Zipline : enriched english as a second language : secondary cycle one : year one [1-1] 9782765046622

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Enriched English as a Second Language

Secondary Cycle One • Year One

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ

Student Workbook • Competency-developing tasks • Contextualized grammar • Extra grammar practice • Extra readings

Conforms to the PROGRESSION of learning

Enriched English as a Second Language

Secondary Cycle One • Year One

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ

Student Workbook • Competency-developing tasks • Contextualized grammar • Extra grammar practice • Extra readings

Zipline Enriched 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 Zipline, Enriched English as a Second Language.

Student Workbook

Cynthia Beyea, C.S. des Laurentides Arielle Aaronson, Catherine Durand, Yuly Gonzalez

Nicole Caissie, Collège Charles-Lemoyne

© 2015 TC Media Books Inc.

Michelle Collister, Collège St-Hilaire

Editor: Susan Ballinger, Jennifer McMorran Project Managers: Michèle Devlin, Paula Kielstra, Vanessa Copeland Proofreader: Nancy Perreault Photo Researcher: Rachel Irwin Permissions Researcher: Marc-André Brouillard Book and Cover Designer: Micheline Roy Typesetter: Micheline Roy Printer: TC Imprimeries Transcontinental

Julie Plamondon, C.S. des Patriotes

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 978-2-7650-4662-2

Legal deposit: 1st quarter 2015 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 2

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ITIB

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Olha Reshetnikova, C.S. des Affluents

table of contents Table of Contents Review Unit Exercise Your Brain .........................................

1

Brush up your English skills—and test your problem-solving abilities!

Unit 1 I Want Candy! .....................................................................

9

Learn about candy’s good and not-so-good sides. Grammar: Simple present; plural nouns; countable nouns and uncountable nouns Write a product review of a memorable treat. Extra

Reading: Working in Candy Land Word Games: Sweet expressions

Unit 2 Good Guys and Bad Guys ........................................

37

Explore the traits that dene a character.

Units

Grammar: Subject pronouns; possessive adjectives; yes / no questions in the simple present Write a character sketch. Extra

Reading: Zorro! Or The Curse of Capistrano by Johnston McCulley Word Games: Personality adjectives

Unit 3 Sticky Situations ..............................................................

65

Explore difcult situations. Grammar: Imperatives; modals should and could; discourse markers Write tips for dealing with a sticky situation. Extra

Reading: Island of the Blue Dolphins by Scott O’Dell Word Games: Survival vocabulary

Unit 4 The History of Video Games ................................

93

Explore the history and making of video games. Grammar: Simple past of to be and regular verbs; modals must and have to Design a storyboard for your own video game. Extra

Reading: Video Games Becoming Required Coursework in Schools by Emily Chung Word Games: Gaming verbs

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Table of Contents

iii

Unit 5 Twisted Tales ......................................................................

121

Learn how fairy tales can be transformed. Grammar: Possessive form of nouns; simple past of irregular verbs Write a new version of a traditional tale.

Units

Extra

Reading: Rumpelstiltskin, Private Eye by Jason Sandford Word Games: Word endings

Unit 6 Enter at Your Own Risk ..............................................

149

Explore some of Earth’s extreme places. Grammar: Prepositions at, in and to; simple future Write a travel brochure for your own extreme adventure. Extra

Reading: The Voyage of the Northern Magic by Diane Stuemer Word Games: False cognates

Reference Section

Grammar Section

Verbs

iv

Simple Present................................................................................................. Present Continuous ........................................................................................ Simple Past ...................................................................................................... Past Continuous .............................................................................................. Simple Future .................................................................................................. Imperatives ...................................................................................................... Modals ..............................................................................................................

178 190 195 209 212 220 221

Sentence Builders Simple and Compound Sentences ............................................................... Nouns ............................................................................................................... Pronouns .......................................................................................................... Adjectives......................................................................................................... Adverbs ............................................................................................................ Prepositions ..................................................................................................... Articles: Denite and Indenite ................................................................... Question Words .............................................................................................. Punctuation ..................................................................................................... Capitalization ..................................................................................................

225 227 230 232 234 237 239 240 241 242

Functional Language ..................................................................................... Strategies ......................................................................................................... Verb Tense Overview...................................................................................... Simple Past of Common Irregular Verbs ..................................................... The Response Process ..................................................................................... The Writing Process ........................................................................................ The Production Process .................................................................................. Peer Editing Guide ......................................................................................... Self-Evaluation Guide ....................................................................................

243 245 247 249 250 251 252 253 254

Table of Contents

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Overview of Secondary Cycle One • Year One Units In the rst section of Zipline, you will nd a short review unit and six theme-based units. The Review Unit helps you review previously covered English grammar and vocabulary. It also gives you a chance to get to know your classmates as you play games and solve brain puzzles with them. The six theme-based units expand your knowledge of grammar, language and vocabulary as you explore interesting topics through reading, viewing, writing and discussing ideas.

The opening page of each unit explains what you will learn and do.

The Icebreaker task introduces the unit theme and helps you share what you know about the topic with your classmates.

The Tasks Each unit contains tasks that focus on reading, viewing, writing and discussing. The tabs indicate the focus of each task. The introduction to each task helps you to understand its purpose. Step-by-step instructions explain what to do.

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Overview

v

The Writing Project at the end of each unit allows you to use the writing process to create a personalized text on the theme of the unit.

The Grammar Point box draws your attention to a grammar notion that you will use in the unit tasks.

Exercises give you a chance to practise it.

Extras These extra features appear in each theme-based unit. Extra Reading texts and activities encourage you to further explore the theme of the unit.

Word Games pages focus on vocabulary words and pronunciation.

The Grammar Check offers additional practice of the notions presented in the unit’s Grammar Points.

Exercises allow you to become familiar with theme-related vocabulary and to practise problematic pronunciation.

vi

Overview

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

Grammar boxes explain the notion and provide examples.

Exercises let you practise the grammar notion.

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

Tabs The unit tabs indicate the focus of each task.

ICEBREAKER

SPEAKING

READING

VIEWING

WRITING

GRAMMAR POINT

WRITING PROJECT

EXTRA READING

EXTRA GRAMMAR

EXTRA LANGUAGE

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Overview

vii

Icons

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 or produce texts.

DVD

CD

The DVD icon indicates that there is a video viewing activity. The CD icon indicates that there is a listening activity or that a recording of the text is available.

This icon indicates that you will reinvest a grammar notion seen in a Grammar Point.

Boxes

STRATEGY REMINDER USEFUL LANGUAGE

VOCABULARY SPEAK UP

Strategy Reminder boxes offer strategies for completing the tasks. Useful Language boxes suggest language prompts to help you participate actively in oral tasks.

Vocabulary boxes provide denitions or synonyms to help you understand the meaning of unfamiliar words. Speak Up boxes provide guiding questions and language prompts for additional oral activities.

Red Flag boxes highlight common grammar and vocabulary errors to avoid. FYI boxes offer additional information on a topic or a grammar issue.

FYI PRONUNCIATION

Bands

Pronunciation exercises help you master intonation and pronunciation through repetition, sound matching and tongue twisters.

These bands indicate the phases of the response process.

Before Reading

While Reading

After Reading

Before Viewing

While Viewing

After Viewing

This band indicates where to nd more information about a grammar notion.

Go to pages 227 and 228 of the Grammar Section for more information and practice.

viii

Overview

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Exercise Your Brai Exercise Your Brain

Review UNIT

In this review unit, brush up your English skills—and test your problem-solving abilities! Get to know your classmates. Review basic English vocabulary and grammar with a twist. Learn how to cope with your new school environment. Test your organization and time management skills. Exercise your memory in preparation for the year ahead.

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one

1

REVIEW UNIT

Name:

1.

Date:

Brain Workout

Group:

C1

Wake up your brain with some simple word gymnastics. 1. Complete the brain puzzles with a partner. Take turns. First, say the

SPEAK UP Introduce yourself to your classmates. Find someone whose first or last name starts with the same letter as yours. Then, find someone with the same birth month as yours.

answers out loud. Then, write them down. Correct each other as you work. a. Begin with December and list the months of the year backwards.

Next, put them in alphabetical order.

b. Add the month, date and year together to nd the sum of your date of birth (mm/dd/yyyy).

Now, calculate the sum of the rst day of school this year.

c. Create a nickname for yourself, using an adjective that begins with the same letter as your rst name. Tell the class your nickname.

Listen to your classmates’ nicknames. How many can you remember? Write them on a sheet of paper.

2. Play a game with your partner. Choose a letter. Take turns saying a word that starts with that letter for each category. Write the word in the chart. Try to come up with as many words as you can for each category. Animals

2

two

Fruits

Exercise Your Brain

Colours

Clothing

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Name:

2.

Date:

How Sharp Are You?

Group:

REVIEW UNIT

C2

See if your brain is ready for high school! Solve these word puzzles and practise using articles. Read the short brainteasers and circle the correct article ( a, an or the ). Then, write your answer. a. Jason’s mother has three children. ( A / The ) rst child is named April and ( an / the ) second child is named May. What is ( the / a ) third child’s name?

STRATEGY REMINDER Complete the sentences and questions first. Then, read them carefully to spot the clues that will give you the correct answers.

b. How much dirt is in ( a / an ) hole that measures two feet by three feet by four feet? c. If you are running ( the / a ) race and you pass ( the / a ) person in second place, what place are you in now?

d. How many letter f’s are in ( an / the ) sentence below? Family friends of my cousin Martin shed in the water off the coast of Vancouver. e. Which is correct? 1. ( A / The ) fur of ( a / an ) zebra is brown. 2. ( A / The ) fur of ( a / an ) zebra are brown.

f. Can ( a / an ) man living in the United States be buried in Canada?

g. How many birthdays does ( a / the ) average person have? h. ( A / an ) plane crashes on ( the / an ) line dividing Ontario and Manitoba. Where do they bury ( a / the ) survivors?

i. ( A / an ) electric train is travelling north but ( a / the ) wind is blowing south. Which way will ( the / an ) smoke blow?

j. Which word in the dictionary is spelled incorrectly?

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Review Unit

three

3

REVIEW UNIT

Name:

3.

Date:

Group:

A Game of Memory

C3

Test your memory while practising prepositions of place. 1. Are you having trouble keeping track of your school supplies? Can’t nd that elusive eraser? Test your memory. Study the image below for one minute. Then, cover the image and complete Step 2.

STRATEGY REMINDER Read the sentences in Step 2 before beginning Step 1 so that you know what to look for.

Word Box

2. Try to remember where all of the objects are. Use the simple present

Prepositions of Place behind beside between in front of in / inside next to on under

of to be and prepositions of place to specify each object’s location. is under a. The yellow book the apple. b. The pencil cup

the books.

c. The pencil sharpener d. The scissors

the triangle. the cup.

e. The blue book

the orange book.

f. The paper clips

the books.

g. The apple

the books.

h. The yellow ruler

the pink ruler.

i. The green book

the red and orange books.

3. Use as many of the prepositions as you can to describe where the green pen is.

4

four

Exercise Your Brain

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Name:

4.

Date:

Riddle Me This

REVIEW UNIT

Group:

C2

Use problem-solving skills to untangle these puzzles. 1. Complete the logic problem below with the simple present of the verbs. Then, read the clues and complete the chart to solve the problem. Maya’s new school (be) (have)

so big that she and her friends classes in different classrooms this year. A different teacher

(teach)

each subject. There (be)

three oors in

her high school, and today her friends all (have) oors. Maya (want)

classes on different

to meet up with her three friends for lunch.

She (need)

to nd them at recess to arrange a meeting point.

Help her gure out in which classrooms her friends (be)

,

which subject they are studying, and the names of their teachers. Maya’s three friends: George, Willa, Rosie

CLUES

Subjects: history, math, French Rooms: 101, 201, 301 Teachers: Ms. Ali, Mr. Howard, Ms. Ste-Croix • Rosie’s classroom is one oor below Willa’s. • George is not in room 101, but he is in math class. • One of the friends is in room 201 with Mr. Howard. • The French class is in room 101, but the teacher is not Ms. Ste-Croix.

Maya’s friend

Subject

Room

Teacher

George Willa Rosie

2. Write sentences in the simple present to describe what subject each student has, in which room and with which teacher. a. b. c. Reproduction prohibited © TC Media Books Inc.

Review Unit

five

5

REVIEW UNIT

Name:

Date:

Group:

3. Simon does not want to do homework on weekends, so he has to create a homework schedule for Monday through Thursday. Help him create his schedule: • Read all about his homework obligations. • Fill in the chart below with a schedule that meets his obligations.

Simon’s Homework Obligations Simon goes to swimming practice on Tuesday nights, so he has only two hours to spend on school work that night. Simon’s math teacher gives 30 minutes of homework every night of the week—except for Fridays. Simon’s history teacher assigns one history essay per week, which takes two hours to write and is due on Friday. He has an English quiz every Thursday and needs to study for one hour in order to pass. Simon studies at least 90 minutes per week for the biology quiz he has every Friday.

Monday

5−6 p.m.

math problems

6−7 p.m.

supper

Tuesday

Wednesday

Thursday

supper

supper

swimming practice

(30 minutes) supper

7−8 p.m. 8−9 p.m.

4. Write ve sentences that describe your weekly homework obligations. Use the sentences in Step 3 as a model. a. b. c. d. e.

6

six

Exercise Your Brain

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Name:

5.

Date:

I Spy

Group:

REVIEW UNIT

C3

VOCABULARY

Follow a trail of clues and create a mystery locker mate.

locker mate person who shares a locker

1. Look carefully at the items in the open lockers below.

Locker 112

Locker 116

Locker 120

2. Read the following descriptions of a typical day in the life of three Secondary students: Mélanie, Jean-Pascal and Benjamin. Use the descriptions to match each student to the correct locker. Give at least two reasons for your answers in the chart below the illustration.

Mélanie Mélanie is in the Sports-Études concentration. This morning in English class, she had to give a poster presentation about her favourite character

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from a novel. She usually brings her lunch, but today she did not bring it because it was pizza day in the cafeteria. This afternoon, she had an hour of supervised study and then she had hockey practice for the rest of the afternoon. She hopes to play on the Olympic team one day.

Review Unit

seven

7

Name:

Date:

Jean-Pascal Jean-Pascal is in the Arts program at his school with a concentration in multimedia. He loves drawing and designing video games. On the way to school today, he stopped at his favourite fast-food place to buy lunch. He buys his lunch there about three times a week. After school today, J-P had swimming practice and then he went over to a classmate’s house to nish a group project for science class.

VOCABULARY rehearsal session

practice

Benjamin

REVIEW UNIT

Group:

Benjamin’s parents own a bakery. He started his day by getting up early to work with them before going to school. He doesn’t like getting up so early, but today his parents let him bring a treat to share with his French class. Benjamin’s concentration is in Music. He plays classical guitar, but he also wants to start playing electric guitar. This afternoon, he practised his part in a rehearsal for a school concert that will take place over the weekend.

3. These three students all share their lockers with another student. Choose one of the lockers and write a paragraph describing the mystery locker mate’s background and typical day based on the other items you see in that locker. Use both the simple present and simple past tenses. Name of locker mate:

STRATEGY REMINDER Use the remaining items in one of the lockers to infer some personal details about the locker mate. Use the descriptions of the three students as models for your paragraph.

4. Ask a classmate to match your description to the correct locker. Locker:

8

eight

Exercise Your Brain

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I Want Candy! I Want Candy!

UNIT

1

In this unit, learn about candy’s good and not-so-good sides. Talk about some nutritious new candy products. Watch a video about how jelly beans are produced. Read about one very special stick of gum. Write a product review of a memorable treat. Practise grammar: the simple present, plural nouns, countable nouns and uncountable nouns.

Reproduction prohibited © TC Media Books Inc.

nine

9

ICEBREAKER

Name:

1.

Date:

Sweet Tooth

Group:

C1

With so many types of candy, it can be difcult to choose. 1. With a partner, brainstorm as many types of candy as you can and write them below. Compare your answers with other teams to see who came up with the most.

2. Discuss which types of candy match the textures below. Write the candy next to the adjective. Use a dictionary if necessary.

USEFUL LANGUAGE • What’s the difference between gooey and sticky?

Adjective

Candy

chewy

• What do you think? • I’m not really sure. • Let’s look it up.

creamy

crunchy

gooey

sticky

stretchy

10

ten

I Want Candy!

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Name:

Date:

Group:

3. Do you have a sweet tooth? Take a quiz to nd out. Check the answers

SWEET QUIZ

that best represent you. Compare scores with your partner.

slushie sweet watery drink made with syrup and ice chips sprinkled covered with small bits or drops dipped put into a liquid for a few seconds allowance spending money from a parent

1. My favourite breakfast is a. wafes with lots of maple syrup b. toast with peanut butter c. bacon and eggs 2. My favourite holiday is a. Halloween b. Christmas c. Thanksgiving 3. When I want a snack, I get a. a popsicle, two or three candy bars . . . and a slushie b. a granola bar c. a bag of chips 4. My favourite drink is a. b. c.

VOCABULARY

soda or pop juice water

How Sweet Are You? If you checked • mostly As What a sweet tooth! You love candy and wish every day were Halloween. • mostly Bs You like sugar but, overall, you are a pretty balanced eater.

5. I believe milk is a. a good match for cookies b. part of a healthy breakfast c. great with spaghetti and meatballs

• mostly Cs A dentist’s dream! Your candy consumption is minimal and you usually prefer salty snacks.

6. My favourite frozen treat is a. chocolate caramel crunch ice cream b. frozen blueberry yogurt c. pass the pretzels, please! 7. My favourite donut is a. covered in caramel and sprinkled with crunchy candy b. plain (no icing) c. cheese avoured 8. I believe that fruit is a. best dipped in chocolate b. a great snack c. okay, especially with peanut butter 9. I usually spend this much of my allowance on sweet snacks: a. 30% or more b. between 10% and 30% c. between 0% and 10%

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Unit 1

eleven

11

GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Simple Present: Describing Things and Expressing Likes and Dislikes Describing Use the simple present of the verbs to be and to have to describe people, places or things.

Singular

To have

I You She / He / It

am are is

I You She / He / It

have have has

Plural

To be

We You They

are are are

We You They

have have have

Likes and Dislikes Use the simple present to talk about your present likes and dislikes. Afrmative: Use the base form of verbs. Add s for the third person singular. I like to eat licorice, but Jamie likes to eat chocolate. Negative: Put do not before the base form of the verb. Use does not for the third person singular. I do not like taffy. Erin does not like licorice.

Afrmative: Put the verb after the subject. Licorice is chewy. Candy canes have stripes.

FYI

Negative: For the verb to be, put not after the verb. Marshmallows are not crunchy.

Don’t forget that we can also use the contracted forms of verbs.

Negative: For the verb to have, put do not before the base form of the verb. Use does not for the third person singular. Taffy does not have nuts in it.

A. Complete the sentences. Use the present tense of the verb in parentheses. 1. (be, afrmative) Dark chocolate 2. (have, afrmative) This lollipop 3. (have, negative) I

not as sweet as milk chocolate. a bubble gum centre. a sweet tooth.

4. (like, negative) My brother 5. (prefer, afrmative) Clara

green candy. chocolate with nuts.

B. Write a short description of the type of candy that you prefer. Use adjectives from Task 1 in your description. Use the simple present of the verbs to be and to have.

Go to pages 178, 180, 184 and 186 of the Grammar Section for more information and practice.

12

twelve

I Want Candy!

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Name:

2.

Date:

Candy Store

SPEAKING

Group:

C1

What if you could decide what types of candy to sell? 1. Imagine that you and a group of your classmates own a candy store together. You must choose an interesting new product to sell. As part of your research: • Read the reviews of three new types of candy. • Underline the descriptions of each candy.

LemHoney Fresh If you can’t choose between a sweet or sour snack, you should check out this new candy. LemHoney Fresh drops are difcult to miss because they come in a bright yellow package. Although the colour and texture of the candy might remind you too much of a cough drop, the taste is simple and refreshing. Each drop has a tangy lemon-avoured outside with a smooth honey centre. There are seven candies in each package—just enough to satisfy your sugar craving. If you like fruity avours, this new product may be for you!

Brocco-Choco Crunch When you need a chocolate x, the last thing you think about is broccoli. But with this new candy, you can have both! Brocco-Choco Crunch balances the health benets of broccoli with the sweet indulgence of chocolate and toffee. The broccoli orets are coated in toffee and then dipped in dark chocolate to make a crunchy treat. Believe it or not, this product is rich and delicious, so even though the candy bits are small, they are very satisfying. But you will have to look carefully! The dark green wrapper is easy to miss on candy shelves.

Maple Bagel Bites

VOCABULARY

Do you have a serious sweet tooth? Look no further! Maple Bagel Bites are shaped like miniature bagels with a sticky maple glaze. While they produce an explosion of avour, these treats are made from 100% whole wheat our—and each bite is packed with vitamins. Like traditional bagels, these soft, sugary candies are packaged in a single or double roll. If you need a sugar rush, they will denitely do the trick. And they are small enough to t two into your mouth at once! Just don’t skip your next dentist appointment!

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Unit 1

tangy strong and sharp craving strong desire fix something that satisfies a strong desire florets broccoli flowers coated completely covered wrapper packaging glaze thin, shiny coating of melted sugar sugar rush short burst of energy after eating something very sweet

thirteen

13

Name:

Date:

Group:

2. Complete the chart with information from the text. Taste

Texture

Ingredients

LemHoney Fresh

Brocco-Choco Crunch

Maple Bagel Bites

3. In your opinion, which of the three new products has the most effective packaging? Use information from the text to support your opinion.

USEFUL LANGUAGE • That may be true, but . . . • Can you give me an example of . . .? • Can you describe it more clearly?

4. In groups of three or four, decide which of the three new products will be sold in your store. Discuss what you like and don’t like about each candy and come to a consensus. Justify your choice below.

• Let’s not forget about . . .

5. As a group, discuss the following questions. Use the simple present to express your likes and dislikes. What is your favourite type of candy? Why? Is there any type of candy you don’t like at all? Why? Which candy has the best commercial? wrapper? name? What other types of candy would you sell in your candy store?

14

fourteen

I Want Candy!

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Name:

3.

Date:

WRITING

Group:

The Perfect Candy

C3

Design an ideal candy for a specic group of people. 1. Choose a specic group of people for whom you would like to design a new candy, or make up your own. athletes spies students

babies

grandparents other:

2. Think about the ideal taste, texture and ingredients for your candy. Brainstorm ideas and write them below. Taste

Texture

Ingredients

3. Write a short paragraph describing your candy and its packaging. Use adjectives and the simple present of the verbs to be and to have. Explain why your sweet treat is perfect for the specic group you chose.

