One • Year One List of Interactive Workshops

Verbs and Sentence Builders Unit 1 It’s My Life Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

1

Pronouns (Subject and object pronouns)

Subject pronouns, p. 4

Pronouns, pp. 177–178

2

Position and Order of Adjectives

Adjectives, p. 8 Order of adjectives, p. 52

Adjectives, pp. 179–180

3

Simple Present (Afrmative)

Simple present verbs, pp. 9–10

Simple present, pp. 124–126, 129–131

Unit 2 A Passion for Sports! Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

4

Simple Present (Negative)

The negative of verbs in the simple present, p. 20

Simple present, pp. 127–128, 132–134

5

Possessive Adjectives

Possessive adjectives, p. 22

Adjectives (Possessive), p. 181

6

Yes /No Questions in the Simple Present

Yes /no questions in the simple present, pp. 23–24

Simple present, pp. 135, 137–138

Unit 3 Elements of Fear Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

7

Nouns (Types, plurals, countable and uncountable, possessive form of nouns)

Plural nouns, p. 32

Nouns, pp. 171–176

8

Information Questions in the Simple Present

Information questions in the simple present, pp. 37–38

Simple present, pp. 136, 139–140, 191

Unit 4 Let’s Eat! Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

9

Imperatives

Imperative sentences, p. 45

Imperatives, pp. 165–166

10

Future (Simple future with will, future with be going to)

Simple future with will, pp. 53–54

Future, pp. 157–164

Unit 5 Animal Heroes

302

Workshop

Workshop Title

Notion Covered in Unit

11

Simple Past

The negative form of the simple past, p. 68 Simple past, pp. 69–70

Snapshot Year One n Digital Tools

Notion Covered in Grammar Section Simple past, pp. 141–144, 146–147

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Verbs and Sentence Builders Unit 6 Virtual Fun Notion Covered in Grammar Section

Workshop

Workshop Title

Notion Covered in Unit

12

Adverbs (Adverbs of time, sequence adverbs and ordinal numbers)

Sequence adverbs and ordinal numbers, p. 80

Adverbs, pp. 183–184

13

Simple Past of Irregular Verbs

Simple past of irregular verbs, pp. 85–86

Simple past, pp. 148–151, 205–206

Unit 7 When Disaster Strikes Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

14

Prepositions (Prepositions of place, prepositions of time, more prepositions)

Prepositions, p. 98

Prepositions, pp. 185–188

15

Questions in the Simple Past

Questions in the simple past, pp. 101–102

Simple past, pp. 152–156

Unit 8 The Case of the Net Nuisance Workshop

Workshop Title

Notion Covered in Unit

16

Modals (Can, must and have to)

Modals: can, must and have to, p. 111

Notion Covered in Grammar Section Modals, pp. 167–170

Comprehension and Vocabulary Workshop

Workshop Title

Type

Unit

17

Shackleton the Cat

Reading Comprehension

Unit 5, p. 59

18

Mini-Mystery: The Case of the Sidewalk Paw Prints

Reading Comprehension

Unit 8, p. 107

19

Sport of a Lifetime

Listening Comprehension

Unit 2, p. 15

20

Healthy in the Kitchen

Listening Comprehension

Unit 4, p. 43

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Name: ___________________________________________ Date: ________________________ Group: ___________

Sport of a Lifetime

Unit 2

Interactive Workshop 19

Transcript

STEVE: Welcome to today’s Sport Spotlight Show. I’m here with Marie-Philip Poulin. She’s an Olympic gold medalist in women’s ice hockey. Hi, how are you? MARIE-PHILIP POULIN: I’m ne, thank you. How are you? STEVE: I’m okay, thanks! You’re from Beauceville, Québec. Is that correct? MARIE-PHILIP POULIN: Yes, I’m from Beauceville. STEVE: Tell us about your start in ice hockey. MARIE-PHILIP POULIN: I have to thank my brother, Pier-Alexandre, for playing hockey with me all the time when I was a kid. He’s responsible for my early ability to get the puck past the goalie. He’s an excellent hockey player. STEVE: Wow! So your childhood practice with your brother gives you an edge! MARIE-PHILIP POULIN: It sure does! STEVE: People say that you have creative scoring skills and originality. Do you have a favourite strategy for scoring a goal? MARIE-PHILIP POULIN: No, I don’t have a favourite strategy. I don’t play this game all by myself—I’m playing with my team, and we work together to score. But I think that I’m successful because I love my sport so much. I play with a lot of joy, and that gives me what we call “soft hands.” That means that I’m not tense when I play, so I can sneak the puck right past the goalie. STEVE: How does it feel to be an Olympic champion? MARIE-PHILIP POULIN: I’m very happy to represent Canada! I love to travel around the world with my team. Sometimes it’s difcult because I’m shy and I have to talk with interviewers a lot because of our team’s Olympic win. But I’m proud of our accomplishments and I’m getting used to telling everyone about them! STEVE: Do you have any advice for young girls who want to be hockey players? MARIE-PHILIP POULIN: Yes, don’t be afraid to play with the boys. You will learn a lot and you’ll challenge yourself all the time. You can do it! And if you love the sport, don’t give up. Practise, practise, practise! STEVE: That’s good advice. How important is it to you to win games, Marie-Philip? MARIE-PHILIP POULIN: It’s a privilege to compete. Of course, I love to win. But I play because I love the sport and it’s fun. I train and practise all the time to improve my technique. I respect my teammates and I learn a lot from them. The important thing is to stay in the game, work as a team to do your best, and have fun. STEVE: Thank you for being on our show, Marie-Philip. MARIE-PHILIP POULIN: It’s my pleasure. Thank you!