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Unit 1

fifteen

15

GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Nouns: Plurals, Countable Nouns and Uncountable Nouns Plurals To form the plural of nouns Rule

Examples

Most nouns: add s.

lollipop lollipops jelly bean jelly beans

Nouns ending in ch, sh, s, x or z, and most nouns ending in o: add es.

candy kiss candy kisses mango mangoes

Nouns ending with a consonant + y: change the y to ies.

candy candies strawberry strawberries

For most nouns that end with f or fe: change the f or fe to ves.

leaf knife

Countable Nouns

leaves knives

Uncountable Nouns

We can put a number (three, four) or an indenite article (a, an) in front of a countable noun. Brett wanted a lollipop. When there is more than one, use the plural form. Maya ate four caramels.

Some nouns are always uncountable in English: for instance,

We cannot put a number or an indenite article in front of an uncountable noun. Sally doesn’t like licorice. I’d like more honey. Uncountable nouns are considered singular.

Read the sentences. Indicate whether the underlined noun is countable (C ) or uncountable (U ). If it is countable, write the plural form. 1. I want a banana with my sundae.

C

bananas

2. I accidentally replaced the sugar with salt. 3. Do you want an ice cream sandwich? 4. Give me that marshmallow. 5. Peter only eats green candy. 6. I always put sugar in my cereal. 7. Is that a cherry tomato? 8. Please pass the maple syrup Go to pages 227 and 228 of the Grammar Section for more information and practice.

16

sixteen

I Want Candy!

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Name:

4.

Date:

READING

Group:

Sugar: A Bittersweet Story

C2

Sugar can make you sick, but it may also have some surprising health benets. Before Reading

1. Unscramble the words to form desserts with health benets. If you have trouble, look for the words in the text on pages 18 and 19. a. UBRLRYEBE EIP

e. YNHOE

b. RATOCR ECKA

f. RDAK OOLCEHCAT

c. SLOASEMS

g. KUPPNIM IPE

d. PELMA YUPRS

2. Circle the plural form of the sweet treat in bold. Give yourself a challenge: time yourself and see how fast you can complete the exercise correctly! a. fruit: fruites fruit fruits b. sweet potato: sweets potato blueberries

c. blueberry: d. nut:

nutses

e. chocolate: f. pecan:

nuttes

chocolats

pecannes

g. pie: pise

pyes

sweet potatos

blueberrys

sweet potatoes

blueberry

nuts chocolates

pecans

chocolattes

pecanes

pies

h. marshmallow: marshmallows

marshmallowes

marshmalloes

3. What are some negative consequences and positive consequences of sugar consumption? Write your predictions in the chart below. Negative Consequences

Positive Consequences

While Reading

4. Read the text on pages 18 and 19. As you read: • Highlight the negative consequences of excessive sugar consumption mentioned in the text. • Underline the possible health benets of moderate sugar consumption. Reproduction prohibited © TC Media Books Inc.

Unit 1

seventeen

17

Name:

Date:

Group:

Spotlight on Sugar

ave you ever visited the chimpanzees in a zoo and noticed how much fruit they eat? Chimpanzees are categorized as omnivorous frugivores: this means that, while they eat from every food group, they almost always choose to eat fruit if given the chance. In fact, fruit represents nearly 60% of their diet. Fruit has lots of natural sugars in it, and some scientists believe that human beings got their sweet tooth from their ape ancestors. One thing is certain: humans have certainly been eating—and loving—sugar for a long time. Sugar cane was rst cultivated over 10 000 years ago on the island of New Guinea. Then, and for thousands of years afterwards, humans consumed sugar by chewing the sugar cane plant and drinking its juice. They saw it as a cure for a wide range of aches and pains, as well as a mood lifter. One Guinean myth even explains that the human race was created—not from a man and a woman, but from a man and a stalk of sugar cane. When

VOCABULARY ape a large primate, similar to a monkey but with no tail aches and pains minor medical problems crop cultivated plants for food production

18

eighteen

I Want Candy!

humans started to trade with each other, sugarcane eventually spread all across the world. Sugar quickly became popular among people everywhere. It was not until 500 AD that sugar cane was processed into a powder in India, making it possible to add sugar to other ingredients and foods. Over time, humans developed their sweet tooth and began to search for more ideal locations to grow the crop. Some historians argue that Europeans were motivated to explore the New World because they wanted to nd a better place to plant large crops of sugar cane. Eventually, plantation owners in the Caribbean islands used slave labour to grow massive amounts of sugar cane. This made sugar much easier to buy around the world. Sugar went from being a luxury item to being an everyday part of Europeans’ diets. In 1700, the average person in England consumed about four pounds of sugar per year. Today, the average American eats about 77 pounds of the sweet stuff annually. With this change in sugar-eating habits came a change in sugar-related illnesses. In 1900, about 5% of Americans suffered from high blood pressure. Today, that number is closer to 30%. And our problems with sugar have continued to increase.

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

The number of people who have type 2 diabetes (often caused by over-consumption of sugar) has more than doubled since 1980. Sugar consumption is also considered the main villain in the alarming rise of obesity among children. So, it is no surprise that doctors constantly warn us to eat less sugar: eating too much of it is like feeding poison to our bodies. But what about that sweet tooth that was handed down to us from the apes? It isn’t just going to disappear. Although we should be careful of our sugar consumption, the good news is that eating a moderate amount of sugar may actually have some health benets. A growing number of studies are reporting that you may be able to feel good about giving in to your sweet tooth, within reason. One of these studies found that people who eat a small amount of candy every day live longer than those who never eat candy, and eating chocolate on a regular basis seems to decrease the risk of developing heart disease. Other studies have found that eating a little bit of candy while working can improve your mood as well as your ability to concentrate. If you want to satisfy your sweet tooth, you should still try to eat sweets that will contribute to your good health. Some common sweets contain nutritional benets. For example, dark chocolate with more than 70% cacao can improve your skin, your circulation and your energy levels. It can even help ght cancer! Maple syrup contains zinc, which can help heal wounds, as well as calcium and manganese, which build healthy bones. Molasses is high in iron, a mineral that helps the production of red blood cells, and some researchers believe that honey can help ght harmful bacteria in your body.

Reproduction prohibited © TC Media Books Inc.

Group:

If you really want to increase the nutritional value of your sweets, choose candies and desserts that contain real food such as fruits, nuts and vegetables. As long as you are not allergic to them, nuts add a protein boost to sweet snacks. Pumpkin pie and carrot cake are very high in vitamin A, which is great for your teeth and skin, and blueberry pie is full of antioxidants, which help prevent cancer. Although only a few North American sweets use vegetables as a base, they are used more often in other places. In many Asian countries, for example, it is common to nd sweets made from vegetables and beans. In India, chickpea our is commonly used to make sweets. In China, Korea and Japan, many desserts are made with red bean paste or sweet potatoes, and that is only the tip of the iceberg. Adding sugar and other ingredients to a surprisingly wide range of vegetables can turn them into delicious desserts. Always remember that whether you get your sugar x from caramel-lled chocolates or from pumpkin pie made with a whole-wheat crust, you still have to be careful. Let’s face it, sugar is sugar. Our bodies are only able to process a certain amount of it before it starts to make us sick. Portions are important, so control the quantity of sugar that you eat while increasing the quality of your sweets, and you may be able to have your cake and eat it, too!

VOCABULARY giving in stop resisting the tip of the iceberg a small part of something big have your cake and eat it, too have the best of both options

Unit 1

nineteen

19

Name:

Date:

Group:

After Reading

5. When sugar was rst cultivated thousands of years ago, what did humans believe were its health benets?

SPEAK UP Have students form small groups to discuss the following points. • How much candy do they really consume? • How much sugar is too much? • What effect does sugar have on their mood and energy? • What advice can they give each other?

6. Name two factors that helped promote the spread of sugar around the world.

7. What sugar-related health problems does this article mention?

8. Name three possible benets of eating candy in small amounts. a.

b.

c.

9. The key to eating sugar and staying healthy is to eat it in moderation. Write three tips to help candy-lovers control their sugar consumption. a.

b.

c.

20

twenty

I Want Candy!

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

5.

VIEWING

Group:

Jelly Beans: From A to Z

DVD

C2

Ever wonder how the sugary snacks we love so much are made? Before Viewing

1. Associate these jelly bean colours with jelly bean avours.

FYI

red green yellow white black

One major jelly bean producer claims that America’s favourite jelly bean avour is Very Cherry. Their top seller in Asia is Lemon Lime. In Australia, people prefer the Bubble Gum-avoured beans.

2. Predict which four ingredients are used to make a jelly bean. Circle your guesses. honey

water

cream

maple syrup

cornstarch

sugar

bananas

milk

eggs

our

butter

salt

beans

jelly

corn syrup

oil

3. Correct the mistakes in the following sentences. Pay attention to the plural nouns and the verbs. a. These jelly beans contains the juice of many cherry.

b. Strangely enough, there are no bean in jelly beans.

c. How do they makes the jellys beans?

d. The recipe calls for a lot of sugars and waters.

e. The sugar centres also contains corns syrup.

f. The outside of the jelly bean are fruits avoured.

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-one

21

Name:

STRATEGY REMINDER Read the statements before you watch the video so that you know which information to listen for. Read the vocabulary definitions to better understand the video.

Date:

Group:

While Viewing

4.

DVD

Read the statements in the chart below. As you watch the video about the making of jelly beans, check True or False. Statement

True

False

a. A jelly bean is really two candies in one. b. The avour of a jelly bean is on the inside. c. The centre of a jelly bean is made from sugar and maple syrup. d. The moulds are made of cornstarch.

VOCABULARY moulds forms that produce a standard shape drizzle pour a thin stream of liquid shell outside covering slurry syrup mixture

e. You can t 648 jelly beans into one tray. f. Jelly beans are mostly a Christmas treat. g. Workers drizzle avouring onto the jelly bean centres in huge steel drums. h. This process is called “sugar drawing.” i. The colour of the syrup matches the avour. j. Traditionally, green jelly beans taste like green apples. k. Each jelly bean has a shell made of three layers of sugar and syrup.

After Viewing

5. Use the simple present of the verbs in the word box to complete the

Word Box

sentences that describe the jelly bean production process. collect cover create dump flavour harden mix squirt

a. One machine b. A different machine c. The depositor d. Sugary centres e. Machines f. Workers g. Machines h. A conveyer belt

22

twenty-two

I Want Candy!

mixes

a sugar slurry. cornstarch moulds. slurry into moulds. for 24 hours. the centres from trays. the centres with juice. the centres with coats of sugar. the hardened jelly beans. Reproduction prohibited © TC Media Books Inc.

Name:

6.

Date:

READING

Group:

Too Much of a Good Thing?

C2

When does candy stop being a treat and start being dangerous? Before Reading

1. Is gum chewing a good thing or a bad habit? Consider the situations below and circle whether or not you think chewing gum is a good idea. a. After eating a garlicky meal

Go for it

Maybe

No way!

b. While doing your homework

Go for it

Maybe

No way!

c. While playing a sport

Go for it

Maybe

No way!

d. Before going to the dentist

Go for it

Maybe

No way!

e. When talking to your teacher after class

Go for it

Maybe

No way!

2. List the pros and cons of chewing gum.

VOCABULARY

Pros:

pros and cons advantages and disadvantages procrastinating avoiding as long as possible

Cons:

3. Would you consider gum to be a type of candy? Why or why not?

4. Some people say that chewing gum is a bad habit. Which of the following habits do you consider really bad? saying “LOL”

procrastinating

smoking

cheating on exams

texting while walking

singing in the shower

lying to your parents

biting your nails

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-three

23

Name:

Date:

Group:

While Reading

5. Read the text on pages 24 to 26. As you read: • Underline the advantages of the chewing gum meal. • Highlight the negative effects of the chewing gum meal.

Charlie and the Chocolate Factory by Roald Dahl

his gum,” Mr. Wonka went on, “is my latest, my greatest, my most fascinating invention! It’s a chewing gum meal! It’s . . . it’s . . . it’s . . . that tiny little strip of gum lying there is a whole three-course dinner all by itself!” “What sort of nonsense is this?” said one of the fathers. “My dear sir!” cried Mr. Wonka. “When I start selling this gum in the shops it will change everything! It will be the end of all kitchens and all cooking! There will be no more marketing to do! No more buying of meat and groceries! There’ll be no knives and forks at mealtimes! No plates! No washing up! No garbage! No mess! Just a little strip of Wonka’s magic chewing gum—and that’s all you’ll ever need at breakfast, lunch, and supper! This piece of gum I’ve just made happens to be tomato soup, roast beef, and blueberry pie, but you can have almost anything you want!”

VOCABULARY

twenty-four

“What do you mean, it’s tomato soup, roast beef, and blueberry pie?” said Violet Beauregarde. “If you were to start chewing it,” said Mr. Wonka, “then that is exactly what you would get on the menu. It’s absolutely amazing! You can actually feel the food going down your throat and into your tummy! And you can taste it perfectly! And it lls you up! It satises you! It’s terric!” “It’s utterly impossible,” said Veruca Salt. “Just so long as it’s gum,” shouted Violet Beauregarde, “just so long as it’s a piece of gum and I can chew it, then that’s for me!” And quickly she took her own world-record piece of chewing gum out of her mouth and stuck it behind her left ear. “Come on, Mr. Wonka,” she said, “hand over this magic gum of yours and we’ll see if the thing works.” “Now, Violet,” said Mrs. Beauregarde, her mother, “don’t let’s do anything silly, Violet.” “I want the gum!” Violet said obstinately. “ What’s so silly?” “I would rather you didn’t take it,” Mr. Wonka told her gently. “ You see, I haven’t got it quite right yet. There are still one or two things . . .”

strip small piece obstinately stubbornly

24

is about a young boy who wins a trip to visit the local chocolate factory, along with four other children his age. But once they enter the factory, the ve children learn just how wild and eccentric its owner, Willy Wonka, can be. As the children tour the factory together, each of their personal bad habits gets them into trouble. In this excerpt, Violet Beauregarde, an obsessive gum chewer, discovers that her habit can be disastrous to her health.

I Want Candy!

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

“Oh, to heck with that!” said Violet, and suddenly, before Mr. Wonka could stop her, she shot out a fat hand and grabbed the stick of gum out of the little drawer and popped it into her mouth. At once, her huge well-trained jaws started chewing away on it like a pair of tongs. “Don’t!” said Mr. Wonka. “Fabulous!” shouted Violet. “It’s tomato soup! It’s hot and creamy and delicious! I can feel it running down my throat!” “Stop!” said Mr. Wonka. “The gum isn’t ready yet! It’s not right!” “Of course it’s right!” said Violet. “It’s working beautifully! Oh my, what lovely soup this is!” “Spit it out!” said Mr. Wonka. “It’s changing!” shouted Violet, chewing and grinning both at the same time. “The second course is coming up! It’s roast beef! It’s tender and juicy ! Oh boy, what a avour! The baked potato is marvellous, too! It’s got a crispy skin and it’s all lled with butter inside!” “But how in-teresting, Violet,” said Mrs. Beauregarde. “You are a clever girl.” “Keep chewing, kiddo!” said Mr. Beauregarde. “Keep right on chewing, baby! This is a great day for the Beauregardes! Our little girl is the rst person in the world to have a chewing-gum meal!” Everybody was watching Violet Beauregarde as she stood there chewing this extraordinary gum. Little Charlie Bucket was staring at her absolutely spellbound, watching her huge rubbery lips as they pressed and unpressed with the chewing, and Grandpa Joe stood beside him, gaping at the girl. Mr. Wonka was wringing his hands and saying, “No, no, no, no, no! It isn’t ready for eating! It isn’t right! You mustn’t do it!” “Blueberry pie and cream!” shouted Violet. “Here it comes! Oh my, it’s perfect! It’s beautiful! It’s . . .

Reproduction prohibited © TC Media Books Inc.

Group:

it’s exactly as though I’m swallowing it! It’s as though I’m chewing and swallowing great big spoonfuls of the most marvellous blueberry pie in the world!” “Good heavens, girl!” shrieked Mrs. Beauregarde suddenly, staring at Violet, “what’s happening to your nose!” “Oh, be quiet, mother, and let me nish!” said Violet. “It’s turning blue!” screamed Mrs. Beauregarde. “ Your nose is turning blue as a blueberry!” “Your mother is right!” shouted Mr. Beauregarde. “Your whole nose has gone purple!” “What do you mean?” said Violet, still chewing away. “Your cheeks!” screamed Mrs. Beauregarde. “They’re turning blue as well! So is your chin! Your whole face is turning blue!” “Spit that gum out at once!” ordered Mr. Beauregarde. “Mercy! Save us!” yelled Mrs. Beauregarde. “The girl’s going blue and purple all over! Even her hair is changing colour! Violet, you’re turning violet, Violet! What is happening to you!” “I told you I hadn’t got it quite right,” sighed Mr. Wonka, shaking his head sadly.

VOCABULARY crispy crunchy spellbound fascinated gaping staring, mouth open with surprise wringing twisting tightly when distressed shrieked screamed in alarm

Unit 1

twenty-five

25

Name:

“I’ll say you haven’t!” cried Mrs. Beauregarde. “Just look at the girl now!” Everybody was staring at Violet. And what a terrible peculiar sight she was! Her face and hands and legs and neck, in fact the skin all over her body, as well as her great big mop of curly hair, had turned a brilliant, purplish-blue, the colour of blueberry juice! “It always goes wrong when we come to the dessert,” sighed Mr. Wonka. “It’s the blueberry pie that does it. But I’ll get it right one day, you wait and see.” “Violet,” screamed Mrs. Beauregarde, “you’re swelling up!” “I feel sick,” Violet said. “You’re swelling up!” screamed Mrs. Beauregarde again. “I feel most peculiar!” gasped Violet. “I’m not surprised!” said Mr. Beauregarde. “Great heavens, girl!” screeched Mrs. Beauregarde. “You’re blowing up like a balloon!” “Like a blueberry,” said Mr. Wonka. “Call a doctor!” shouted Mr. Beauregarde. “Prick her with a pin!” said one of the other fathers. “Save her!” cried Mrs. Beauregarde, wringing her hands.

Date:

Group:

But there was no saving her now. Her body was swelling up and changing shape at such a rate that within a minute it had turned into nothing less than an enormous round blue ball— a gigantic blueberry, in fact— and all that remained of Violet Beauregarde herself was a tiny pair of legs and a tiny pair of arms sticking out of the great round fruit and a little head on top. “It always happens like that,” sighed Mr. Wonka. “I’ve tried it twenty times in the Testing Room on twenty Oompa-Loompas, and every one of them nished up as a blueberry. It’s most annoying. I just can’t understand it.” “But I don’t want a blueberry for a daughter!” yelled Mrs. Beauregarde. “Put her back to what she was this instant!” Mr. Wonka clicked his ngers, and ten Oompa-Loompas appeared immediately at his side. “Roll Miss Beauregarde into the boat,” he said to them,“ and take her along to the Juicing Room at once.” “The Juicing Room?” cried Mrs. Beauregarde. “What are they going to do with her there?” “Squeeze her,” said Mr. Wonka. “We’ve got to squeeze the juice out of her immediately. After that, we’ll just have to see how she comes out. But don’t worry, my dear Mrs. Beauregarde. We’ll get her repaired if it’s the last thing we do. I am sorry about it all, I really am . . . ”

VOCABULARY peculiar strange swelling up growing larger gasped made a sound of surprise screeched made a high-pitched scream annoying irritating squeeze press, compress

26

twenty-six

I Want Candy!

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

After Reading

6. Willy Wonka claims his gum will change the world by eliminating knives and forks and by reducing the garbage and mess surrounding mealtime. What other things would this invention eliminate?

7. Originally, Violet’s parents do not seem too concerned about her chewing the piece of gum. They even start to encourage her. What happens to make them change their minds?

8. Who is responsible for Violet’s nal condition? Discuss this question with two of your classmates. Write notes in the chart to prepare arguments for the people involved. Then, take turns defending your opinions and responding to your classmates’ opinions. Mr. & Mrs. Beauregarde

Violet Beauregarde

Willy Wonka

9. With your group, discuss the following questions. How important is it for teens to learn and practise healthy food habits? Whose responsibility is to ensure that you practise healthy food habits: yours, your family’s or your school’s?

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-seven

27

WRITING PROJECT

Name:

7.

Date:

A Candy Review

Group:

C3

Write a product review of a memorable candy. 1. Choose a candy that you have tasted and can describe well enough to review. This candy must have at least some healthy ingredients.

2. Take notes in the graphic organizer for each step of the review process. Background Information Where can you buy this candy? Why did you choose to review it?

STRATEGY REMINDER Use vocabulary words that you have learned throughout the unit to help you describe your candy.

Description What does it look like? How is it packaged?

How does it taste? What is the texture like?

Health Benets What is this candy made of? What are its health benets?

Final Impressions Would you recommend this candy? Why or why not?

28

twenty-eight

I Want Candy!

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

3. Write the rst draft of your candy review. Use your notes from Step 2 to help you organize your thoughts. Use the simple present and the verbs to be and to have to describe the candy. Refer to the texts on page 13 as models. Introduction

Writing Checklist I introduced my candy in an interesting manner.

Description

I described my candy using the simple present and the verbs to be and to have. I included my opinion and recommendations. I checked my spelling and punctuation. I used resources to check my work: dictionary, Grammar Points, information from tasks.

Conclusion

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Write the nal copy of your text. Make changes and corrections. Add an image of your candy at the top.

7. Present your candy review to your classmates. Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-nine

29

EXTRA READING

Name:

Date:

A Career in Candy

Group:

C2

Some people can spend their whole lives playing with candy. Before Reading

1. What types of careers can be related to candy production? List ve different jobs you can think of. • • • • •

2. Choose one of the careers above and write a short job description.

Word Box

What is this person responsible for?

architects artists engineers researchers scientists

3. Complete the sentences with the appropriate career from the word box. collect information and analyze their

a. results. b.

design and test new products and develop solutions for technical problems. use their imagination to visualize and

c. create works of art. d.

perform tests and scientic experiments in elds such as physics and medicine. design buildings and other large

e. structures. While Reading

4. Read the text on pages 31 and 32. As you read: • Highlight the different professions presented. • Underline the different candy creations mentioned in the text.

30

thirty

I Want Candy!

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

Working in Candy Land

o most people, Willy Wonka is just a character in a Roald Dahl book, whose fantastic inventions sound too good to be true. But for some candy lovers, that eccentric chocolate maker must be a role model and an inspiration. All over the world, people with a career in candy are working very hard to create fabulous sugar masterpieces that could rival those from Charlie and the Chocolate Factory. These people include artists, architects, food scientists and engineers. If you are a creative problem solver who has a sweet tooth and likes to play with candy, there could also be a job out there for you!

The Art of Candy Did you like to play with your food when you were little? Did you make gumdrop castles with candy rainbows? Do you like to experiment with colour, texture and form? Food artists Sam Bompas and Harry Parr would probably answer “yes” to all of these questions. In 2007, these partners opened up their studio, Bompas & Parr, and began exploring the possibilities for combining candy, art, architecture and imagination.

Reproduction prohibited © TC Media Books Inc.

Bompas and Parr work with a team of food professionals to make remarkable candy creations. They experiment with museum installations, interactive exhibits and unique dinner parties. But when the duo rst started working with food, they mostly experimented with jelly. Clients hired them to develop crazy shapes for jelly moulds. After making jellies in the shape of Buckingham Palace and an edible map of the United States, Bompas and Parr gave themselves a new challenge: to make jellies that shine in the dark! Today their signature products are so popular that some brides request a jelly tower from them instead of a wedding cake. After the partners conquered the jelly market, they began to design candy installations for events and museums. Their goal was to combine candy production with architecture to create an unforgettable experience. VOCABULARY In 2010, they built an installation inspired by jelly fruit-flavoured Willy Wonka: a chewing gum gelatin dessert, also known as Jell-o micro-factory where guests edible that can be mixed their own gum. There eaten were 200 unusual avours signature classic

Unit 1

thirty-one

31

Name:

available, such as yogurt, chili, curry or g. Some of the gum even changed avour as it was chewed! Two years later, thousands of people came to scale Mt. Rocky, a 30-foot climbing wall made entirely of chocolate with a chocolate waterfall. Later that year, Bompas and Parr created an enormous mini-putt course on the roof of a local building. The best part? All the obstacles were made of cake! Bompas and Parr believe that if you can dream it, you can achieve it. They are always looking for new ways to mix art and candy. So the next time you have a brilliant idea for a crazy creation, you know who to call.

The Science of Candy If you are someone who likes to solve problems and to conduct experiments, then you might like to try working with a team of food scientists. These engineers and researchers spend months and sometimes years developing new food and candy products. The work can be very rewarding: some breakthroughs in technology may change the way candy is made forever. Do you remember the last time you stepped on a piece of gum? Were you frustrated as you scraped the sole of your shoe on the ground, hoping to get rid of the gum? Gum stuck to sidewalks is not only frustrating, it’s also expensive. Public sanitation departments can spend millions of dollars each year trying to make public places gum-free. So how can we solve this problem? A team of British scientists has developed a new kind of chewing gum that has the same taste and texture as regular gum but that dissolves in water. VOCABULARY Researchers hope to scale climb see their laboratory sanitation health work on the shelves of dissolves disperses candy stores soon. in a liquid unveiled presented for the first time

32

thirty-two

I Want Candy!

Date:

Group:

A team of researchers in the United States is trying to solve a different problem. As packaged candy became more popular, natural sweets like fruit became less popular—and fruit producers are upset that they are losing money to candy companies. The solution? Make fruit taste like candy. Fruit producers experimented for years before they unveiled an exciting new product. This new variety of grape is called Cotton Candy: it tastes like the sugary treat but it is a lot healthier. Who knew that grapes could taste like candy? Some food scientists want to see if they can make our wildest dreams come true. A team of Harvard University scientists is developing a type of nanotechnology that can control how we taste different avours. This technology can trap different avours into capsules that are just millionths of a millimetre in size. The capsules dissolve upon contact with our saliva or after a certain amount of chewing. With more research, it might be possible to have three or more avours contained in one small stick of gum. So Willy Wonka’s three-course chewing gum might one day become a reality! Other food scientists specialize in making healthier, more natural alternatives to sugary snacks. When Nicky Bronner realized that his Halloween candy was lled with unhealthy ingredients, he decided to do something about it. At just 12 years old, he began working with local chefs to develop recipes for all-natural candy that still tastes good. With his father, he founded the company Unreal Brands Inc. Although his products only arrived in stores last year, they are already very popular. Whether you prefer creating works of art or conducting experiments, remember that you can do both with candy. So if you can’t get through the day without your sugar x, there could be a way to make a career out of that sweet tooth.

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

After Reading

5. When Bompas and Parr rst opened their studio, what was their specialty?

6. Why did fruit producers want to create a grape that tastes as sweet as cotton candy?

7. Choose one of the professions you highlighted in the text. Write an advertisement for a job in the candy industry for this profession. Use the template below. Job Title: Company Name: Company Description:

Location: Job Description (the applicant will be required to): •

•

•

8. Of the jobs described in the text, which one would you prefer to have? Why?

Reproduction prohibited © TC Media Books Inc.

Unit 1

thirty-three

33

EXTRA LANGUAGE

Name:

Date:

Group:

Word Games There are many ways to describe your favourite treat!

Word Box

1. Complete each sentence with the correct word from the word box. a. Xavier loves strawberries

coated dipped drizzled glazed sprinkled

in chocolate.

b. My grandmother loves almonds crunchy brown sugar.

in

c. My favourite donuts are sugar.

with powdered

d. Marnie prefers donuts

with chocolate icing.

e. The ice cream is

with hot caramel sauce.

2. Match the idioms about candy to their denitions. Idioms

Denitions

a. sugar-coat something

1. extremely easy

b. the icing on the cake

2. make something seem more acceptable

c. sweet-talk (someone)

3. very excited

d. a piece of cake

4. persuade or atter

e. like a kid in a candy store

5. be the most extreme example of something

f. take the cake

6. the best part of a good thing 3. Complete the following sentences with the idioms from Step 2. a. Marvin can he wants.

anyone to get what

b. Winning this game will be

.

c. When I visited the Hockey Hall of Fame last year, I was . d. I thought the last exam was difcult, but this history exam ! e. Serena doesn’t take criticism well, so you may need to your opinions. f. Molly loved going to the concert, but meeting the musicians afterwards was

34

thirty-four

I Want Candy!

. Reproduction prohibited © TC Media Books Inc.

Date:

Group:

4. Find and circle the words from the word box in the puzzle below. Answers may be horizontal, vertical, forwards, backwards and diagonal.

M

V

S

E

Y

P

V

D

J

B

P

C

C

A

C

E

U

W

E

Y

L

L

O

Q

C

H

R

R

S

T

E

U

C

A

P

X

D

R

Y

S

Z

S

E

H

T

Q

I

S

I

S

U

O

H

B

A

E

C

E

L

P

P

W

R

N

E

M

D

L

P

A

L

R

P

O

D

R

C

G

A

Z

O

N

O

I

E

B

R

H

O

H

L

L

H

M

L

N

D

Y

H

O

N

E

Y

A

L

E

F

K

D

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L

Z

Z

I

R

D

Z

O

G

L

L

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C

O

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I

C

E

T

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W

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O

G

Y

Y

K

C

I

T

S

U

D

D

PRONUNCIATION

STRATEGY REMINDER Look for double letters or less common letters such as “k” or “z” first.

Word Box

Name:

• • • • • • • • • • • • • • •

dipped glazed drizzled sprinkled coated chewy molasses crunchy marshmallow licorice lollipop sticky syrup honey blueberry

CD

5. Listen to these fun tongue twisters. Practise saying them to your partner. Remember to pronounce the s at the end of certain words. a. She sells sea shells by the sea shore. The shells she sells are sea shells, I’m sure. b. Helen’s husband hates hot tea. Henry’s horse always hurts his hooves in holes when he hunts. 6. Choose a type of candy that is countable. Write a short tongue twister to practise pronouncing the nal s in the plural form. Revise and edit your rst draft to create your nal version.

STRATEGY REMINDER First draft:

Get feedback on the first draft of your tongue twister from a classmate so that you can improve it in the final version.

Final version:

Reproduction prohibited © TC Media Books Inc.

Unit 1

thirty-five

35

EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review the simple present, go back to page 12.

1. Gummi worms

. They

2. Maple syrup

.

. It

3. Jelly beans

.

. They

4. Ice cream

.

. It

5. Caramel

.

. It

Word Box

A. Use the simple present of to be and the adjectives in the word box to describe the sweets. Write one afrmative and one negative sentence. Some words may be used more than once. chewy creamy crunchy sticky

.

B. Read the sentences. Correct errors in the simple present. 1. Willy Wonka love inventing new kinds of candy. 2. This candy has not a chewy caramel centre. 3. My mom don’t likes candy with nuts in it. 4. In America, most people prefers Very Cherry jelly beans. 5. Blueberries has antioxidants in them. To review plural, countable and uncountable nouns, go back to page 16.

C. Write the plural form of the nouns below. 1. candy

4. tomato

2. lunch box

5. jelly bean

3. sugar pie

6. leaf

D. Decide if the noun is countable or uncountable in the context of the sentence. Write C for countable or U for uncountable. 1. Caroline went to two stores ( 2. The inventor (

) to nd her favourite fudge (

) made a new type of candy (

3. Kelvin chews gum (

) to bake ve loaves (

5. Mathilda tried the gumdrops (

thirty-six

) with nuts (

).

) while he plays basketball.

4. Hallie used lots of sugar (

36

).

I Want Candy!

) of bread.

) and some black licorice (

).

Reproduction prohibited © TC Media Books Inc.

Good Guys and bad Good Guys and Bad Guys

UNIT

2

In this unit, explore the traits that define a character. Read about characters’ personality traits. Watch a video about the making of a Canadian superhero. Talk about your favourite good guy and bad guy. Write a character sketch. Practise grammar: subject pronouns, possessive adjectives and yes / no questions in the simple present.

Reproduction prohibited © TC Media Books Inc.

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37

ICEBREAKER

Name:

Date:

1.

Group:

Character Traits

C1

What words can describe good guys’ and bad guys’ personalities? 1. With a partner, nd two other adjectives in the word box that you

FYI

Word Box

associate with each of the underlined words in the sentences.

Although the word usually refers to a male in English, the terms and can also be used to refer to female characters.

arrogant brave comical considerate courageous courteous cruel

evil fearless friendly funny greedy humorous kind

mean nice polite self-important selfish stingy vain

a. Voldemort is mean to Harry Potter.

b. Mulan was a very brave young woman.

c. Many people thought that Sherlock Holmes was arrogant.

d. Cruella De Vil was not very kind to the Dalmatians.

e. Little Red Riding Hood was very polite to strangers.

f. The Grinch stole Christmas because he was greedy.

g. Homer Simpson is a really funny character.

2. With your partner, classify the words from the word box into the correct column below.

Good Guy

38

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Good Guys and Bad Guys

Bad Guy

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

3. Which good guys and bad guys are particularly memorable? Complete the chart with characters from different media sources. Write one or two of the personality traits that best describe each character.

Traits

Bad Guy

Traits

Movies

Television / Games

Books

Good Guy

USEFUL LANGUAGE

4. Discuss the characters you chose with your partner.

• This character seems like a bad guy but . . .

a. Did you write down any character(s) that your partner is unfamiliar with? If so, describe the character(s). b. Which character do you like best? Explain your choice to your partner.

• She is more interesting than . . .

c. Which of the characters do you consider the most realistic? Why?

• I doubt your character would . . .

d. Together, can you think of another character for each category? Discuss this new character and his or her personality traits. e. Compare one of your characters to one of your partner’s characters. In a ght, who would win? Reproduction prohibited © TC Media Books Inc.

Unit 2

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Talking About Characters Using Subject Pronouns Subject pronouns replace nouns as subjects in a sentence.

Singular

I you she / he / it

Plural

Subject Pronoun

we you they

Subject pronouns are the same gender as the nouns they replace. Voldemort is my favourite bad guy. He looks like a snake. The 3rd person plural pronoun they is used to replace both males and females. Shrek and Fiona are giant ogres. They have green skin and small ears.

Use as a subject pronoun and as a possessive adjective when the noun has no gender or the gender is unknown.

Possessive Adjectives: Using His and Her Possessive adjectives indicate a relationship or possession. Dracula’s skin was as white as snow. His cape was blood red.

Singular

my your her / his / its

Plural

Possessive Adjective

our your their

In English, 3rd person possessive adjectives are the same gender as the noun they replace, not the noun that follows them. Luke Skywalker missed his mother. Princess Leia did not know that Luke was her brother.

A. Complete the sentence with the correct subject pronoun. Highlight the correct possessive adjective. 1. Jasmine is a beautiful princess. 2. Bilbo is a hobbit.

brushes (his / her / their) long dark hair. is short and (his / her / its) feet are very hairy.

3. Frankenstein is a monster.

has bolts in (her / their / his) neck.

4. Batman and Catwoman are heroes. 5. Miss Piggy is a muppet.

wear black masks on (her / their / his) faces. has blond hair and wears lipstick on (his / her / their) lips.

B. Write sentences to describe one male character and female character. Include subject pronouns and possessive adjectives. Use the sentences in Step A as models. 1. 2. Go to pages 230 and 233 of the Grammar Section for more information and practice.

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Name:

2.

Date:

Our Own Hero

VIEWING

Group:

DVD

C2

Word Box

Learn about a different kind of hero. Before Viewing

1. Use the clues below and the words in the word box to complete the crossword puzzle. Find the hidden word and write it below.

apologetic crusader humorous patriotic peacekeeper socially conscious

a. b.

Clues a. b. c. d. e. f.

c. d.

devoted to his or her country politely offering excuses caring about society f. amusing, comical an activist who ghts for a cause person who helps maintain law and order

e.

is a slang term for a Canadian.

Hidden Word:

2. Complete the sentences with the words in the word box. a. Canadians are very

when

they make mistakes. b. Emily’s

attitude always

makes me laugh. c. If you are feeling

, you should visit

Ottawa on Canada Day. d. Jean-Philippe is a

against smoking.

He goes to different schools to talk about the harmful effects of cigarettes. e. Because I am the middle child and hate it when my sisters ght, I am the family

.

f. Brianna volunteers at a local food bank during the holiday season because she is

Reproduction prohibited © TC Media Books Inc.

.

Unit 2

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Name:

STRATEGY REMINDER Read the statements and the definitions before you watch the video so that you know which information to listen for.

Date:

While Viewing

3.

DVD

meathead

Read the following questions about the video. As you watch, circle the correct answers.

a. Forty years ago, Captain Canuck was published as a paper comic. Today, it is produced as a 1. TV show

VOCABULARY reboot new version ying off the shelves selling quickly caught the eye was noticed track down search for launch tell the public about something new do-gooders people who try to help others

Group:

2. web comic

3. comic book

b. Which of the following are Canadian superheroes? 1. Wolverine

2. Snowbird

3. Hawk

4. Sasquatch

5. Silver Skater

6. Puck

c. Which of these behaviours make Captain Canuck typically Canadian? 1. He apologizes before beating people up. 2. He is polite to his fans. 3. He drinks maple syrup to get his super powers. 4. He is a peacekeeper. 5. He sings “O Canada” after every ght.

stupid person

After Viewing

4. In 1975, why did Richard Comely decide to create the Captain Canuck character?

5. Do you think that today’s comic books are too violent? Why or why not?

SPEAK UP Have students form small groups to discuss the following points. • Is having a patriotic superhero important to Canadians? • What would a superhero from Québec be like?

6. In your opinion, will the updated version of this Canadian superhero be popular? Why or why not?

7. What other personality traits should Captain Canuck have in order to seem more Canadian? Write three extra traits. a. b. c.

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Good Guys and Bad Guys

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Asking Yes / No Questions in the Simple Present Use the following word order to ask questions that can be answered with a simple “yes” or “no.” With the Verb To Be Use the simple present of the verb to be + subject + rest of the question. Rest of the question

Singular

Subject

Am Are Is

I you she / he / it

right? ready to start? a superhero?

Plural

Verb to be

FYI

Are Are Are

we you they

on the right track? sure about that? cartoon characters?

To change a sentence with into a yes/no question, invert the position of the verb and the subject.

With Other Verbs Use do / does + subject + base form of main verb + rest of the question. Main verb

Rest of the question

Singular

Subject

Do Do Does

I you she / he / it

know like wear

this character? her name? a mask?

Plural

Verb to do

Do Do Do

we you they

see watch ght

them on TV? their movies? crime?

Write yes / no questions that you could ask to guess a character’s identity. Use the simple present and the prompts. 1. be / bad guy Is this character a bad guy? 2. be / animal 3. have / a partner 4. wear / costume 5. have / superpowers 6. be / video game Go to pages 181 and 188 of the Grammar Section for more information and practice.

Reproduction prohibited © TC Media Books Inc.

Unit 2

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43

SPEAKING

Name:

3.

Date:

Guess Who?

Group:

C1

Who is your classmate’s favourite good guy and bad guy? Play a guessing game. 1. Think about your favourite good guy and your favourite bad guy. Write notes about their physical descriptions, personality traits and typical actions. Do not show your sheet to your partner. Favourite Good Guy

Favourite Bad Guy

Name Physical description

Personality traits

Actions

2. Find a partner and take turns asking yes / no questions in the simple present to guess each other’s characters. Continue asking yes / no questions until you discover each character’s identity.

USEFUL LANGUAGE • Is it a character from a...? • Is the character in a story about . . . ? • Does the character have . . . ?

Think about: • whether the character is good or bad, male or female, real or cartoon, old or young • whether the character appears in a book, movie, game or television program • what the character wears • what the character can do

• Can the character . . . ? • Is the character’s enemy . . . ?

44

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Good Guys and Bad Guys

Reproduction prohibited © TC Media Books Inc.

Name:

4.

Date:

READING

Group:

Building a Believable Character

C2

When it comes to good guys and bad guys, actions speak louder than words. Before Reading

1. Match the actions with the character traits that they demonstrate. a. courageous

1. Laughing when a classmate slips and falls in the mud during gym class

b. loyal

2. Claiming that you are the reason the school volleyball team is undefeated

c. arrogant

3. Hating a girl from your science class because she has such cool clothes

d. thoughtful

4. Running into a burning building to rescue a stray cat

e. stubborn

5. Supporting a friend even when you hear a negative rumour about him

f. jealous

6. Sending your friend a postcard from Arizona because she has a postcard collection

g. cruel

7. Refusing to take an umbrella with you—even though it is pouring rain

2. Choose two character traits that are not listed in Step 1. Write a sentence for each that describes the trait through the action. a.

b.

While Reading

3. Read the text on pages 46 to 48. As you read: • Highlight the actions that show the rst June is a “good guy.” • Underline the actions that show the other June is a “bad guy.” Reproduction prohibited © TC Media Books Inc.

Unit 2

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Name:

Date:

Group:

Tuesday of the Other June by Norma Fox Mazer

“Tuesday of the Other June” is a short story that focuses on the relationship between two young girls, both named June.

e good, be good, be good, be good, my June,” my mother sang as she combed my hair; a song, a story, a croon, a plea.“ It’s just you and me, two women alone in the world, June darling of my heart, we have enough troubles getting by, we surely don’t need a single one more, so you keep your sweet self out of ghting and all that bad stuff. People can be little-hearted, but turn the other cheek, smile at the world, and the world’ll surely smile back.” We stood in front of the mirror as she combed my hair, combed and brushed and smoothed. Her head came just above mine; she said when I grew another inch she’d stand on a stool to brush my hair. “I’m not giving up this pleasure!”And she laughed her long honey laugh. My mother was April, my grandmother had been May, I was June. “And someday,” said my mother, “you’ll have a daughter of your own. What will you name her?”

croon soft song plea serious request creeping moving slowly shifting moving slightly knuckles joints of a nger

forty-six

Every day when I went to school, she went to work. “Sometimes I stop what I’m doing,” she said, “lay down my tools, and stop everything, because all I can think about is you. Wondering what you’re doing and if you need me. Now, Junie, if anyone ever bothers you—” “—I walk away, run away, come on home as fast as my feet will take me,” I recited. “Yes. You come to me. You just bring me your trouble, because I’m here on this earth to love you and take care of you.” I was safe with her. Still, sometimes I woke up at night and heard footsteps slowly creeping up the stairs. It wasn’t my mother, she was asleep in the bed across the room, so it was robbers, thieves, and murderers, creeping slowly . . . slowly . . . slowly toward my bed. I stuffed my hand into my mouth. If I screamed and woke her, she’d be tired at work tomorrow. The robbers and thieves lled the warm darkness and slipped across the oor more quietly than cats. Rigid under the covers, I stared at the shifting dark and bit my knuckles and never knew when I fell asleep again.

VOCABULARY

46

“January!” I’d yell when I was little.“February! No, November!” My mother laughed her honey laugh. She had little emerald eyes that warmed me like the sun.

Good Guys and Bad Guys

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

In the morning we sang in the kitchen. “Bill Grogan’s GOAT! Was feelin’ FINE! Ate three red shirts, right off the LINE!” I made sandwiches for our lunches, she made pancakes for breakfast, but all she ate was one pancake and a cup of coffee. “Gotta y, can’t be late.” I wanted to be rich and take care of her. She worked too hard, her pretty hair had gray in it that she joked about. “Someday,” I said, “I’ll buy you a real house and you’ll never work in a pot factory again.” “Such delicious plans,” she said. She checked the windows to see if they were locked. “Do you have our key?” I lifted it from the chain around my neck. “And you’ll come right home from school and—” “—I won’t light res or let strangers into the house and I won’t tell anyone on the phone that I’m here alone,” I nished for her. “I know, I’m just your old worrywart mother.” She kissed me twice, once on each cheek. “But you are my June, my only June, the only June.” She was wrong, there was another June. I met her when we stood next to each other at the edge of the pool the rst day of swimming class in the Community Centre. “What’s your name?” She had a deep growly voice. “June. What’s yours?” She stared at me. “June.” “We have the same name.” “No we don’t. June is my name, and I don’t give you permission to use it. Your name is Fish Eyes.” She pinched me hard. “Got it, Fish Eyes?”

Reproduction prohibited © TC Media Books Inc.