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Name: ___________________________________________ Date: ________________________ Group: ___________

Healthy in the Kitchen

Unit 4

Interactive Workshop 20

Transcript

HOST: Hello everybody, this is the Snapshot podcast. Today’s show is about teens and their health. Our special guest, Jeremy Boldt, is a teen chef. Jeremy talks to us about eating and making healthy food. Welcome, Jeremy. You’re a teen chef. Why? JEREMY: Hi. When you are a teenager your body changes quickly. It’s important to eat well! So, I want to help teens learn to make their own food. HOST: Why is eating well so important for teens? JEREMY: You have to eat lots of different healthy foods to give your body the fuel and nutrients it needs, energy that lasts all day. Teens are very active people! HOST: And unhealthy food doesn’t have energy? JEREMY: Oh, unhealthy food does have energy but the energy doesn’t last for a long time. HOST: Can you make food that tastes great but is healthy too? JEREMY: Absolutely. First, you just have to choose the right recipes. Second, you must choose a variety of foods from each food group. HOST: What kind of foods? JEREMY: Well, you need lean protein: chicken breasts, lean beef, sh and seafood, and even tofu! You also need whole grains, and low-fat dairy products for calcium. Calcium is important for developing healthy bones. Choose low-fat milk instead of a soda. Soda is packed with sugar. HOST: And what about vegetables and fruits? JEREMY: Yes! A good rule to remember is to choose food with a variety of colours. If you have a lot of colours on your plate, you know that you have lots of different fruits and vegetables on your plate. Your body needs at least ve servings of fruits and vegetables every day. They have bre and the nutrients your growing body needs. HOST: Vegetables? Do you mean I can eat french fries? Potatoes are vegetables! JEREMY: Ha! The potato is ne, but “fried” is not. Avoid fried foods because they contain trans fat. Trans fat is bad for your heart. Also avoid recipes that contain a lot of saturated fat, which comes from animals. This kind of fat is also bad for your heart. You can eat french fries in a small portion, if you like, but do not eat french fries as a meal.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Healthy in the Kitchen

Unit 4

Interactive Workshop 20

Transcript

HOST: That’s not easy when I’m hungry! JEREMY: That brings me to another important rule. I try to serve smaller portions. It’s not healthy to eat too much. Learn what a portion size is for each food you serve, and stick to it. HOST: Do you have more tips to prepare food at home, Chef? JEREMY: Yes. When you cook at home, put less sugar and less salt in your recipes. Use herbs and spices to give your food  avour. Also do not fry your food. Grill it or sauté it in a pan with a little olive oil, if possible. Olive oil is unsaturated fat, which can be part of a healthy diet. Try to steam your vegetables, too, or eat them raw in salads. Cook your own meals. It is the best way to stay healthy and know what is on your plate. HOST: So, to all you teen chefs at home, read your recipes and ingredient labels carefully. Be careful about the type of fat you use, eat lots of vegetables and fruits, and cook with less sugar and salt. And do not overeat. Thank you, Chef Jeremy.

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Snapshot Complete teaching material for successful learning Student Workbook

Updated themes New watching activities, featuring videos with and without English subtitles More opportunities for oral interaction New Reference Section New interactive workshops on i+ Interactif platform

Answer Key

Eight units offering an original take on innovative Colour workbook with answer key and teacher’s themes notes Varied reading, watching, listening and speaking tasks Teacher’s Guide and Answer Key A final project that gathers information learned Answer key in the unit in a written production Handouts that include extra reading activities, An extra reading text and activity to explore the listening activities, grammar quizzes and unit’s theme further evaluation tools Contextualized and form-focused grammar Three evaluation situations exercises A CD with model dialogues and listening activities A complete grammar section with numerous A DVD offering videos with and without English exercises subtitles A useful reference section that offers functional language, strategies, tips for writing and production processes and other grammar references

Digital resources take teaching to another level For students

For teachers

Digital Student Workbook accessible on any computer and iPad Access to a large number of interactive exercises and workshops with automatic feedback that follow the progression of the workbook Additional documents and digital content that can be made available by teachers

All the features and tools of the i+ Interactif platform Digital versions of all the printed material and all the digital content that is available to students Learning management tools to monitor students’ progress All handouts in both PDF and Word formats Answers that appear one by one and numerous hyperlinks

With Chenelière’s new i+ Interactif platform, available online and downloadable, display, create, personalize and share pedagogical content and so much more!

The components of Snapshot, Secondary Cycle One, Year One, 2nd Edition Print Version • Student Workbook • Answer Key • Teacher’s Guide

Digital Version • platform • Digital Student Workbook • Digital Teacher’s Guide and Answer Key

ISBN 978-2-7650-5214-2