Group:

The next Tuesday, the Other June again stood next to me at the edge of the pool. “What’s your name?” “June.” “Wrong. Your—name—is— Fish—Eyes.” “June.” “Fish Eyes, you are really stupid.” She shoved me into the pool. The swimming teacher looked up, frowning, from her chart. “No one in the water yet.” Later, in the locker room, I dressed quickly and wrapped my wet suit in the towel. The Other June pulled on her jeans.“You guys see that bathing suit Fish Eyes was wearing? Her mother found it in a trash can.” “She did not!” The Other June grabbed my ngers and twisted. “Where’d she nd your bathing suit?” “She bought it, let me go.” “Poor little stupid Fish Eyes is crying. Oh, boo hoo hoo, poor little Fish Eyes.” After that, everyone called me Fish Eyes. And every Tuesday, wherever I was, there was also the Other June—at the edge of the pool, in the pool, in the locker room. In the water, she swam alongside me, blowing and hufng, knocking into me. In the locker room, she stepped on my feet, pinched my arms, hid my blouse, and knotted my braids together. She had large square teeth, she was shorter than I was, but heavier, with bigger bones

VOCABULARY worrywart a person who worries, often to excess growly low, threatening shoved pushed hufng breathing very heavily braids a hairstyle formed by three overlapping strands of hair

Unit 2

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47

Name:

Date:

Group:

and square hands. If I met her outside on the street, carrying her bathing suit and towel, she’d walk toward me, smiling a square, friendly smile. “Oh well, if it isn’t Fish Eyes.” Then she’d punch me, blam! her whole solid weight hitting me.

going to get you, Fish Eyes,” for my heart to slink like a whipped dog down into my stomach. My arms were covered with bruises. When my mother noticed, I made up a story about tripping on the sidewalk.

I didn’t know what to do about her. She was training me like a dog. After a few weeks of this, she only had to look at me, only had to growl,“I’m

My weeks were no longer Tuesday, Wednesday, Thursday, and so on. Tuesday was Awfulday. Wednesday was Badday. (The Tuesday bad feelings were still there.) Thursday was Betterday and Friday was Safeday. Saturday was Goodday, but Sunday was Toosoonday, and Monday—Monday was nothing but the day before Awfulday.

VOCABULARY whipped beaten bruises marks on the skin from an injury

After Reading

3. Complete the chart below. For each character, name one character trait. Justify your answers with at least one example of actions from the text. Character Trait

Example

June’s mother

June

Other June

4. How do you think the conict between the two Junes is resolved in the end? Write a short paragraph explaining your prediction.

48

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Reproduction prohibited © TC Media Books Inc.

Name:

5.

Date:

WRITING

Group:

Choose Your Own Adventure

C3

Imagine how a character might react in a certain situation. 1. Read the character sketch below. Underline the words that describe the main character’s personality traits.

Raven is a character that appears in numerous North American First Nations stories. They say that Raven lives in a time and place where animals and birds are people, just like humans. Raven is a clever and charming character, but he is also mischievous and greedy. He frequently uses his intelligence and shape-changing abilities to trick his friends into doing what he wants. Raven loves food, so one winter, when he was very hungry, he tricked his friend Crow into throwing a party, or potlatch, with a huge buffet of food. Whenever he got to the end of the buffet line, he changed into a different animal and went back to the front of the line to get more food. Raven even lied and said that he had given the party so that the other animals would invite him to their parties in the future. Many stories are told about how Raven stole the sun. Now Raven has black eyes, black feet, a black beak and black feathers, but a long time ago, his feathers were as white as snow. It was a time of great darkness because a greedy old man kept the sun locked in a heavy box. Raven hated the endless night and longed for the warmth of the sun. Clever Raven charmed the old man into opening his box and stole the sun’s re, letting light into the world. But the old man caught Raven, and Raven had to escape by the old man’s chimney. The smoke and re turned his entire body black for all time.

VOCABULARY clever

smart, ingenious

mischievous tricky, malicious potlatch large feast held by West Coast Aboriginals to celebrate an event longed had a strong desire

2. Choose two of Raven’s character traits and nd actions in the text that demonstrate them. a.

b.

Reproduction prohibited © TC Media Books Inc.

Unit 2

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49

Name:

Date:

Group:

3. Read the short text. Brainstorm possible scenarios for how Raven will react to the situation. Write your notes in the box below. While travelling through the forest, Raven sees a beautiful young girl picking berries. He immediately falls in love with her and decides that he must marry her. The only problem is that she is the daughter of the greedy old man who had kept the re of the sun locked away in a box. This is the same man who tried to kill Raven when he stole the sun. The old man will never allow Raven to marry his daughter. What does Raven do?

Possible scenarios:

STRATEGY REMINDER Make sure the character’s actions you choose match the traits described in the character profile.

4. Choose one of your scenarios. Write a short paragraph to complete the story. Explain what Raven decides to do. Describe his actions. Use subject pronouns and possessive adjectives.

50

fifty

Good Guys and Bad Guys

Reproduction prohibited © TC Media Books Inc.

Name:

6.

Date:

READING

Group:

Creating Great Good Guys and Bad Guys

C2

Learn useful tips for creating memorable characters. Before Reading

1. Read the following information about a character named Albert. Write one follow-up yes / no question related to each piece of information to learn more about Albert. Does Albert play in a band?

a. Albert plays the guitar. b. Albert is Canadian. c. Albert doesn’t eat pizza. d. Albert has one sister. e. Albert drives a tractor. f. Albert’s mother is Haitian.

a. A character is

when it is based on a personal

or physical trait attributed to a group of people in general. characters are like real people: they have many

b.

Word Box

2. Complete the descriptions with the words in the word box. complex exaggerated predictable stereotypical unforgettable

different personality traits. c. Caricatures are drawings or characters with one major trait that is for comical effect. d. Characters with only a few personality traits are because they always react the same way, so you can tell what will happen next. e. To make your character

, you must

give it a unique talent, weakness or habit.

While Reading

3. Read the text on pages 52 and 53. As you read: • Highlight ways to create an unforgettable character. • Underline ways to gain inspiration for creating your characters.

Reproduction prohibited © TC Media Books Inc.

Unit 2

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51

Name:

Date:

Group:

Character or Caricature? ave you ever gone to a street fair and gotten your picture sketched by a cartoonist? The drawing probably looks a lot like you, but in it you have huge eyes or an enormous head. These pictures, called caricatures, take one or two of your distinctive features and magnify their proportions. The result is an exaggerated image that is often very funny and sometimes a bit embarrassing.

To create an unforgettable story, it is important to step away from caricatures and start writing about complex characters. Just like real people, good characters exhibit many personality traits, and because of this complex set of traits, they do not react the same way in every situation. That is what helps us relate to them as if they were real people, and it adds interest to a story.

Caricatures are also used in stories to create characters that have one exaggerated personality trait. This type of character always acts in a way that reects this trait. An example is a virtuous person who always does the right thing no matter what, or a greedy person who thinks about nothing but money or power.

No person is angry 100% of the time, so a character should not be, either. And, like people, characters should be able to surprise us at times. If an otherwise mean and selsh young prince secretly leaves food for a poor family, readers will want to read more to nd out why he did something so unpredictable.

We often nd examples of caricatures in soap operas, romance novels or fairy tales. Think about the nosy neighbour whose entire life is devoted to spreading gossip, or the jealous stepmother who is always trying to ruin her stepdaughter’s life. These personalities can help create funny or frightening situations, but they can also become predictable and boring over time because they always act the same way.

So, what is the secret to making an unforgettable good guy or bad guy character? After you have decided whether your character will be male or female, old or young, realistic or fantastic, human or animal, follow these suggestions to give your character some depth:

VOCABULARY soap operas daytime TV drama episodes about domestic situations nosy interested in other people’s business gossip rumours relate to understand, sympathize with depth complexity, nuance

52

fifty-two

Good Guys and Bad Guys

» Give your character a personality that is not limited to the story’s events. It is important to understand the whole character before you can know how he or she will react in various situations. A good exercise is to make a list of your character’s likes and dislikes.

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

character better if he always eats three donuts before putting on his superhero outt. Make a list of strange habits that people you know have in order to help you get ideas.

Dislikes Likes • waiting in line • skateboarding p • mint chip ice cream • wearing a baseball ca • bullies • reading biographies

ces • never nishes senten on • dances when music is nter • wears shorts even in wi • never eats cheese

» Create an interesting past for your character. Did he or she survive a tornado? Learn to play the piano? Maybe your character kept a snake as a pet or has a twin sister. More information is always better!

» Develop a purpose or goal for your character. Strong motives make great stories. For example, people like stories about good guys who ght passionately for justice. They also like stories about bad guys who start out as good characters and only become evil after some terrible event has occurred in their lives. Trying to discover characters’ motives is one thing that keeps readers hooked on a story.

Following this advice will almost certainly help you avoid writing a caricature instead of a character. And if you are having a difcult time nding inspiration for your character, just observe the world around you. Maybe your uncle had an interesting job when he was younger. Maybe your cousin makes the best grilled cheese sandwiches in the world. Perhaps the girl sitting next to you in English class has the habit of tying her hair together using a pencil. By using a combination of real personality traits and habits, you could make up a new and fantastic personality.

When Robin was little , his family didn’t have much money. He was always picked on by th e rich kids. He promised that he would get reveng e one day. When he grew up, he dedicated his lif e to stealing from the ric h to give to the poor.

» Give your character a unique talent or special ability. One technique is to imagine a skill that you would love to have and to give your character this ability. But remember that nobody is perfect, and that your character must also have some weaknesses. So, even if he has a photographic memory, he might be colour-blind!

» Help your character stand out by adding an unusual habit. Characters are more memorable when they have weird likes or unpredictable dislikes. For example, we may remember a

Reproduction prohibited © TC Media Books Inc.

After writing down all of your ideas, it is time to see what kind of a character you have created. Think of a situation and imagine how your character would react.

Or better yet, try to role-play your character. It may sound silly, but dressing, talking or behaving like your new character will help you better understand his or her personality. And once you develop your main character, it is time to start writing your story!

VOCABULARY hooked on devoted to weaknesses faults colour-blind unable to distinguish colours stand out be more visible

Unit 2

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Name:

SPEAK UP Have students form small groups to discuss the following points. • How many caricatures can you name from current pop culture? • What special ability would you like to have yourself? • Does anyone you know have an odd habit that you could give to a character?

Date:

Group:

After Reading

4. Name one positive aspect and one negative aspect of a caricature. Positive

Negative

5. Why are good characters more complex?

6. What is the advantage of creating a character with an unusual habit?

7. Write three things you can do to get inspiration for creating a character.

8. Choose two well-known caricatures. Add information about them in the chart below to make them more complex characters. Think about: a. an interesting past b. a unique talent c. an unexpected habit Character’s Name:

from:

a. b. c. Character’s Name:

from:

a. b. c.

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Name:

7.

Date:

WRITING PROJECT

Group:

My Character Sketch

C3

Create your own good guy or bad guy character.

STRATEGY REMINDER

1. Choose the kind of character you want to create. Complete the information below. girl

good guy

name:

boy

bad guy

age:

Review different good and bad guys covered in this unit to get ideas for your own character. Use the adjectives in the unit’s word boxes to describe your character.

other:

2. Brainstorm some ideas in the chart about your character. Character Description Physical description:

Personality traits:

Likes and dislikes:

Unique talent or habit:

Interesting Past

Story That Demonstrates Character Traits Situation:

Character’s actions:

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Name:

Date:

Group:

3. Write the rst draft of your character sketch. Use your notes from Step 2 to help you organize your thoughts. Use subject pronouns and possessive adjectives to describe your character. Refer to the character sketch in Task 5 as a model.

Writing Checklist Description

I used my notes to create a complex character. I used subject pronouns and possessive adjectives. I used actions to demonstrate my character’s personality traits. I checked my spelling and punctuation. I used resources to check my work.

History

Story

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Write the nal copy of your text on a poster. Make changes and corrections. Add an image of your character.

7. Present your character sketch to the class. 56

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Name:

Date:

A Tale of Two Men

EXTRA READING

Group:

C2

Good guy or bad guy? Some characters hide their true identity behind a mask. Before Reading

1. List famous characters who are mild-mannered in their daily lives but become daring heroes when they put on a mask, suit or cape.

VOCABULARY 2. Write sentences to identify the true identities of popular good guys

mild-mannered gentle, calm daring adventurous, brave

and bad guys that you know. Use his or her in your descriptions. a. Batman is a good guy. His true identity is Bruce Wayne. b. c. d. While Reading

3. Read the text on pages 58 to 61. As you read: • Underline the words and actions that the authors use to describe Don Diego Vega. • Highlight the words and actions that they use to describe Zorro. An abridged Reader’s Theatre adaptation of

Zorro! Or The Curse of Capistrano by Johnston McCulley, adapted by Jennifer L. Kroll

Characters (in order of appearance) Narrator • Tavern Keeper • Gonzales • Don Diego Vega • Don Carlos Pulido • Catalina • Lolita • Ofcer • Zorro • Juan • Jailer • Governor • Martin

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Name:

Zorro! Or The Curse of Capistrano takes place in California in the early 1800s, where a corrupt governor controls the territory. A daring hero named Zorro leads local landowners in a ght against the government. His true identity is a mystery to all. Narrator: In a tavern in the little town of Reina de Los Angeles, Sergeant Pedro Gonzales sits with soldiers clustered around him. The tavern’s owner approaches their table, carrying mugs of wine. Tavern Keeper: They are saying in the town that Señor Zorro is abroad again. Gonzales: Señor Zorro, eh? Is it my fate always to hear that name? Mr. Fox, in other words. Tavern Keeper: Yes, and he has proved as difcult as a fox to catch. Gonzales: He wears a mask, and he ashes a pretty blade, they tell me. Of course, I have yet to see the man. He carries out his deeds far from wherever my troops may be. Tavern Keeper: There is a reward. Gonzales: I know it! A pretty reward it is, too, offered by the governor for Zorro’s capture. [. . .] Narrator: The tavern door opens, and the men look up. Along with a gust of wind and rain, Don Diego Vega enters. Don Diego Vega: Did I startle you somewhat, señores? Gonzales: You, my friend, are so mild-mannered and soft-spoken that you are unlikely to startle anyone.

VOCABULARY clustered grouped, assembled zorro fox (in Spanish) deeds actions gust sudden burst startle scare, alarm cutthroat murderer rogues villains, criminals cater to take care of

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Group:

Diego: It is true that I do not have a reputation for riding like a fool, ghting like an idiot, and playing the guitar under every pretty woman’s window. Yet I do not wish to be mocked. Gonzales: Your pardon, my very good friend! Please join us! We have been speaking of the notorious Señor Zorro. Diego: More talk of violence! Is it even possible in these times for a man to hold conversation about music or the poets? Gonzales: You are unlikely to nd anyone speaking of poetry these days. Zorro, the famous thief and cutthroat, is the talk of the town!

$ The next morning, Señor Zorro pays a visit to Don Carlos Pulido and his family. When Captain Ramon attempts to capture him, Zorro escapes—after a display of fancy swordplay that catches the eye of Don Carlos’ daughter, Lolita. Narrator: Two days later, Don Carlos, his wife Catalina, and Lolita are on their way to Don Diego Vega’s house in Reina de Los Angeles. As their carriage bumps along, Carlos rereads an invitation letter from Don Diego. Don Carlos: (Reading.) The soldiers are pursuing this Señor Zorro, and it has been reported that the highwayman has a band of rogues under his command. There is no telling what may happen next. Moreover, I have heard that the bandit has visited your daughter, and he may seek to see her again. Catalina: (Interrupting.) It frightens me to think of it! Carlos: (Continuing to read.) I therefore beg of you to come at once to my house in Reina de Los Angeles and make it your home for a day or two. I will be away at my ranch, but I have left orders with my servants to cater to you. I hope to see you when I return in three days. Lolita: I’m sure nothing bad would have happened if we had stayed at home.

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Name:

Date:

Catalina: But my dear! This is a wonderful opportunity for you to see everything that could be yours if you would only agree to marry Don Diego.

Group:

Carlos: What? My whole family! Are we to go to army headquarters? Ofcer: No, to the jail.

Lolita: I’m sorry, Mother, but I can’t marry him. I do not love him.

$

Carlos: It is within your power to save us all from nancial ruin. Remember that, and don’t be too hasty about your decision. You might nd that you like him more after you know him better.

Zorro and his band meet at midnight to discuss plans for rescuing the Pulido family from the jail.

Lolita: I’ll do my best to like him, but I can’t promise that I will be his wife. Catalina: Well, Captain Ramon also has asked permission to court you. He is a dashing gentleman, don’t you think? Lolita: He is handsome enough, but I do not like the look in his eyes. Catalina: (Sighing.) You are too particular.

$

Zorro: Are we all here? Juan: All except Don Diego Vega. He is ill with a fever. Narrator: The men decide on a plan. A little later, at the jail, the keeper is going about his nightly duties when he suddenly feels a pistol on his temple. Zorro: Open, if you value your life! Jailer: What—what is this? Zorro: Señor Zorro is talking to you! [. . .] Open, fool, or you die instantly! Jailer: I . . . I’ll open the door. Only spare me!

Captain Ramon comes to pay a visit to Lolita while she is staying at Don Diego’s house. He becomes rude after Lolita refuses him. Zorro comes to her rescue, and Lolita nds herself developing feelings for the outlaw. Narrator: While the young noblemen form a league with Zorro, Captain Ramon plots his revenge against Lolita. He visits the governor and convinces him that the Pulido family is in league with Zorro. The governor sends his soldiers to their home to make arrests.

Narrator: The guard opens the door, and Zorro’s troop rushes in. Zorro: Where are the keys to the prison rooms? Jailer: On . . . on that table, senor. Zorro: Lie down! On your face! And remain exactly as you are! . . . Now, which cell holds the Pulido family? Jailer: (In a mufed voice.) The second one.

Ofcer: You are Don Carlos Pulido?

Narrator: The rescuers rush to the second cell, where they nd the Pulidos.

Carlos: I have that honor, sir.

Catalina: Señor Zorro!

Ofcer: I have orders to place you under military arrest.

Zorro: I have come with some friends to rescue you! [. . .]

Carlos: Arrest! Who gave you such orders?

VOCABULARY

Ofcer: His Excellency, the governor.

hasty too fast court date dashing handsome, daring treason crimes against the state mufed muted, difcult to hear

Carlos: And what’s the charge? Ofcer: Treason and aiding enemies of the state! [. . .] You and your daughter and wife are all to accompany me.

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Name:

Date:

Group:

Narrator: Two of the men lead Carlos out. Two others escort Catalina. Zorro extends his arm to Lolita.

Juan: We represent the power in this region, do we not?

Zorro: You must trust me, señorita!

Governor: Yes, of course.

Lolita: (Warmly.) I trust you completely.

Martin: You would not wish to stand up against us, would you?

Narrator: The rescuers split up to make pursuit more difcult. Don Carlos and Doña Catalina are successfully carried to safety. For a while, it looks as if Zorro and Lolita will also make their escape. Then, as they round a bend in the road, they run head-on into a band of troopers. The two turn their horses and gallop back into Reina de Los Angeles with bullets whizzing all around them. Lolita: Señor! My mount is stumbling terribly! I don’t think I can go much further! Narrator: Lolita’s horse starts to fall. Just before she crashes, Zorro catches Lolita in his arms. The two jump to the ground and rush into a nearby tavern with Zorro waving his pistol. Zorro: Out, everyone! Narrator: The tavern owner and his staff all hurry out into the street. Lolita slams the door shut and bolts it, while Zorro tips over a large table. They push the table up against the door. Zorro: I fear this may be our end. Lolita: Surely the saints will save us! [. . .] Narrator: Just then, the other members of Zorro’s band ride up to the tavern. Governor: Ah, look! Young men from all the wealthiest families in the area have come to show their loyalty. Thank you, men! But please, just move to the side, and let my troopers deal with this.

Governor: Of course not! But, I pray you, let the troopers get this fellow. Juan: You don’t understand. In recent years, the people of these parts have been robbed, harassed, and imprisoned, simply because they are not friendly to the ruling powers. This must stop. Martin: And so we have banded together to make sure it stops. You should know that we ourselves rode with Señor Zorro when he invaded the jail and rescued the prisoners. Governor: (In a placating tone of voice.) Gentlemen, gentlemen. Just let me say— Martin: Silence, until I am done! We stand together, and the strength of our united families is behind us. Command your soldiers to attack us, if you dare. Governor: Good sirs, of course not! Perhaps I was hasty in the matter of the Pulido family. I promise now that they will receive pardon. Martin: No, you misunderstand. We also want a complete pardon for Señor Zorro, who has done nothing wrong. And, nally, we ask you to give up your ofce and title, since your governance is no longer desired in this region. Narrator: The governor pauses for a moment to assess the situation. He realizes that he cannot rule without the support of the inuential families represented before him. Governor: (Sighing.) I suppose I have no choice but to submit to your wishes.

VOCABULARY split up go in different directions whizzing ying rapidly mount horse troopers soldiers placating calming, pacifying

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Martin: Señor Zorro, Señorita Lolita! Do you hear this man? Open the door and come out. Narrator: Zorro and Lolita cautiously push away the table, pry open the door, and step out to face the crowd. Governor: Take off your mask, man! I wish to see

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Name:

Date:

Group:

the face of the man who has cost me so much.

and takes his hand in hers.

Zorro: Well, all right. But I fear that you will be disappointed when you see my poor features.

Lolita: How I misjudged you! How we have all misjudged you! You have revealed your true self to us only when wearing a mask!

Narrator: Señor Zorro removes his mask. The crowd gasps. Standing before them is none other than Don Diego Vega. Lolita looks at Don Diego. She laughs

THE END

After Reading

Word Box

4. Write complete sentences about Don Diego Vega’s and Señor Zorro’s personalities. Use the adjectives in the word box. Justify your choices with examples from the text.

agile brave dangerous heroic

intellectual intelligent mild-mannered protective

Don Diego Vega

romantic sickly soft-spoken unromantic

Señor Zorro

5. Lolita tells Zorro that he reveals his “true self” only with the help of a mask. Why do you think wearing a disguise helps some characters to be more fearless?

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EXTRA LANGUAGE

Name:

Date:

Group:

Word Games 1. We can add a prex that means “not” to the following adjectives. Find the correct prex for each adjective. Write the words in the appropriate boxes.

Word Box capable • considerate • flexible • happy • honest • lucky • organized • patient • pleasant • polite • popular • replaceable • responsible dis-

un-

im-

in-

ir-

disorganized

2. Test your knowledge. Circle the correct word in each frame of the chart. Points

10

20

30

40

Prexes meaning “not”

Synonyms

Opposites

Extremes

The correct prex for “happy:” a. dishappy b. unhappy c. inhappy

A synonym for “mean:” a. cruel b. unhappy c. humble

The opposite of “generous:” a. evil b. greedy c. unpopular

The extreme form of “unkind:” a. evil b. funny c. dishonest

The correct prex for “possible:” a. unpossible b. impossible c. inpossible

A synonym for “fearless:” a. cowardly b. brave c. incapable

The opposite of “honest:” a. unhonest b. greedy c. dishonest

The extreme form of “pretty:” a. cute b. nice c. beautiful

The correct prex for “replaceable:” a. irreplaceable b. disreplaceable c. inreplaceable

A synonym for “arrogant:” a. dishonest b. evil c. vain

The opposite of “compassionate:” a. cruel b. inappropriate c. imperfect

The extreme form of “funny:” a. hilarious b. friendly c. clever

The correct prex for “moral:” a. unmoral b. immoral c. irmoral

A synonym for “greedy:” a. dishonest b. selsh c. unpopular

The opposite of “polite:” a. unpleasant b. rude c. courageous

The extreme form of “sad:” a. unlucky b. miserable c. upset

3. Use a dictionary to check your answers. For each correct answer in a row, Total points:

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give yourself the number of points listed for that row. Add up your points to see if you are the class champion. Good Guys and Bad Guys

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Name:

Date:

PRONUNCIATION

Group:

CD

4. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds. a. rst b. sink

thirst think

c. theme d. three

team tree

e. clothing f. mass

closing math

5. Listen and circle the word you hear. a. moth

moss

c. tin

thin

e. pass

path

b. clothes

close

d. sank

thank

f. mouse

mouth

6. Listen for the missing words and write them in the sentences below. a. Will Lila have a

for her party?

b. Elias went over to the window to look at the c. My brother never

his closet door and he never

puts his

away.

d. While out in the woods, Heather saw a small e. The boat hit a rock and quickly f. Mabel

.

about

. in the stormy sea. in the shower.

g. Do you see

cat on the porch?

h. Carlos won

seats at the show.

i. They walked down the the beach.

7. Listen to these tongue twisters. Find a partner and practise saying them to each other. a. Beth bought both boys bath toys. b. Theo’s thirteenth birthday is this Thursday. c. Three ticks on thick trees bothered ten thin men.

8. Write two sentences using as many th-words as you can. Practise saying your sentences with your partner. a.

b.

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review subject pronouns and possessive adjectives, go back to page 40.

A. Complete the story by lling in the spaces with the correct subject pronoun or possessive adjective. My cousin Brad wants to become an illustrator. books and video games. Last year, rst time. family.

dream is to draw characters for comic went to the Montréal Comiccon conference for the

was four days long, but Brad didn’t have much time to miss was too busy making friends! People came from all over Canada to see the

exhibits and attend the discussion panels.

also came to meet international artists and

writers who create fantastic comics, games and movies. Brad talked a lot about friend Mina. Brad says that

new

is from Kuujjuaq and writes manga stories based on northern legends. stories are amazing!

plan to work together on a manga

this summer. Brad is a fabulous artist and Mina’s stories sound great. nished manga. I will ask Brad to sign

can’t wait to see copy!

To review yes / no questions in the simple present, go back to page 43.

B. Circle the correct verb form in order to complete the questions. 1. ( Am / Is / Are ) you ready to play Guess Who? 2. ( Do / Does / Are ) your character like to eat pizza? 3. ( Do / Is / Are ) we nd your character on television? 4. ( Am / Is / Does ) your character a girl? 5. ( Does / Is / Am ) I on the right track? C. Complete the interview with the famous superhero. Write the yes / no question based on the answers given. 1. Yes, people are in trouble this evening. 2. No, the police don’t know the identity of the villain. 3. No, the rain is not a problem for me. 4. Yes, my superhero suit has a zipper. 5. No, I don’t have time to answer any more questions.

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STICKY SITUATIONS Sticky Situations

UNIT

3

In this unit, explore difficult situations. Read about how to survive some worst-case scenarios. Talk about what to do when things go wrong at school. Watch a video that could save your life. Write tips for dealing with a sticky situation. Practise grammar: imperatives, modals (should and could) and discourse markers.

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65

ICEBREAKER

Name:

1.

Date:

Group:

Worst-Case Scenario

C1

Sometimes, things don’t go the way you expect them to. If you are in a sticky situation, you are in a dilemma. Similarly, a worst-case scenario is the worst possible thing that can happen in a particular situation. For example, you decide to go skydiving and your parachute doesn’t open. Or, you wear a nice white shirt to a special supper and spill spaghetti sauce all over it.

1. Think about things that can go wrong in each of the following situations. Complete each sentence with a worst-case scenario. a. You are at a pool party with a bunch of friends. You dive into the pool and

b. You have to give an oral presentation and

c. You are on a social media site, chatting with some of your friends when

STRATEGY REMINDER Check and correct your own language as you talk about worst-case scenarios.

d. You are out for a walk in the woods when

USEFUL LANGUAGE • What did you put for . . . ? • What’s the worst that could happen?

e. Your mother tells you not to touch her laptop, but you really want to check your email so you use it anyway. Then,

• Can you top that? • How about this: . . . ?

2. Work with a partner. Compare your answers in Step 1 and make up other worst-case scenarios for each situation.

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Giving Suggestions, Instructions and Rules With Imperatives Use imperatives to give suggestions, instructions or rules. Afrmative: Use the base form of the verb without a subject. Write your name at the top of the page. Read the text. Negative: Put do not or don’t before the verb. Do not walk alone in the woods at night. Don’t feed the animals.

With the Modals Should and Could Use the modal should to give suggestions, instructions and rules. Use the modal could to make suggestions only in afrmative sentences. Afrmative: Put only one modal (should or could) before the main verb. You should ask the teacher. You could ask her to explain the rule. Negative: Put should not or shouldn’t before the verb. Campers should not keep food in their tents. They shouldn’t forget.

Modals never change form.

A. Complete the suggestions for surviving an evening of babysitting. Use the imperative form of the verbs in parentheses. 1. (arrive, negative)

late.

2. (prepare, afrmative)

a survival kit.

3. (include, afrmative)

board games, books and a movie.

4. (feel, negative)

insulted if the children don’t like your ideas.

B. Read the steps for surviving an oral presentation. Add the correct modal (could, should or shouldn’t) to complete each sentence. 1. You

understand the subject before you begin.

2. You

brainstorm ideas with a partner if you like.

3. You

also prepare cue cards with keywords and ideas.

4. You really 5. Finally, you

be worried about your presentation if you practise a lot. speak slowly and make eye contact with your audience.

Go to pages 220, 222 and 223 of the Grammar Section for more information and practice.

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READING

GRAMMAR p int We use discourse markers to show the order in which events happen. We often place them at the beginning of a sentence, followed by a comma. The discourse markers after that, next and then are interchangeable, but rst, third and nally must be used in a specic order.

Name:

Date:

2.

Group:

Lost in the Woods

C2

Nobody expects to get lost, but it could happen to you. Before Reading

1. What should you do if you lose your cellphone? Complete the sentences with the correct discourse marker from the list below. Use each discourse marker only once. After that,

Finally,

First,

Next,

Then,

Third,

look around. A quick search may help you nd it.

a. b.

use a friend’s phone to call your phone. You might hear it ring, or maybe someone else will answer it and help you.

c.

ask your friends or family if anyone has seen—or borrowed—your phone. Perhaps your phone isn’t lost after all!

d.

, check the usual spots, like where you recharge it. Sometimes we overlook the obvious.

e.

, retrace your recent steps. Maybe it slipped out of your pocket on the way to class.

f.

send a text message to your missing phone. This will let anyone with access to your phone know that you are looking for it.

2. If you go for a long walk in the woods, what three items (apart from a cellphone) should you bring with you, just in case you get lost? Give a reason for each answer. Item

Reason

a.

b.

c.

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Name:

Date:

Group:

While Reading

3. Read the interview with a survival expert on pages 69 and 70. As you read: • Underline the imperatives in the text. • Circle the discourse markers.

Surviving in the Woods

Intrepid Traveller recently met up with Canadian wilderness expert Maurice Reynolds. He is the author of A Canadian Hiker’s Survival Guide. With almost twenty years of experience as a trail guide in our national parks, he is the go-to guy for tips on surviving in the woods.

Q: It’s often said that prevention is the best solution to a problem. So, how can I avoid getting lost in the rst place? A: First of all, make sure someone always knows where you are going. If possible, avoid hiking alone. Take a friend or a pet with you. Then, familiarize yourself with the trail. Look around and notice distinct plants or landmarks as you walk. Finally, always carry basic supplies with you, such as an extra sweater, a bottle of water, some granola bars and a cellphone with a GPS signal. It’s also a good idea to take along a garbage bag and a whistle. Q: I wander off the trail for a moment—that’s all it takes— and I’m lost. What should I do now? A: Don’t panic. Stop walking. Take time to look around and get familiar with where you are. Then, mark a tree so that you have a point of reference. You may be tempted to keep walking in search of help, but your best bet is to nd a tree and stay put

Reproduction prohibited © TC Media Books Inc.

for at least a few hours. You don’t want to risk walking in the wrong direction and making it more difcult for rescuers to nd you. After you have calmed down, try to contact your hiking partner or someone back home. Shout for help as loudly as you can and blow your whistle, and then listen for a response in the distance. If you have a cellphone with you, call a friend or family member. But remember, don’t walk too far from your tree if you cannot nd a cellphone signal. You may become even more lost if you spend your time searching for a stronger signal.

VOCABULARY wilderness undeveloped forest and mountain areas go-to guy expert whistle small instrument used to make a sound wander walk with no direction stay put do not move

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Name:

Date:

Q: Isn’t it more important to search for water? A: If you brought a bottle of water, drink some but make sure you save some for later. If not, it is best to wait several hours before moving from your tree. It might take extra energy to search for a source of water—and that is energy that you will need to survive. A person can survive without water for about three days. If you stay in one spot, rescuers may nd you within a few hours. Q: Several hours have passed and I am still at my tree, but it’s starting to get dark. What do I do now? A: First, nd a place to take shelter. This is your priority. Humans can survive several days without water and even longer without food, but one night out in the cold can be deadly. In fact, when your body temperature drops, you may become hypothermic— and hypothermia is the number one killer of people who are lost in the woods. After you nd a good spot, concentrate on keeping yourself warm. Put on any extra clothes you have with you. If you have brought a garbage bag with you, tear holes for your head and arms and pull the bag on as a rain coat. Then, stuff it with dry leaves or pine needles and tie it at the bottom. It will help keep you dry and warm. If you didn’t remember to bring a garbage bag, you could stuff leaves into your clothing. Next, construct a temporary shelter from branches and leaves, and climb in for the night. Finally, if you feel as if you will fall asleep, curl yourself into the fetal position. This will help conserve body heat.

Group:

pools in rocks and broken trees. This water is usually safe to drink. You should only leave your tree to nd water if you are desperate. Listen for the sound of running water nearby and nd its source. Since water ows downhill, walk in this direction to locate a spring or river. Q: If I have to leave my tree, how do I help people nd me? A: First, leave clues to show rescuers where you were. For example, tie a ribbon, an elastic band or a strip of fabric or paper around a tree branch. Then, mark trees or rocks along your path or leave bits of fabric on the ground to make a trail as you walk through the woods. Q: Should I try to nd food in the forest? A: Many berries, plants and mushrooms are poisonous. Most of us cannot distinguish safe plants from unsafe plants, so don’t eat anything you are not sure of. You can survive without food for a very long time if you have water. Although your stomach may be screaming for food, wait until rescuers nd you before eating anything. Q: Any last-minute advice for our readers? A: Sure. Remember the golden rule: if you are lost in the woods, stop and think before you act, because your actions could have serious consequences.

Q: What if I’m lost for days and I need water? A:You will need to search for water after a day or two. If it rains during this time, drink the water that

VOCABULARY shelter a structure that gives protection fetal position bringing your knees to your chest, like a baby pools collects fabric cloth, material

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Name:

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After Reading

STRATEGY REMINDER Scan the text to locate the paragraph where the answer can be found. Then, read the paragraph more closely to find the answer.

4. Read each statement. Circle the correct answer. a. The rst thing you should do if you get lost in the woods is: 1. nd water immediately. 2. curl up in the fetal position. 3. calm down and stay put. b. If you cannot get a signal on your cellphone when you are lost in the woods, you should: 1. continue walking until you get a better signal. 2. walk uphill to catch a signal. 3. not walk too far from your tree. c. The number one killer of people lost in the woods is: 1. fear 2. hypothermia 3. hunger d. A garbage bag is a necessary survival tool because: 1. you can use it to sit on. 2. you can use it to keep warm at night. 3. you can use it to collect food. e. If you get thirsty and need to search for water, you should: 1. walk downhill. 2. build a shelter. 3. dig a hole in the ground. f. If you get hungry, you should: 1. look for leaves and pine needles. 2. eat wild berries or nuts. 3. wait for rescuers to nd you.

5. Name one survival tool mentioned in the text that you did not put on your list in Step 2. What makes this item important?

6. In any survival situation, the rst step is to calm down and stop panicking. Why is this so important?

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DVD

VIEWING

Name:

3.

Date:

Group:

When Every Second Counts

C2

What if you had only 30 seconds to save your life? Before Viewing

1. List some life-threatening worst-case scenarios.

2. Match each word with its denition.

FYI

About 400 people in North America drown each year in sinking cars.

a. sinking

1. very dangerous situation

b. frightening

2. enter quickly

c. rush in

3. being pulled under water

d. fallacy

4. rapidly moving water

e. current

5. scary

f. emergency

6. false belief, illusion

3. Complete the following sentences with the words from Step 2. a. Yesterday, I witnessed a terrible accident: a car had slipped off the road in front of our house and was

in the river.

b. I immediately dialed 9-1-1 on my cellphone because it was clearly an . c. Believe me, it is a

to say that cars can oat.

d. When the driver and passenger tried to open the doors, the water from the river started to

.

e. They managed to escape through the windows but they had to swim hard against the f. The experience was so

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to reach the river bank. that I am still shaking.

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Name:

Date:

Group:

While Viewing

4.

DVD

Read the statements in the chart below. Watch a video about what to do if you are in a sinking car. According to the video, which statements are false? Check True or False. Statement

True

False

a. In a sinking car, you have about three minutes to save your life.

STRATEGY REMINDER • As you watch the video, listen for information related to the statements. • As you correct the false statements with your partner, verify your understanding of the video or ask for clarification.

b. Once the car is completely under water, it is too late to save anyone.

c. It is a good idea to call for help from your sinking car.

d. If you open the car door, the car will sink more quickly.

e. Power windows will always open under water.

USEFUL LANGUAGE • What did the announcer say about . . . ? • What did she mean? • No, that’s not quite right.

After Viewing

5. Compare your answers with a partner. Discuss the false statements and correct them with information from the video.

• I suppose that . . . • I’m sure that I would . . .

6. With your partner, explore the following questions: • Would you be able to overcome panic and escape your car in such a situation? What would you do? • Have you ever had to act quickly in an emergency situation? If not, how do you think you would react? Why?

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SPEAKING

VOCABULARY swallow me up make me disappear froze could not move crush defeat hat trick three goals shrug it off act as if it is not important

Name:

4.

Date:

Group:

High School Survival 101

C1

Not all sticky situations are life-threatening. Sometimes they are just really embarrassing! 1. Read about two sticky situations that happened to Secondary 1 students. As you read, underline the sentences that describe their worst-case scenarios.

Myriam’s Embarrassing Moment Today is ofcially the worst day of my life. I wish a black hole would swallow me up—I can’t go back to school tomorrow! What happened? Only the most embarrassing thing ever. After third period history class, Lila stopped by my locker, and we were talking about the guys we think are cute. I told her that I wished Cameron Rivers would ask me out. How was I supposed to know he would walk by AT THAT PRECISE MOMENT? Well he did, and I’m sure that he heard me! He looked panicked and hurried off in the opposite direction. My face turned bright red and I froze. I wanted to climb inside my locker and stay there for the rest of the day. Cameron is in two of my classes, so I will denitely see him tomorrow. But how can I possibly face him after this?

Brad’s Bad Move What was I thinking? It was the biggest match of the season! I had bragged all day that we would crush the Pioneers, and I even told everyone that I would score a hat trick. Instead of leading our team to victory, I caused us to lose the game. At the beginning of the second half, we were still tied 0−0. The other team had the ball, but I managed to get it away from them. Then, I meant to pass the ball to our goalie so that he could move it down the eld, but he was looking the other way, and my ball went straight into our own goal. I felt sick to my stomach when I looked around and saw everyone’s face. I tried to shrug it off, but Coach pulled me out of the game, and we lost 1−0. Now my teammates are angry with me, and everyone is calling me “Hat Trick.”

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Name:

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Group:

2. In your own words, describe how each student felt when the worst-case scenarios happened. Myriam

Brad

3. Write notes about an embarrassing worst-case scenario that you or a friend experienced at school.

4. Share your answers from Steps 1, 2 and 3 with a partner. Then, discuss the following questions. Use modals to give advice and suggestions. • What advice would you give Myriam for surviving her embarrassing moment? • What advice would you give Brad for dealing with his bad move? • What advice would you give for your partner’s worst-case scenario?

5. With your partner, imagine other worst-case scenarios that could happen

STRATEGY REMINDER Use your notes and the useful language in the box to keep the conversation going.

at school. Write notes below.

USEFUL LANGUAGE • First, she could . . . • Then, I think that he should probably . . . • Let’s imagine that . . . • What else could happen?

6. Form a team of four. Take turns sharing your worst-case scenarios. As a team, nd ways to resolve them.

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WRITING

Name:

5.

Date:

Group:

Take It from Me

C3

Now that you know a bit more about your high school, you can tell the bad advice from the good. 1. A classmate has written a list of misguided tips to help rst-year students survive high school. Read the tips and underline the advice that seems silly or wrong.

Take it from me, high school can be a real nightmare, but if you follow my advice, you can avoid worst-case scenarios and be super successful!

You can’t lose anything if it’s all in the same place! Finally, you should leave the binder in your locker once it becomes too heavy to carry to class. Just take your books. Extracurricular Activities

Class Participation First of all, don’t ask your teachers questions when you don’t understand their lessons. You might annoy them and you will certainly annoy your classmates. Avoid asking for help from anyone, because it will make you look stupid.

Don’t waste your time joining after-school clubs, teams or other extracurricular activities. You already know what you like and what you don’t like, so there’s no point in trying anything new. Don’t complicate your life by meeting more people. You can always hang out with your dog or sister.

Standing Out So, you think you’re interesting enough just the way you are? No way. With so many new faces in high school, it is important to stand out—fast. Dress or act as outrageously as possible, because you need to make a strong rst impression or risk being overlooked. You should remake your entire personality when you enter high school.

Homework If you forget to do your homework, don’t worry about it! Do it on the bus, or if it is for one of your afternoon classes, just skip your morning classes so that you can nish it. Your other teachers will understand. Or better yet, you could tell your teacher that your dog ate your notebook. This excuse works every time.

Organization Multiple binders are for geeks. In high school, organization is easy. First, buy one giant folder and label it “everything.” Then, make sure you put all important papers in this folder.

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VOCABULARY misguided foolish, wrong Take it from me Trust me annoy irritate standing out getting noticed geeks serious, uncool people extracurricular outside of classes

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Name:

Date:

Group:

2. Rewrite the tips. Replace the bad advice with good advice. Remember to: • Include discourse markers, imperatives and the modals should and could. • Justify each tip with reasons or explanations.

Some Good Advice Class Participation First of all, participate in class as often as possible!

STRATEGY REMINDER

Teachers love students who raise their hands to ask and answer

Use resources like the Grammar Points and a dictionary to help you rewrite the survival tips.

questions. You should probably avoid being the only person in class who does any talking, but don’t be shy. Finally, if you participate, you will understand the material better. Standing Out

SPEAK UP Have students form small groups to share their experiences in their first months of high school. • In what way is high school different? • What new problems do they have to deal with? • What advice can they give each other?

Organization

Extracurricular Activities

Homework

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READING

Name:

6.

Date:

Group:

When Things Get Crazy

C2

Some worst-case scenarios can happen in our everyday lives. Before Reading

1. Complete the sentences with the correct adjective from the word box.

Word Box

a. Teens get addictive bored flexible obsessed unprepared weird

easily when they aren’t busy.

b. This game is so

that I can’t stop playing it.

c. Maxine seems because all her clothes are black.

with the colour black

d. Sammy felt

for the surprise history quiz.

e. The zombies in that movie were really f. Be

.

so that you can adapt to new situations.

2. When do you or your friends feel this way? Write sentences using the following verb and adjective combination. a. feel / frightened

b. get / bored

c. seem / excited

d. feel / anxious

e. be / enthusiastic

STRATEGY REMINDER Before you read the text, look at the titles, subtitles and illustrations to get a general idea of the content of each section.

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While Reading

3. Read the text on pages 79 to 81. As you read: • Underline the modals should and could. • Put a check mark next to the tip that you think is the most important for surviving each worst-case scenario.

Sticky Situations

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

How to Survive a Holiday Party It’s that time of year again. School is out for the winter holidays. Outside, snow covers the ground and a cold wind blows. Inside, the house is cozy and warm. Wonderful smells come from the kitchen as your family prepares to greet cousins, aunts, uncles and grandparents for a fantastic holiday feast. You can’t wait until everyone arrives so that the fun can begin. Then, you remember what happened last year. Your aunt complained about the way the table was set, so your mother felt insulted and wouldn’t talk to her. Your 16-year-old cousin sulked in the corner the whole time because her parents made her turn off her cellphone, and your 5-year-old twin cousins went on a rampage through the house, breaking your new hockey stick. After an hour stuck inside, everyone was getting on each other’s nerves, and you wondered whether you would make it through another family “celebration.” If your holiday parties often turn into worst-case scenarios, use the following tips to survive—and maybe even enjoy— your next family get-together.

Group:

TIPS FIRST, BE PREPARED. It happens every year. The teenagers get bored, the children get overexcited, and the adults get irritable. By planning ahead, you could avoid some of these problems and make things fun for everyone.

MAKE AN ACTIVITY LIST. Brainstorm things to do with family members. It is important to keep everyone busy. Make a list of games and activities for people of all ages. For example, you could bring out board games for the adults. You and the other teenagers could take the younger kids outside to build a snowman.

GET ORGANIZED AND ASSIGN ROLES. Next, you should create a schedule of activities. Choose a time for each activity and put someone in charge of each one. For example, your aunt could be in charge of setting the table! Don’t forget to save time for the best part—the food.

BE FLEXIBLE. When family members arrive, tell them your plans. You should have a backup plan ready and let them decide what they want to do. Don’t be afraid to adapt the schedule if necessary.

HAVE FUN AND ENJOY THE PARTY. Sit back and relax. Don’t worry. Before you know it, the holidays will be over and you can go back to school!

VOCABULARY cozy comfortable sulked was silent and irritable on a rampage wildly out of control make it through survive backup plan alternative plan

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How to Survive When the Teacher Asks a Question You know how it goes . . . You spent hours studying for your history exam last night, so you decided to reward yourself by breaking out the video game you bought last weekend. You really meant to stop playing after level two, but the game is so addictive that you played until well past midnight and forgot all about the chapter you were supposed to read for English class! You’re usually a good student, but today you are unprepared. When the teacher asks everyone to get out their books, you hold yours up in front of your face and try to hide behind it. You sit really low in your chair, hoping the teacher won’t notice you, but of course she immediately calls on you. And of course, you don’t have a clue. The following strategies should help you survive the next time you haven’t done your homework.

TIPS

FIRST, BE A MODEL STUDENT EVERY

DAY.

Do your work, pay attention, take notes and listen carefully. Teachers call on students who don’t pay attention or who don’t seem interested. If your teacher assumes you have done your work, perhaps you will stay off his or her radar on those days when you aren’t prepared.

MAKE EYE CONTACT WITH YOUR TEACHER. When the teacher asks the question, you should make eye contact. Teachers sometimes like to question students who don’t look at them, especially when they are hiding behind their books.

THEN, LOOK LIKE YOU ARE THINKING SERIOUSLY ABOUT THE QUESTION. Teachers appreciate it, and it could give you time to think of an answer . . . or at least time to come up with a good guess.

NEXT, THINK OF ANOTHER QUESTION TO ASK.

VOCABULARY breaking out taking out as a special treat have a clue know the answer come up with look for and nd

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eighty

If the teacher chooses you, say, “First, I have another question.” Asking questions shows that you are interested. Plus, while answering your question, the teacher might forget to make you answer the original question.

FINALLY, PARTICIPATE WHEN YOU DO KNOW THE ANSWER. Don’t be shy. Raise your hand and share your ideas as often as you can. Teachers don’t want to call on the same student all of the time, so this should reduce the chances that the teacher will catch you at the wrong time.

Sticky Situations

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Name:

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How to Survive an Encounter with a Vampire There’s something about that new girl. She might be shy, but she certainly stands out in a crowd. She has beautiful dark hair and really pale skin, and she always wears cool sunglasses—even in winter. You don’t know where she comes from, but you know that she’s smart. She can answer any question the teacher asks. With all that studying, she must never sleep! You slipped her a note during science class this morning, and she agreed to go to the movies with you this weekend. Awesome!

TIPS

Your friends think you’re crazy for liking her. They say she’s weird because she doesn’t have any friends. It’s true that she never eats lunch in the cafeteria with everyone else . . . and she is the only girl in Secondary 1 who doesn’t have a mirror in her locker. You thought it was cool that she wasn’t obsessed with her appearance—but, wait! No mirror, dark sunglasses, no lunch . . . Could you be going out with—a vampire? Use these tips to help you survive a potentially dangerous Friday night date.

FIRST, CHECK FOR VAMPIRE TRAITS. Don’t be fooled by a pretty face. Not all vampires look like Count Dracula, but they do all share certain traits, such as pointed teeth and ears, cold, pale skin and superhuman strength.

THEN, OBSERVE YOUR CRUSH’S HABITS. Vampires are sensitive to sunlight, so they tend to avoid it and to wear dark glasses during the day. They don’t bother to look in mirrors because they don’t have a reection, and vampires don’t need to eat or drink anything—other than blood, that is!

NEXT, PACK YOUR VAMPIRE PROTECTION KIT. Even if your crush has the traits and habits of a vampire, there could be a logical explanation for everything. Nevertheless, it’s better to be safe than sorry, so before your date, pack a bag of items such as garlic, holy water and religious symbols. These are useful for scaring away vampires. And don’t forget to pack a wooden stake. If all else fails, it is the best anti-vampire weapon.

AFTER THAT, GET BACKUP. Be careful. Vampires sometimes travel in packs. If your date asks to bring a friend, you should nd a reason to say no. Or, better yet, you could bring a friend along, too.

VOCABULARY crush person you are crazy about nevertheless however stake pointed piece of wood backup help from a friend as prevention

FINALLY, IF YOUR DATE DOES TURN OUT TO BE A VAMPIRE, FIGHT BACK. If your date’s eyes suddenly turn red and you feel her leaning in towards your neck, use the items in your kit to scare her away. Then, you really should nd a new girlfriend!

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Name:

Date:

Group:

After Reading

4. Answer the questions with information from the text. a. Why is it important to plan ahead for holiday parties?

b. Why is it a good idea to make eye contact with the teacher?

TIPS

c. What are three clues that someone might be a vampire?

TIPS

5. In the chart below:

TIPS a holiday party

82

a. Write the tip you believe to be the most important for surviving each worst-case scenario and justify your choice. b. Add one tip of your own for each worst-case scenario. Use modals and imperatives.

How to survive when the teacher asks a question

an encounter with a vampire

Tip:

Tip:

Tip:

Reason:

Reason:

Reason:

My tip:

My tip:

My tip:

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Name:

7.

Date:

My Survival Tips

WRITING PROJECT

Group:

C3

Write tips for surviving a worst-case scenario for a class survival handbook. 1. Choose one or more of the context elements below to create a worst-case scenario, or make up one of your own. at home

at school

on vacation

in the water

in the mountains

on a train or plane

during a storm

with friends

involving animals

other:

2. Brainstorm ideas. Write the subject for your worst-case scenario in the What? box. Take notes in the graphic organizer. Research other ideas if necessary. Context of the Worst-Case Scenario Where? Who? When? Worst-Case Scenario What?

Tips for Surviving the Worst-Case Scenario What to do:

What NOT to do:

•

•

•

•

•

•

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Name:

Date:

Group:

3. Write the rst draft of your text. Start with a title and a short paragraph that describes the worst-case scenario. Refer to your notes from Step 2 and the models in Task 6. Organize your tips. Use discourse markers, imperatives and the modals could and should.

Writing Checklist

Title:

I included a description and tips.

Worst-Case Scenario:

I used discourse markers, imperatives and the modals could and should correctly. I checked my spelling and punctuation. I used resources to check my work.

Tip 1:

Tip 2:

Tip 3:

Tip 4:

Tip 5:

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Write the nal copy of your text. Make changes and corrections. Add images if possible.

7. Publish your text in a class worst-case survival handbook. 84

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Name:

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Home Alone

EXTRA READING

Group:

C2

What if you were stranded, all alone, on an island? Before Reading

1. Answer the questions. Share your answers with the class. a. How long do you think it is possible to survive alone on a deserted island? Why?

b. What stories from books or movies do you know of that are about survival in the wilderness?

a

c. What are some of the things the people in these stories did to survive? b d. If you had to choose between saving yourself or risking your life to save someone you love, what would you do? Why? c

2. Learn about land formations. Match the denitions to the photos. 1.

A ravine is a narrow valley created by running water.

2.

A harbour is a place of shelter for boats.

3.

A sandspit is a narrow point of land created by sand dunes.

4.

A cliff is a tall rock face.

5.

A headland is a point of high land extending into the sea.

6.

A cave is natural opening in a rock formation.

d

While Reading

e

f

3. Read the text on pages 86 to 88. As you read: • Highlight the essential qualities that Karana’s new house must have. • Underline the reasons why Karana ultimately chooses to construct her house where she does. Reproduction prohibited © TC Media Books Inc.

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Name:

Date:

Island of the Blue Dolphins

by Scott O’Dell

was awakened by the waves dragging at my feet. Night had come, but being too tired to leave the sandspit, I crawled to a higher place where I would be safe from the tide, and again went to sleep. In the morning I found the canoe a short distance away. I took the baskets, my spear, and the bows and arrows, and turned the canoe over so that the tides could not take it out to sea. I then climbed to the headland where I had lived before. I felt as if I had been gone a long time as I stood there looking down from the high rock. I was happy to be home. Everything that I saw—the otter playing in the kelp, the rings of foam around the rocks that guarded the harbour, the gulls ying, the tides moving past the sandspit—lled me with happiness.

VOCABULARY tide the rising and falling of the sea otter a sea animal kelp sea plants foam small bubbles on the surface of the water store put away for future use cove small bay spring source of fresh water

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Group:

is based on the true story of Karana, a Native American teenager whose tribe is evacuated from their small island off the coast of California. As they are leaving on a ship, Karana realizes that her 6-year-old brother has accidentally been left behind. She jumps overboard to swim back to him. Unfortunately, the boat never returns for them, and her brother is soon killed by wild dogs. Karana lives alone on the island for 18 years. The following excerpt begins after Karana fails to paddle a canoe to the mainland and has to return to the island.

I was surprised that I felt this way, for it was only a short time ago that I had stood on this same rock and felt that I could not bear to live here another day. I looked out at the blue water stretching away and all the fear I had felt during the time of the voyage came back to me. On the morning I rst sighted the island and it had seemed like a great sh sunning itself, I thought that someday I would make the canoe over and go out once more to look for the country that lay beyond the ocean. Now I knew that I would never go again. The Island of the Blue Dolphins was my home; I had no other. It would be my home until the white men returned in their ship. But even if they came soon, before next summer, I could not live without a roof or a place to store my food. I would have to build a house. But where? That night I slept on the rock and the next day I began the search. The morning was clear, but to the north banks of clouds hung low. Before long they would move in across the island and behind them many other storms were waiting. I had no time to waste. I needed a place that was sheltered from the wind, not too far from Coral Cove, and close to a good spring. There were two such places on the island—one on the headland and the other less

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

than a league to the west. The headland seemed to be the more favourable of the two, but since I had not been to the other for a long time I decided to go there and make certain. The rst thing I found, which I had forgotten, was that this place was near the wild dogs’ lair. As soon as I drew near to it the leader came to the opening of the cave and watched me with his yellow eyes. If I built a hut here I would rst have to kill him and his pack. I planned to do this anyway, but it would take much time.

Group:

The cliffs here fell away easily to a wide shelf that was partly covered when the tide came in. It was a good place for sea elephants because they could crawl halfway up the cliff if the day was stormy. On fair days they could sh among the pools or lie on the rocks. The bull is very large and often weighs as much as thirty men. The cows are much smaller, but they make more noise than the bulls, screaming and barking through the whole day and sometimes at night. The babies are noisy, too.

The spring was better than the one near the headland, being less brackish and having a steadier ow of water. Besides it was much easier to reach since it came from the side of a hill and not from a ravine as the other one did. It was also close to the cliff and a ridge of rocks which would shelter my house.

On this morning the tide was low and most of the animals were far out, just hundreds of specks against the waves, yet the noise they made was deafening. I stayed there the rest of the day, looking around, and that night. At dawn when the clamor started again I left and went back to the headland.

The rocks were not so high as those on the headland and therefore would give me less protection from the wind, yet they were high enough, and from them I could see the north coast and Coral Cove.

There was another place to the south where I could have built my house, near the destroyed village of Ghalas-at, but I did not want to go there because it would remind me of the people who were gone. Also the wind blew strong in this place, blowing against the dunes which cover the middle part of the island so that most of the time sand is moving everywhere.

The thing that made me decide on the place to build my house was the sea elephants.

Rain fell that night and lasted for two days. I made a shelter of brush at the foot of the rock, which kept off some

VOCABULARY league about 4.8 km lair hiding place brackish slightly salty fair clear, sunny specks small dots deafening very loud clamor loud noise brush small trees and bushes

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Unit 3

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Name:

of the water, and ate the food I had stored in the basket. I could not build a re because of the rain and I was very cold. On the third day the rain ceased and I went out to look for things which I would need in building the house. I likewise needed poles for a fence. I would soon kill the wild dogs, but there were many small red foxes on the island. They were so numerous that I could never hope to get rid of them either by traps VOCABULARY or with arrows. They were clever thieves ceased stopped and nothing I stored likewise also would be safe until clever skilful I had built a fence. omen

Date:

Group:

The morning was fresh from the rain. The smell of the tide pools was strong. Sweet odors came from the wild grasses in the ravines and from the sand plants on the dunes. I sang as I went down the trail to the beach and along the beach to the sandspit. I felt that the day was an omen of good fortune. It was a good day to begin my new home.

sign of the future

STRATEGY REMINDER Scan the text carefully for information about the features of Karana’s island and their relative position.

After Reading

4. Based on information from the text, label the following features on the map of Karana’s island.

cliff • destroyed village • dunes • harbour • headland • Karana’s house ravine • sea elephants • spring • wild dogs’ cave

sandpit

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Sticky Situations

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Name:

Date:

Group:

5. Where did Karana choose to build her house? Why?

6. Why was it urgent for Karana to choose a sheltered spot and build a new home quickly?

7. If you were left alone on an uninhabited island, what would be your biggest fear? Why?

8. What do you think happens next? Based on what you have learned about Karana and her island, write a journal entry to continue her narrative. What does she face next? And how does she survive?

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EXTRA LANGUAGE

Name:

Date:

Group:

Word Games You might run into one of these words in a worst-case scenario. 1. Read the clues. Use the words in the word box to complete the

Word Box

crossword puzzle. cave crash drown earthquake escape first aid hurricane lightning mistake

omen rescue safe shelter starve supplies trapped warning woods

2

3

1 4 5 8 6

9

7

10

11

12

13

14

15 16 17

Down

Across 1 4 5 6 7 10 13 14 15 16 17

90

refuge die of suffocation under water weaken or die from not eating violent collision error, wrong choice tropical storm with strong winds provisions or equipment needed for a task secure, free of danger emergency medical treatment sign of the future caution, alert

ninety

2 3 6 8 9 11 12

trembling of the earth forest natural opening in a cliff or mountain get away from a trap or danger electrical ash of light during a thunderstorm save someone from danger stuck, not able to leave

Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

2. Match the underlined phrasal verbs to their denition. a. How did Jack come up with such an original solution to the problem?

Denitions survive stop panicking invent, think of use all of something and have none left 5. pay attention to, be careful of 1. 2. 3. 4.

b. I don’t think I could make it through a whole month without electricity. c. We might run out of water before help arrives! d. Look out for poison ivy in the woods. It’s everywhere! e. When lost, you should calm down and think carefully before searching for help.

3. Complete the sentences, using the phrasal verbs from above. Mrs. Gowan’s dog. He likes to bite!

a.

b. It’s difcult for Sandy to period without checking her cellphone.

a class

c. You need to you put the keys.

and remember where

d. Do you think the pharmacy will emergency kits? e. Santiago needs to his media presentation.

PRONUNCIATION

a great idea for

CD

4. Listen to the words. Underline the syllable that is stressed in each word, according to what you hear. a. earthquake

c. hurricane

e. mistake

g. shelter

i. emergency

b. escape

d. lightning

f. omen

h. warning

j. rescue

5. Listen to the phrasal verbs. Underline the word that is stressed, according to what you hear. a. come up with

c. make it through

b. look out for

d. run out of

e. calm down

6. Practise saying the words and phrasal verbs in Steps 4 and 5 with a partner. Make sure that you stress the correct syllable or word.

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review imperatives and the modals should and could, go back to page 67.

A. Use the correct form of the imperative of the verbs, afrmative or negative, to complete the instructions for having a safe camping trip. 1. (pitch)

your tent in a safe place.

2. (build)

the campre too near your tent.

3. (stay)

close to your family and friends.

4. (store)

your food in the car at night.

5. (leave)

garbage around your campsite.

B. Use the modals should, shouldn’t and could to write ve tips to help your friend get an A on the next exam. Use each modal at least once. 1. 2. 3. 4. 5. To review discourse markers, go back to page 68.

C. Read the advice blog. Annie’s response contains 10 errors. Correct errors in the imperatives and discourse markers. Anonymous: Help! I have a problem. I think my neighbor is a zombie. He has some strange habits. He also wears ripped clothing and walks very slowly. What do I do? Then, make sure your neighbour really is a zombie. To look for signs that identify zombie behaviour. Watching him to see if he is very strong. Finally, listen carefully for strange noises. Looked for bite marks on his body. To be careful. Don’t standing too close to him. First, check for missing body parts and evidence of decomposition on his skin. Next, don’t staying away from him as much as possible. Good luck! Annie

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Sticky Situations

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The History of The History of Video Games

UNIT

4

In this unit, explore the history and making of video games. Read about the history of popular video games. Watch a video about groundbreaking teen game designers. Talk about a fictional voyage to a new planet. Design a storyboard for your own video game. Practise grammar: the simple past of to be and regular verbs, modals (must and have to).

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ninety-three

93

ICEBREAKER

Name:

1.

Date:

Take a Guess

Group:

C1

How much do you know about popular video games? 1. Are you a video game novice or a video game whiz? Work with a partner to take a quiz and nd out! Circle the correct answers.

History of Video Games Quiz

VOCABULARY novice beginner whiz expert

1. The rst video games were: a. Japanese b. American c. Russian

USEFUL LANGUAGE • Do you know anything about . . . ? • Give me a moment to think. • Let’s come back to that question. • Are you sure about that?

2. Pong, the rst popular arcade game, was a: a. space war game b. ghting game c. table tennis game 3. The main character’s original name in Super Mario Bros. was: a. Italianman b. Plumberman c. Jumpman 4. Many people around the world started to play Pac-Man and Tetris in the: a. 2000s b. 1990s c. 1980s 5. Sonic the Hedgehog was famous for his ability to: a. run b. jump c. ght

6. The rst home video game system appeared in the: a. 1990s b. 1980s c. 1970s 7. Game Boy was the rst: a. controller b. arcade game c. hand-held game 8. The name of a popular video game in the 1980s that featured a gorilla as the villain was: a. Donkey Kong b. Monkey Kong c. King Kong 9. Guitar Hero was the rst successful in the 2000s. a. adventure game b. rhythm game c. strategy game 10. The Wii was innovative because it had: a. high-denition graphics b. a large storage capacity c. motion-sensitive remotes

2. Discuss the following questions with your partner. Share your opinions and describe your video game habits. Do you like playing video games? Why or why not? How much time do you spend playing video games per day / week? What are some popular video games? What is your favourite? What are your family’s “house rules” involving video games?

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Simple Past: To Be and Regular Verbs Use the simple past to: • report facts that were true in the past • describe actions or situations completed in the past • identify past habits or talk about past feelings, likes and dislikes

Singular

I You She / He / It

was were was

Afrmative: Put the verb after the subject. Kelsey was a fan of video games.

Plural

To be

We You They

were were were

Negative: Put not after the verb, or use the contracted form wasn’t or weren’t. Éloi was not happy with his new game. The aliens weren’t easy to kill.

Singular

I You She / He / It

played played played

Afrmative: Add ed to the base form of regular verbs. Nancy wanted to try the guitar game.

Plural

Regular Verbs

We You They

played played played

Negative: Put did not or didn’t before the base form of regular verbs. Ben did not smile after he lost to Drew. We didn’t ask Anna to play.

Only the verb agrees with its subject in the past tense.

A. Complete the sentences with the correct form of the verb to be in the simple past. 1. Nolan Bushnell and Allan Alcorn 2. I

the creators of Pong.

very interested in video games as a child.

3. The inventor of Tetris 4. Joysticks

from Russia. common accessories in the past, but not today.

B. Write the verb in parentheses in the simple past to complete the timeline. 1. Albert Gore (invent, negative)

the rst home video game console.

2. The arcade game Space Invaders (start, afrmative) 3. The video game industry (crash, negative)

a gaming revolution. last year.

4. In recent years, mobile games (gain, afrmative)

major popularity.

Go to pages 195 and 201 of the Grammar Section for more information and practice.

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Unit 4

ninety-five

95

READING

Name:

2.

Date:

Get Inspired!

Group:

C2

Learn about the stories behind famous video games. Before Reading

1. Match the verbs with their denitions. a. devise

1. work with someone else

b. realize

2. become aware of something

c. team up

3. invent, create

d. defy

4. react violently with emotion

e. explode

5. oppose or resist

2. Complete the following sentences with the verbs from Step 1. Use the simple past of each verb. a. When Mike lost the game, he

with anger.

b. The students and the professors video game together.

to create a

c. When the designer tried playing her new game, she that some of the graphics needed work. d. Luka’s parents told him to go to bed, but he them and stayed up to play his new video game. e. The marketing manager new console game.

a strategy to sell the

While Reading

3. Read the text on pages 97 to 99. As you read, decide which heading from the list below corresponds to which paragraph. Write the correct heading in the space above each paragraph. a. Food for thought!

VOCABULARY sci- science ction brought back reanimated

b. From tragedy comes a happy ending c. A virus goes viral d. Students turn a sci- book into a hit game e. From table tennis to TV screen f . Childhood memories brought back to life g. Landlords and loved ones

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Name:

Date:

Group:

Simple Beginnings: The Origins of Popular Video Games Do you know what inspired the creation of some of the most famous video games of all time? Read about the origins of popular video games to nd out.

Spacewar!: Although the rst computer games appeared in the 1940s, they were extremely simple and the systems that operated them were too difcult for most people to understand. But in 1961, engineers created a new kind of computer that was easier to operate. Massachusetts Institute of Technology students Stephen Russell, Wayne Wiitanen and Martin Graetz wanted to show off this new computer, so they created a new game, Spacewar!, that demonstrated the computer’s complex abilities. The game’s theme was inspired by Stephen’s favourite sci- book series, Lensman, by E.E Smith. Spacewar! consisted of two human-operated spaceships trying to shoot at each other. But these spaceships were also revolving around a central sun, so players also had to avoid colliding with the star. This double objective made the game very popular!

Pong: Nolan Bushnell, Ted Dabney and Allan Alcorn were the creators of Pong, the rst arcade game that marked the beginning of the video game industry in 1972. In that year, Alcorn teamed up with

Reproduction prohibited © TC Media Books Inc.

Bushnell to create a coin-operated game that everyone could play. For this new project, Bushnell asked Alcorn to design a game simulating a table tennis match. Because most people knew how to play table tennis, they were able to concentrate on the play rather than the rules. Alcorn worked hard to gure out how to score points and how to get the characteristic “ping-pong” sound that Bushnell wanted. After Alcorn nished his project, Bushnell tried it and was impressed. They named the game Pong because it perfectly described the hollow ringing sound of the ball. They decided to put the game in a cabinet, add a coin box to it and place it in a California bar. A few days later, the creators received a telephone call: their machine had stopped working. To Bushnell and Alcorn’s surprise, the machine was jammed with quarters because people had played it so much! At that moment, they realized that their game was a huge hit.

VOCABULARY gure out understand and solve jammed stuck hit a success

Unit 4

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97

Name:

Pac-Man: The name of the most famous arcade game of the 80s, Pac-Man, was inspired by the Japanese slang word “paku-paku,” a term used to describe the sound of the mouth opening and closing while eating. Food and eating were certainly the basic concepts behind the creation of this game. In fact, Toru Iwatani, the designer of Pac-Man, conceived his idea thanks to pizza. One day, he ordered a whole pizza for lunch. After he took a piece and ate it, the remaining pizza inspired Pac-Man’s shape. To add excitement to a game centred on eating, Iwatani created a maze with food in it where enemies lurked around every corner. The enemy ghosts gave the player a purpose and the game was more fun. The game was released in 1980. With a family-friendly theme centred on food, bright colours, cute ghost-shaped monsters and chirpy sounds, Pac-Man attracted everyone’s interest: kids, adults, men and women!

Super Mario Bros.: When he rst appeared in the video game Donkey Kong Country in 1981, Nintendo producers called their jumpy character Jumpman. However, when the producers were trying to think of a better name, rumour has it that the ofce building landlord barged in and angrily demanded the rent. The name of their landlord was Mario, which inspired Nintendo’s number one Italian hero Super Mario.

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The History of Video Games

Date:

Group:

The character was so popular that he eventually got his own game in 1983. But he wasn’t the only character inspired by a real person. The ghostly character Boo was based on the wife of one of the designers. Usually shy and quiet, one day she exploded because she was mad that her husband was always working. In the game, Boo shrinks when Mario is around. But when Mario goes away, Boo grows large and scary.

The Legend of Zelda: When video game designer Shigeru Miyamoto was a child, he was an imaginative boy who liked to explore the hillsides and gardens around his childhood home in Sonobe, Japan. In his explorations, he entered mysterious caves and discovered beautiful forests and lakes. Years later, he wanted to incorporate his childhood experiences into video games. In 1986, he devised a new kind of game full of adventures where the main character interacted with his environment. This game was The Legend of Zelda, where the main character, Link, ventures into new worlds, looks for helpful items, solves puzzles and ghts enemies in order to rescue Princess Zelda.

VOCABULARY slang

informal

lurked hid and waited chirpy a bright, cheerful sound rumour has it it is said that . . . landlord a person who owns a building shrinks becomes smaller

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Name:

Date:

Group:

The Sims: The Sims is a simulation game where players create characters and then must raise them, take care of them and even keep them happy. It is the best-selling game series designed for a computer to date. However, it did not have such a spectacular beginning. Its creator, Will Wright, developed the idea for a real-life simulation game after a re destroyed his house. He wanted to translate his desire to rebuild his home and life into a video game. At rst, the game designers created The Sims characters as part of a different computer game called SimCity in which players create buildings and other urban structures. However, during the development of SimCity, Wright and his team realized that the characters were actually more interesting than the buildings so they focused on the development of the characters. But executives did not believe the game would sell, and the release of The Sims in 2000 was considered a gamble. Luckily for Wright and his team, it deed all expectations by becoming one of the most protable games of all time.

VOCABULARY to date currently gamble risk cross-eyed having the eyes turned inward toward the nose straightforward clear, simple

Reproduction prohibited © TC Media Books Inc.

Angry Birds: The Angry Birds concept is simple: the player must launch cross-eyed, wingless birds into the air to knock down structures and win points. This straightforward game has fascinated players since its release in 2009. Although the game does not look complicated, Angry Birds required hours of art design and a team of creative developers to turn sketches of unhappy birds into the hit game it is today. The idea of Angry Birds actually originated from an art project featuring birds by Finnish game designer, Jaakko Iisalo. When he was asked to come up with a proposal for a memorable game that would be fun and easy to play, he remembered this art project. He worked for hours on his computer creating birds with big eyebrows and beaks. When he presented his bird sketches to the development team, they loved them. The game concept evolved into irritable birds being launched at pigs. Contrary to popular belief, the pigs don’t mean to hurt anyone. According to the creators, the pigs are just very hungry so they need to steal the birds’ eggs for survival. They are also sick, which explains their green colour. The idea for sick pigs came from the swine u epidemic, which was sweeping the globe at the time of the game’s creation.

FYI

The 2009 swine flu (influenza) was an epidemic caused by the H1N1 virus, which originally came from a virus that lived in pigs.

Unit 4

ninety-nine

99

Name:

Date:

Group:

After Reading

STRATEGY REMINDER A heading tells the reader what the paragraph will be about. Use the paragraph headings from the While Reading activity to help you complete Steps 4 and 5.

SPEAK UP Have students form small groups to discuss the following points. • Which video games are the most popular today? • Are some games inappropriate for certain ages? • How much time spent gaming is healthy?

4. Match the descriptions to the correct game. Description

Game

a. The name of this game was based on the sound of a ball.

1. Angry Birds

b. This game is recognized for the main character’s jumping skills.

2. Pac-Man

c. This game was invented to show off a new computer’s abilities.

3. Pong

d. This game includes exploration and problem-solving. e. In this game, the main characters are upset because pigs stole their eggs. f. In this game, the player controls the lives of the characters. g. The name of this game is based on a Japanese word for an eating sound.

4. Super Mario Bros. 5. The Sims 6. The Legend of Zelda 7. Spacewar!

5. Write one source of inspiration for each video game according to the text on pages 97 to 99. a. Spacewar!: b. Pong: c. Pac-Man: d. Super Mario Bros.: e. The Legend of Zelda: f. The Sims: g. Angry Birds:

6. In your opinion, is nding an idea for a hit video game more about hard work or luck? Justify your response, using examples from the text.

100

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The History of Video Games

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Name:

Date:

Teen Game Designers

3.

VIEWING

Group:

DVD

C2

Learn about teens who were on the cutting edge of game design. Before Viewing

1. Do you think teenagers can be good video game designers? Why or why not?

2. Name a conict or a challenge that you face or one of your friends faces in everyday life that could be a good inspiration for a video game.

3. Read the sentences and guess the meaning of the words in bold by examining their context. Look up the words in a dictionary and verify whether your guesses were correct. a. His passion for video games turned into a successful career as a designer. b. The 15-year-old was staggered to learn that his video game sold over 10 000 copies. c. The company was on the leading edge of video game technology. No other company made better products. d. My computer crashed last night and I had to start my video game project from scratch.

My Guess

Denition

STRATEGY REMINDER a.

You may find several definitions for a word or phrase in a dictionary. Use the context of the sentences to choose the correct definition.

b.

c.

d.

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101

Name:

Date:

Group:

While Viewing

4.

DVD

Watch the video and circle the correct answer.

a. The Oliver twins were typical ( Canadian / British ) teenagers. b. The Oliver twins learned to write computer programs ( at school / at home ). c. The Oliver twins published their rst game when they were ( 13 / 14 ) years old. d. A ( teacher / doctor ) persuaded the twins’ parents to let them turn the hobby into a business. e. The ( Oliver twins / Darling brothers ) were the founders of the Codemasters company. f. The Oliver twins met the Darling brothers at a ( trade show / TV show ). g. The Oliver twins were mainly video game ( publishers / writers ). h. The ( Robin Hood / Dizzy ) game was a global best-seller. After Viewing

5. Use the simple past of the verbs in the word box to complete the

Word Box

sentences based on the video. Use the negative form if necessary.

attend be create earn

learn like stop work

a. At rst, video games twins.

a hobby for the Oliver

b. The twins scratch.

to write game programs from

c. The twins

$75 for their rst video game.

d. They

university right away. They studying to focus on video games.

e. The Darling brothers game industry, so they f. The Oliver twins games.

the low pay in the video their own company. on 50% of all Codemasters

6. Name two reasons that the Oliver twins and the Darling brothers were successful in the video game business. Use the simple past.

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Name:

Date:

4.

WRITING

Group:

Invent Your Own Story

C3

Make up a story to describe the origin of your favourite video game. 1. Choose a video game, computer game or game app that you enjoy playing.

2. Invent a story that might explain the game’s creation, based on what you know of the game. Take notes in the graphic organizer below. Game Creator: Characters:

Place & Time of Creation:

Inspiration:

3. Write a short text describing the inspiration behind the creation of the game you chose. Look at the texts in Task 2 for help. Use the simple past of regular verbs.

SPEAK UP Find a partner to discuss and compare stories with. • How are the stories similar? Different? • Which story is funnier? Which is more believable? • What do you think is the most common form of inspiration? Why?

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Modals: Expressing Obligation Using Must, Have to Use the modals must and have to when expressing an obligation. Afrmative: Put the modal before the base form of a verb. You must nd the hidden treasure. I have to beat this level.

The modals have different meanings in the negative.

Negative: For must, put not after the modal. Jonathan must not forget to do his homework.

(optional) (obligatory)

Negative: For have to, put do / does not before the modal. We do not have to nish this level tonight. Anton does not have to go to practice tomorrow. Remember that we can use contractions for negative sentences: They mustn’t use the trap door; it’s a trick! I don’t have to be home until supper time. A. Circle the modals and underline the main verbs that follow them. 1. You must take the golden cup. 2. Each storyboard frame has to have a description. 3. You don’t have to nd the hidden key. 4. The parrot mustn’t see you.

B. Complete the sentences with an afrmative or negative modal according to the context. 1. If you want to design a video game, you 2. You

have an original idea rst.

nish your homework before you play your new video game.

3. Watch out! You 4. Johnny

wake up the dragon or you will lose points! start at level two since he is already at level four.

C. Describe the rules of a video game or other type of game you played recently. Write two afrmative sentences and two negative sentences using modals. 1. 2. 3. 4. Go to page 224 of the Grammar Section for more information and practice.

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Name:

5.

Date:

Quest for Evradis

SPEAKING

Group:

C1

Make decisions to help your civilization survive this game. 1. Read the story for a game named Quest for Evradis. Work in groups of three or four to complete the missions. You are the ruler of a planet in a far distant galaxy. But evil aliens invaded and only nine of your species have survived, including you. You have to make a new home on the planet of Evradis—but your spaceship can carry only six people. You must choose ve people to go with you, and you must hurry! Your planet will explode in an hour!

VOCABULARY quest a search healing making healthy again

USEFUL LANGUAGE 2. Mission One: Discuss each character with your group

• We (don’t) have to take . . .

and decide which ve people to take with you. Use modals to justify your choices. • Alassan: Your beloved partner who is also a strong leader. • Nassor: Your young son who has x-ray vision. • Galena: She understands all the languages of the universe. • Freyr: He can predict the future from dreams but is very old. • Meridel: She can navigate a spaceship, but she steals. • Daran: He’s the strongest and fastest man from your planet. • Ika & Iko: They have healing powers, but they cannot be separated. Name

• We must bring someone who . . . • Why do you think he is a good choice? • I see your point, but . . .

Justication

1.

2.

3.

4.

5.

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Unit 4

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105

Name:

Date:

Group:

During your journey to Evradis, you have some problems with your spaceship. You have to make an emergency stop on planet Eggios. The ruler of this planet is willing to offer you powerful resources in exchange for members of your crew. Which two resources will you choose, and which two crew members will you surrender?

3. Mission Two: Read the options below and discuss them with your

VOCABULARY crew members of a team surrender give up possession or control fuel a material burned to produce heat or power spoils becomes unt for eating

group. Choose two items to keep and decide which two people to leave behind. Justify your choices. Resources

> a highly destructive weapon

> long-lasting fuel

> tons of Eggish food that never spoils (not very tasty, though)

> a tool that can x any machine

We will exchange:

for

a.

because

for

b.

because

4. After a long journey of many light years, you nally made it! You’re now in Evradis, your new home. Discuss with your group and write three laws that will help keep peace and structure in your new society. Use modals. a.

b.

c.

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Name:

6.

Date:

READING

Group:

Designing Video Games

C2

What does it take to make a career out of video games? Before Reading

1. Do you think it would be fun to design video games? Why or why not?

2. What type of video game would you design? Choose one and explain your choice. simulation game

strategy game

arcade game

racing game

ghting game

role-playing game

music game

trivia game

survival game

FYI 3. Name some popular video game companies that you know.

CNN named a career in video game design #15 out of the top 100 best jobs in America.

4. Designing a hit video game involves many steps. Predict the correct order for the steps of the design process. Number the sentences from one to six. a.

Tom presents his video game idea to a development studio.

b.

Tom has a great idea for a game about giant spiders.

c.

Tom writes a document that describes his game and lists all of its features.

d.

Tom draws scenes for his new video game.

e.

Tom creates the characters and main obstacles in his video game.

f.

Tom sees his video game in the window of the gaming store near his house.

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Unit 4

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Name:

Date:

Group:

While Reading

5. Read the interview with a professional video game designer on pages 108 to 110. As you read, highlight the instructions for designing a video game that begin with modals.

Inside the Studio You have a great idea for a new video game, but you don’t have a clue how to make your idea come alive on screen? You’re not alone. Check out EZGamerZ interview with expert game designer Alexander Novikov to see how the process really works.

Q: It’s a long road from game enthusiast to game designer. If I want to design a video game, where do I start? A: First of all, you must come up with an original idea for a game. Create a story, develop unique characters and give them a mission. You can nd inspiration from lots of different sources such as movies, books, sports, childhood games or television programs. You can also draw from your dreams, nightmares, past experiences or memories. Once you have an idea, you have to ask yourself a few questions in order to turn your idea into a storyline: Who is the main character? What is his or her goal? Where does the game take place (for instance, in a jungle, a castle or outer space)? What obstacles will the characters encounter throughout the game?

VOCABULARY have a clue have any knowledge of draw from use as a source of inspiration frame scene

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After you have your idea, you have to develop a storyboard. This document will show others a visual image of how the game will look and give a brief description of what the players will have to do as they progress through the levels. Q: Can you tell us a little bit more about this “storyboard?” What should it look like? A: A storyboard is a series of drawings that represent each scene of the game in sequential order. Each frame of the storyboard includes a drawing of a scene. A text box appears underneath each frame of the storyboard where designers describe the goal of the scene or list instructions for what players need to do in that scene. Storyboards help game developers understand the general aspects of the game. A good storyboard may also highlight problems in the game right away, before things get too complicated. Let me show you one of my storyboards for a game I developed called X-Country Runner:

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Name:

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Level 1: You must run through the farm to cross the nish line as fast as you can. But be careful: there are obstacles everywhere! a.

b.

You must catch the eggs before they hit the c. ground. If you drop one, you must start over.

You have to ride on the backs of the pigs in d. order to cross the pigsty. You must not fall in the mud, or you will lose a life!

c.

d.

You have to jump the fences to escape the angry bull. You must pay attention: if you slip in the mud you will get caught!

The fence of the sheep pen is open! Earn an extra 100 points if you are able to close it before any of the sheep escape.

As you can see here, the storyboard explains what players have to do to in each scene in order to complete the level. For instance, I explain which tools the character needs to use, and I show which additional actions will boost the player’s score. You can use storyboards in different ways depending on what aspect of the game you want to focus on. Just remember that you don’t have to include all

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the details of your game in the storyboard. The storyboard should only focus on the key elements. You can present the remaining details of your game in the game design document.

VOCABULARY pigsty a place to keep pigs boost increase

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Q: I’m not sure our readers know what a game design document is. Can you give us some more information? A: Every video game designer must create a game design document, which describes the game in detail. This document is meant to help the game developers understand all aspects of the game as you imagine it. If you forget to list a specic detail in this document, it’s not going to appear in the game! Most game design documents include a brief overview of what the game is about, a description of the characters and setting, an explanation of how the game is played, notes on the soundtrack and artwork, the storyline, and a list of any devices that the player interacts with. The length of your game design document will depend on the complexity of the game. Q: What other factors do designers need to keep in mind? A: While you write up your ideas, you will need to write a “core statement,” or a statement that describes the basic concept of your game. For example, is your game about nding a lost treasure or ghting an evil villain? The core statement for my game is: X-Country Runner is a racing game about a runner who navigates crazy obstacles to win the game. My game has four levels, and each level takes place in a different location: a farm, a desert, a forest and nally a city.

Date:

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main character move around his world? What can he do? What weapons does he use? Don’t forget to describe the mechanics of the game. Does the player need to solve puzzles or collect items to get to the next level? What are the traps to avoid? When describing each level, you need to think about aspects such as location, enemies, collectable items, power-ups—anything the main character will encounter in every scene of the game level. Q: But how does the game get from the paper to the screen? A: When the game design document is nished, you have to formally pitch your proposal to a development studio. If they like your idea, they will accept your proposal and hire computer programmers to turn it into a real game. Once the game is ready, the studio must send copies to different gaming stores. Then people everywhere can purchase and play your game! Q: What makes a successful video game design in your opinion? A: In a nutshell, I think that all the features of the game should work well together so that it makes sense to a player. For me, that’s the key to designing a successful game.

As you start writing the details of your game, think about how it will be played. How does your

VOCABULARY mechanics details of how something works traps items that trick a character power-ups objects that give the main character extra abilities pitch present and sell an idea in a nutshell in a few words

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Name:

Date:

Group:

After Reading

6. Name three sources of inspiration that can help you develop a new video game. a. b. c.

7. According to Alexander, why is it important to make a storyboard before you begin working on the game design document?

8. In your own words, list the six steps of the design process in their correct order. a. b. c. d. e. f.

9. Which step would be the most difcult for you? Why?

10. Based on what you have read, does a career as a video game designer interest you? Justify your answer.

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WRITING PROJECT

Name:

7.

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Group:

Storyboarding My Game

C3

Design a storyboard for your own video game! 1. Read about a video game based on the life of a high school student. You just started Secondary 1, and your goal is to progress through high school and graduate Secondary 5 in one piece. But each day you discover new obstacles that jeopardize your success—evil teachers, missing homework, broken calculators and library fines. You must advance through each grade to reach graduation day and win the game. Your Level 1 mission: get to school on time.

2. Think of three obstacles that can prevent you from getting to school on time. Choose from the list below, or make up some of your own.

VOCABULARY jeopardize put in danger nes fees to pay overcome master or conquer

an angry dog

an alarm clock set incorrectly

a slippery patch of ice a late bus

3. Add one item players can collect to gain a bonus point:

4. Brainstorm ideas for beating Level 1. When do you encounter the obstacles, and how can you overcome them? Take notes in the space below. a. First obstacle: Instructions

b. Second obstacle: Instructions

c. Third obstacle: Instructions

d. Bonus point: Instructions

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Name:

Date:

Group:

5. Draw or write a description of each scene as you imagine it to appear. Include instructions for players, using information from your notes. Use the modals must and have to. Refer to the model on page 109 for help. Level 1 Mission:

Get to school on time.

a.

b.

c.

d.

Writing Checklist 6. Revise and edit your text. Use the writing checklist for help. 7. Exchange storyboards with a classmate. Ask for feedback on content and form.

8. Write the nal copy of your storyboard. Make corrections. 9. Present your storyboard to the class.

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I included three obstacles and a bonus point item in my storyboard. I used the modals must and have to to give instructions. I checked my spelling and punctuation. I used resources to check my work.

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EXTRA READING

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Video Games in Schools

C2

Can video games be fun—and help you learn? Before Reading

1. Do you think video games can be educational? Why or why not?

2. Is it a good idea to use video games to teach subjects in school? Justify your response.

3. Which video game might make an interesting school project? Highlight one game from the list and justify your choice below. Project

Goal

Subject

Worldcraft

Build a city and create your own virtual society

History

Tales of Adventure

Explore new worlds using an avatar and write a story about your adventures

French Language Arts

Virtual Operation

Label body parts and perform a virtual surgery

Science

Shopping Spree

Complete a shopping excursion based on a budget provided for you

Mathematics

4. In your opinion, which other popular video games could be adapted to teach school subjects? What subjects could they help teach?

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While Reading

STRATEGY REMINDER

5. Read the text on pages 115 to 117. As you read: • Underline three schools where video game projects have been carried out. • Circle three video games that have been implemented in those schools.

The text is broken into four sections. Read each separately and be sure that you understand before moving to the next section.

Video Games Becoming Required Coursework in Schools tarting this fall, in order to graduate, every student at Olds College in Olds, Alberta, will have to complete an iPad game in which they open a virtual lemonade stand and gradually build it into a business empire. Video games, once considered entertainment, are increasingly becoming part of required coursework at all levels of education, complementing traditional learning tools such as problem sets and books. At Olds College, the Farmville-esque game Lemonade Stand is a central part of the new mandatory Discover Entrepreneurship course. “What we’ve done is take the things that make computer games so addictive and apply them to education,” said Toby Williams, the college’s director of entrepreneurship and international development. The college wanted to ensure all of its students were trained in entrepreneurial skills. Williams and her colleagues thought a game might be able to offer the hands-on approach that the college emphasizes. “It’s not a real-life situation, but it’s close to that.”

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The college partnered with two Calgary-based businesses: The GoForth Institute, an online small business training company, which provided the course content; and game developer Robots and Pencils, which built the app. “This is the rst time that something like this has been tried in North America, as far as we know,” said Williams of the project, which cost more than $2 million to develop. Heather Hood, 33, who is in her last year of a Bachelor of Applied Science in horticulture at Olds College, was one of 600 students who tested the app over the summer. She worked through 12 modules on topics ranging from business planning to marketing to cash ow. Completing a module unlocks achievements in the game. Finishing the marketing module,

VOCABULARY entrepreneurial skills knowledge of how to start and run a business emphasizes gives importance to achievements accomplishments

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Name:

for example, gives the students the ability to buy signs and start marketing to customers. “I was actually disappointed when I nished it,” recalled Hood, who described the course as well-written. She said she liked the fact that she could work at her own pace. At the same time, the game displayed other students’ achievements, pressuring her “to not get behind the pack.” Hood said she thought the game was fun, but isn’t sure about the value of the virtual “practical” experience it provided. She also had mixed feelings about its central role in the course. “There were times when I found it superannoying and just wanted to whiz through the gaming part so I could get the reading done,” she recalled, “and there were times when I wanted to see how much money my lemonade stand had made.” But she said the experience was fun, and might appeal to students younger and more into gaming than herself.

Experience without consequences “If the outcome is learning in the end, then why not?” says Katrin Becker, an adjunct professor at Mount Royal University who researches and designs educational video games. She added that games can provide students with learning experiences that could be “painful or dangerous or expensive” in real life — such as running their rst business or performing surgery on an animal. “In a game, they can nd out what happens if you do it wrong without any negative consequences to the real world,” Becker said. “And that’s really very valuable.”

Date:

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Nevertheless, game-based learning modules are still far less popular in the classroom than traditional methods. “The shift that needs to happen . . . is the reawakening of the idea that learning can and should be fun and entertaining,” she said. Darren Wershler, an English professor at Concordia University in Montreal, acknowledged there are still relatively few courses where games appear regularly. “But I think that will start changing fairly dramatically,” he added. In Wershler’s contemporary Canadian ction class at Concordia University in Montreal, video games aren’t just a teaching tool. They have been part of his “reading” list for the course for several years. This is the second year that students will be assigned to play the indie adventure game Superbrothers: Sword & Sworcery, made by Toronto-based Capybara Games, in addition to reading the poetry collection Portable Altamont by Brian Joseph Davis and the rst volume of Bryan Lee O’Malley’s comic book series Scott Pilgrim’s Precious Little Life, among other works.

Not a gimmick “Students, I think, are excited to see the things that are important to them reected in their coursework,” Wershler said. Not all of them react to it the same way, he said, but roughly the same proportion of the class ends up playing the game as would read the information if it was delivered to them in a book. Emma Healey, 22, an English literature student who took Wershler’s course last year, admitted that

VOCABULARY whiz through rush shift change reawakening realization acknowledged recognized indie independent, not part of a big company gimmick a trick to attract attention roughly approximately

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Name:

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at rst, “there was a part of me that was like, ‘Oh, a fun gimmick, you’re getting people to play video games in your class so that your class is cool.’” Healey eventually played the game and found it to be a valuable educational experience. “It denitely broadened my thinking about what counts as literature.” The rise of video games in the classroom isn’t limited to post-secondary institutions. Toronto elementary school teacher Liam O’Donnell plans to introduce Minecraft, a popular computer game published by Stockholm-based Mojang, that allows the player to design, build and explore virtual worlds, to his Grade 1 class at Withrow Public School this year. The open-ended game allows players to do everything from ght each other with swords, to build castles, to fall into lava pits if they take a wrong turn. O’Donnell had great success using the game, which he himself loves, to help students in Grade 4 to 6 who came to him for special help with reading and writing over the past few years. He found that basing writing exercises on the students’ experiences in the game helped overcome the lack of condence that made many of them refuse to even try writing. “They were all so lled with their own stories.” And the games can spawn unexpected learning experiences. One of his Grade 5 students became fascinated by lava in the game and wondered what would happen when lava and water touched each other. O’Donnell encouraged him to approach the question scientically, to make a prediction and gure out how he would test it in the game. “He then eventually went off . . . found out what happens in-game and was amazed, and then wrote up his results,” O’Donnell recalled. “And then he asked me, ‘Is that what happened in real life?’”With further nudging, the boy—who originally had resisted writing at all—did more research and authored a report about underwater volcanoes.

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Challenges for teachers That may all be encouraging to teachers, but incorporating games into coursework can be more challenging than it looks. Wershler said he is mindful of the fact that many games take longer to complete than a book, can be expensive and sometimes must be played on expensive technology. Because of that, he chooses older, cheaper games that can be downloaded and played on a computer or mobile device. Becker said commercial games can also be challenging for teachers, because they don’t come with lesson plans. “Teachers don’t have time to develop their own courseware,” she said. Despite the difculties, Becker said she is a huge proponent of games in education, as they provide new options for learning. “It’s yet another tool to use,” she said. “And I think the richer the environment, the better off we are.” Source: Emily Chung, CBC News

VOCABULARY broadened

expanded, increased

spawn create went off left and started working on a plan nudging encouragement mindful aware proponent advocate

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Group:

After Reading

6. For each video game, write one of the goals for using it in a class project. Game

Goal

Lemonade Stand

Superbrothers: Sword & Sworcery

Minecraft

7. What did Heather Hood like about working with video games?

8. Why does Katrin Becker think that video games can be valuable learning tools?

9. List some of the challenges of implementing video games into coursework. a. b. c.

10. What kind of skills can video games teach us?

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Name:

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EXTRA LANGUAGE

Group:

Word Games You may notice these words the next time you play a video game. 1. Unscramble the word in parentheses to make a verb from the word box. Then, write the word in the simple past. captured

b. The dynamite (pexldoe) monster.

and killed the

c. Sir Rufus (mhsas) sleeping princess.

the window to get to the

d. A famous rock star (tearce) to the new rhythm game.

the soundtrack

e. The villagers (pesaec) reached their homes.

before the lava

f. Aliens (tysdeor)

capture climb create destroy escape explode float kick smash

the city with their weapons.

g. Maize (cikk)

the zombies and they vanished.

h. Princess Grace (micbl) access enemy territory.

the mountain to

i. The mushrooms that (olaft) gave power boosters to the characters.

PRONUNCIATION

the prince.

Word Box

a. The wicked witch (uapectr)

to the ground

FYI

CD

2. Listen to the words in the simple past. Write the words you hear in the correct pronunciation category according to their nal –ed sound. /t/

/d/

/

/

3. Write three sentences using the words you heard. Practise saying them

How to pronounce ed in the simple past: • / t / after sounds where vocal cords don’t vibrate (k, p, t, sh, ch, x, f, s) • / d / after sounds where vocal cords vibrate (b, d, g, l, m, n, r, v, z and vowels) • / / after sounds with a final t or d

with a partner. a. b. c. Reproduction prohibited © TC Media Books Inc.

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EXTRA GRAMMAR

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GRAMMAR Check To review the simple past, go back to page 95.

A. Circle the correct form of either wasn’t or weren’t. I ( wasn’t / weren’t ) satised with the new release of the Fantasy Adventure series. This game ( wasn’t / weren’t ) good at all! For one thing, the levels ( wasn’t / weren’t ) challenging and the enemies ( wasn’t / weren’t ) hard to defeat. In my opinion, the new main character, Tark, ( wasn’t / weren’t ) as good as the old character, Finn. He ( wasn’t / weren’t ) fast and his powers ( wasn’t / weren’t ) unique. What’s more, the quality of the graphics ( wasn’t / weren’t ) very good. What a disappointment! B. Complete the sentences with the simple past form of the verb in parentheses. 1940: Edward U. Condon (design) a computer that (play) the traditional Chinese game Nim for the Westinghouse Electric Corporation. 1952: A.S. Douglas (program) traditional game tic-tac-toe.

the game OXO, which was based on the

1955: The war game Hutspiel (simulate) 1956: Arthur Samuel (demonstrate)

a conict with the Soviet Union. his checkers computer game on

national television. His program (defeat)

a human checkers master.

To review the modals must and have to, go back to page 104.

C. Rewrite the sentences and correct them for errors in modal usage. 1. You have not to nish the whole game tonight.

2. You must to nd healing plants to restore your health.

3. Your simulation character have to nd a job.

4. You must don’t forget to build schools for the village children.

5. Your horse must eats something or it will die.

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Twisted Tales Twisted Tales

UNIT

5

In this unit, learn how fairy tales can be transformed. Read two traditional fairy tales. Talk about fairy tales from your childhood. Watch an unusual video about the three little pigs. Write a new version of a traditional tale. Practise grammar: the possessive form of nouns and the simple past of irregular verbs.

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ICEBREAKER

Name:

1.

Date:

Tell a Tale

Group:

C1

How well do you remember the fairy tales from your childhood? 1. Match the fairy tale titles to the story clues. a. The Little Mermaid

1. big bad wolf

b. Rapunzel

2. white rabbit

c. Sleeping Beauty

3. sea witch

d. Little Red Riding Hood

4. magic mirror

e. Cinderella

5. spinning wheel

f. Alice in Wonderland

6. tall tower

g. Snow White

7. glass slipper

2. With a partner, share your answers to Step 1. Together, choose a fairy tale to retell. Discuss the story and write a summary of the main events. Once upon a time,

Then one day,

After that,

USEFUL LANGUAGE • Do you remember what comes next?

And then,

• How do you spell that? • We can’t forget to mention . . . • I think this happens later.

Finally,

3. Find a pair of students with a different story. Retell your stories out loud to your new partners. Each person should speak at least twice.

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Name:

Date:

Group:

4. With the same partners, compare your two fairy tales, using the Venn diagram. Write what is unique about each story in the outer section. Write what the two stories have in common in the middle section. FAIRY TALE 1:

FAIRY TALE 2:

5. What did you nd most surprising about your diagram? Why?

FYI

6. Why do you think we can nd so many similarities across different fairy

Many cultures have their own versions of familiar fairy tales. For example, a story similar to is known as in Italy, in England and in France.

tales?

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GRAMMAR POINT

Name:

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GRAMMAR p int Possessive Form of Nouns Adding ’s to the end of a noun indicates possession or a relationship between words. Do not use an apostrophe with a possessive adjective.

Add ’s if the noun ends in a vowel or a consonant except s. Dorothy’s shoes were red ruby slippers. We were afraid of the witch’s spell. If the noun ends in s, add only an apostrophe (’). Prince Charming found the princess’ glass slipper. You must leave your friends’ party by midnight. This possessive form is used mainly for people, animals and regions. For inanimate objects, omit the ’s or use of. The horse jumped over the castle wall. They couldn’t nd the owner of the slipper.

A. Underline the possessive form of the nouns in the text. Then, complete the chart to indicate which items belong to which character. When the clock struck midnight, the four witches were ready to begin. They started the re and placed the big cauldron over the ames. Hilda added Helga’s swamp water. Next, Hilda’s sister Hattie sprinkled in some eye of newt and Hattie’s daughter Hazel threw in some bat wings. Helga chopped Hattie’s lizard tail, while Hazel stirred in Hilda’s spider webs. Helga’s pigskin went in next, followed by Hilda’s toad blood. Then came the nal ingredient: Hazel’s fresh sh bone. Helga

Hilda

Hattie

Hazel

B. Rewrite the sentences using the possessive form. 1. The eyes of the dragon were green. 2. The swords that belong to the guards are heavy. 3. Flora had to clean the cage of the mice. 4. Deena liked the story of her mother.

Go to page 229 of the Grammar Section for more information and practice.

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Name:

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Once Upon a Time

2.

READING

Group:

C2

Discover some common characteristics of traditional fairy tales. Before Reading

1. The wh- words can help us remember important story elements. Match the literary terms to the correct wh- word and denition in the margin. Term

Wh- Word

a.

characters

b.

setting

c.

storyline

d.

lesson

e.

point of view

Wh- Words what when & where which who why

Denition

Denitions • the perspective of a person or narrator telling the story • the important events in the story • the time and place of the events in the story • the people in the story • the author’s message; what we learn from the story

2. Think about the characteristics that are common to all fairy tales. Write two ideas for each literary term in the chart.

Characters

Setting

Storyline

Lesson

• feature both good and evil characters • • • • • • •

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Name:

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While Reading

3. Read the fairy tales on pages 126 to 128. As you read, underline the use of the possessive form of nouns.

The Fairy’s Gift nce upon a time, there was a widow who had two daughters. The widow’s elder daughter was very much like her mother. They were both unpleasant and very difcult to live with. The younger daughter was like her father. She was polite, good-natured and one of the most beautiful girls anyone had ever seen. Despite the younger daughter’s pleasant character, the mother favoured her elder daughter. The younger daughter lived in the kitchen and worked all the time.

speak, either a ower or a jewel will fall from your mouth.”

Twice a day, the younger daughter walked to the well to get some water. One day, when she arrived at the well, she saw a poor old woman who begged her for some water. The younger daughter immediately lled her pitcher with water and gave it to the old woman to drink.

The greedy mother suddenly had an idea. She called her elder daughter. “Wouldn’t you like to have the same gift as your sister? Go to the well and when a poor woman asks for some water, give it to her.”

When the woman nished drinking she said, “You are such a pretty girl and so very kind. I will give you a gift.” The VOCABULARY younger daughter did widow a woman not know that the old whose husband has died woman was actually a elder older fairy in disguise. This well a natural source fairy saw how polite of water and well-mannered greedy desiring the young girl really wealth or prot was. She told the girl, toad amphibian with dry, warty skin “For every word you

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When the girl arrived home, her mother was very angry with her for staying out so long. “I am very sorry, Mother,” said the girl. As she spoke, roses, pearls and diamonds fell from her mouth. “What is this?” cried the mother. “What does this mean?” As the young girl explained, more and more diamonds fell from her mouth.

The elder daughter was not very happy but took a silver cup from the house and walked to the well. There, a beautiful woman wearing magnicent clothes came out of the woods and asked her for water. It was the same fairy but this time, disguised as a princess. “Do you think I came here to serve you and let you drink from my silver cup?” said the daughter, rudely. “Get your own water.” “You are not very polite,” said the fairy. “I think I will give you a gift as well. For every word you speak, a snake or a toad will fall from your mouth.”

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Name:

Date:

The elder daughter returned home. When she arrived at the house, her mother greeted her impatiently. “Well, what happened?” The daughter began to tell her story and as she did so, two snakes and two toads fell from her mouth. “Oh my!” cried the mother. “What is the meaning of this? I am certain this is your sister’s fault. I will make her pay for this.” The younger daughter was afraid and ran into the woods to hide. At that moment, a handsome prince was riding through the forest on his way home from hunting. When he saw the young girl weeping, he asked her what had happened.

Group:

“Sir, my mother has sent me from my home!” she cried. As she spoke, pearls and diamonds came out of her mouth. The prince’s compassion touched the girl, and as she continued to speak, more jewels fell from her lips. The prince fell in love instantly and brought her to the palace where they were married and lived happily ever after. As for the elder daughter, she became so hateful and nasty that even her own mother did not want her. She left her home and wandered the woods, looking for someone to take her in. Alas, no one would have her. She eventually died alone in the forest.

The Emperor’s New Clothes nce upon a time, there was an emperor who was obsessed with clothes. He did not care about anything else. He changed clothes almost every hour and loved to show them off to his people. One day, two swindlers came to the palace. They introduced themselves to the emperor. “We are two of the best tailors in the world. After many years of research, we have invented a very special type of cloth, so light and ne that it looks invisible to anyone who is stupid or incompetent.” The emperor was curious. “If I were dressed in a suit made of this cloth,” he thought, “I would know which of my men are stupid and incompetent.”

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The emperor gave the men a bag of gold. He bought two looms for his castle so they could start work on his new suit immediately. Soon, the emperor wanted to nd out how things were progressing but he felt nervous when he remembered that stupid and incompetent people could not see the material. “I’ll send my minister instead,” said the emperor. “He is very intelligent and competent. He will tell me what the suit VOCABULARY is like.” weeping crying alas unfortunately swindlers frauds tailors people who make clothes looms tools used to make fabric

Unit 5

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Name:

“Minister, go and see how the tailors’ work is coming along,” said the emperor. The emperor’s wise, old minister went to see the tailors. When he entered the room, he looked at the looms. “Oh no, I cannot see anything,” he thought to himself. But he did not want to appear stupid. The swindlers asked him what he thought of the cloth with its beautiful patterns and exquisite colours. They pointed at the empty looms.

Group:

What he didn’t know was that all the men were thinking the same thing. Nobody could see the fabric but nobody wanted to admit it. The emperor took a deep breath. “It is the most beautiful suit I’ve ever seen,” he lied. The emperor undressed and the swindlers pretended to put the clothes on him. “Look how well they t,” they exclaimed. “This is certainly the most magnicent suit ever.”

The minister was so embarrassed that he pretended he could see the cloth. “It is quite beautiful,” he said. “I shall tell the emperor that I like it very much.”

“Yes, yes,” agreed the emperor. He turned to the mirror and pretended to admire himself. “It is time for the royal procession,” said the emperor. “Let us go.”

“We need some more money for thread to weave more cloth,” said the swindlers, laughing to themselves.

The emperor’s servants pretended to lift his cloak and hold it out behind him. They did not want people to know that they could not see the fabric either.

“I shall tell the emperor,” said the minister. The minister returned to the emperor. He described the suit’s beautiful colours and said that soon it would be ready to wear. Everyone in the town talked about the cloth. They could not wait for the day of the royal procession so they could see the emperor’s magnicent new suit.

As the emperor walked out into the street, there was a murmur among the people. One by one, they pretended that they could see the emperor’s new suit. “Oh, look at that beautiful material and exquisite colours.” “I’ve never seen such a magnicent suit,” they said.

Finally, the swindlers made the announcement. “The emperor’s new suit is ready.” They entered the emperor’s chambers, holding their arms in the air pretending to carry the clothes. “Here is the coat, here are the pants and here is the cloak,” they said.

The emperor continued through the crowd feeling terrible. “All these people can see my suit and yet I, the ruler of the land, cannot.”

The emperor panicked. “I can see nothing at all,” he thought. “How terrible. I must be stupid and incompetent. I cannot let them know that I can’t see the cloth.” He looked around at his men. Nobody guessed what the emperor was thinking.

VOCABULARY thread cord weave interlace to form fabric cloak cape or coat t be the right size for naked without clothing defeat the act of losing

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Eventually, the emperor walked by a small child. As he did, the child exclaimed, “The emperor is naked!” The crowd went silent. “The emperor isn’t wearing any clothes!” the child repeated. At that moment, the people in the crowd began to whisper one by one. “The child is right. The emperor is naked.” The emperor realized that his people were right, but he would not admit defeat. He continued to walk with his head high in the air, as his servants carried the imaginary cloak all the way back to the palace.

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Name:

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After Reading

SPEAK UP

4. Answer the questions about each story.

Have students form small groups to discuss the following points. • Which story did you like better? Why?

The Fairy’s Gift a. Why did the mother send her elder daughter into the woods?

• Which story’s lesson is more important? • How can each lesson be applied to high school?

b. Was the fairy’s gift to the younger sister as good as it appears? Name some advantages and disadvantages. Advantages:

Disadvantages:

The Emperor’s New Clothes a. What happened when the minister went to see the tailors?

b. Why did the child announce that the emperor was naked?

5. Explain the lesson that each story provides. a. The Fairy’s Gift:

b. The Emperor’s New Clothes:

6. Name two characteristics of fairy tales that both stories have in common. Use your answers from Step 2 for help. • •

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WRITING

Name:

3.

Date:

Group:

Life After the Fairy Tale

C3

Think about what happens after the fairy tale ends. 1. Imagine you are one of the characters from The Fairy’s Gift or The Emperor’s New Clothes. Choose a scenario from the list below. a. You are the younger daughter and live in the palace with the prince. The fairy’s gift was nice—but now you have owers and jewels falling from your mouth each time you speak. b. You are the elder daughter and live alone in the woods. You must nd a way to use the fairy’s gift to your advantage. c. You are the emperor and you have just returned to the palace after your humiliating experience at the parade. You are a tiny bit worried about the kingdom’s opinion of you. Scenario:

2. Write a journal entry describing your experience. Use the possessive form of nouns as often as possible.

Dear Diary,

STRATEGY REMINDER Use resources like the stories in Task 2 and a dictionary to help you write your journal entry.

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Name:

4.

Date:

Read All About It!

SPEAKING

Group:

C1

What if some of your favourite fairy tales became newspaper headlines? 1. With a partner, read the headlines and identify the fairy tale being described. a. Golden-Haired Girl Imprisoned in Tower for Years b. Wolf Disguised as Old Woman Stalks Local Girl c. “Cut out her heart!” Demands Jealous Stepmother d. Witch Lures Princess to Castle, Girl Pricks Finger on Spinning Wheel e. Stepmother Enslaves Stepdaughter After Father’s Death f. Girl Disappears After Chasing Rabbit: Police Suspect Mad Hatter

VOCABULARY

g. Witch Steals Woman’s Voice in Exchange for Legs

stalks follows obsessively lures convinces someone to follow

2. Discuss the questions with your partner. Talk about characters and write your answers. a. What do these fairy tale headlines have in common?

USEFUL LANGUAGE • Do you remember the name of . . . ? • No, that’s not the right title.

b. Why do you think traditional fairy tales all share these elements?

• Let me think about it for a minute.

3. Choose a favourite fairy tale and write a headline about it. Look at Step 1 for help. Then, share your headline with the class.

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DVD

VIEWING

Name:

Date:

5.

Group:

The Three Little Pigs

C2

What if the fairy tale didn’t tell the whole story? Before Viewing

1. Briey summarize the story of The Three Little Pigs as you remember it.

2. What is the lesson of this story? Check the correct response and justify your choice. a.

Being lazy can get you in trouble.

b.

Travelling too far from home can be dangerous.

c.

There are always consequences to breaking the law.

d.

If you don’t succeed at rst, try again.

SPEAK UP • Why are wolves always the bad characters? • Do you think the third pig was justified in killing the wolf? Why or why not? • If you could have given the pigs one resource before leaving their mother’s house, what would it be? Why?

3. Write three possible headlines to describe the story of The Three Little Pigs. Use some of the words in the box for help. boil • destroy • lure • shocking • threaten • wicked

a. b. c.

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While Viewing

Group:

DVD

4. Watch the video and respond to the statements below. a. I

liked

disliked the video because

STRATEGY REMINDER Don’t worry if you don’t understand every detail. Focus on understanding the overall message.

b. The video surprised me because

5. Watch the video again. Check the elements that have been changed from the original story. Describe how they either changed or stayed the same. Characters:

Setting:

Storyline:

Point of View:

After Viewing

6. Compare answers to Steps 4 and 5 with a partner. Discuss the changes you noticed in the video.

7. What is the objective of the video? Explain your answer.

8. Who is / a re the victim(s) in the video? The wolf or the little pigs? Explain your answer.

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Simple Past of Irregular Verbs Many English verbs are irregular in the afrmative form of the simple past tense. These verbs do not use the ed ending. Use the same verb form with all subjects.

Afrmative: See page 249 for the simple past of common irregular verbs. Cinderella left the ball when the clock struck midnight. Negative: Put did not before the base form of the verb. The prince did not nd her right away. A. Complete the table below. Base Form

Simple Past

Base Form

1. become

6. know

2. begin

7. think broke

3.

Simple Past

8. throw

4. ght

understood

9. went

5.

10. write

B. Complete the text with the past tense of the irregular verbs in parentheses. Little Red Riding Hood (be, afrmative) (see, negative)

very excited to visit her grandmother. They

each other very often. Red (leave, afrmative)

her home and (go, afrmative)

into the woods. On the way, she (meet, afrmative)

a wolf. The wolf (speak, afrmative) she was going. She (tell, afrmative) The wolf (lose, negative)

to her and asked her where him she was going to visit her grandmother.

any time. He (run, afrmative)

as he could to the grandmother’s house. But Red (see, afrmative) she (know, afrmative)

as fast him leave and

about fairy tales. She (get, afrmative)

the house rst and (hide, afrmative) door, he (see, negative)

to

her grandmother. When the wolf opened the Red waiting for him. POW! was the last thing the wolf

(hear, afrmative)

before his head (hit, afrmative)

the ground.

Go to page 203 of the Grammar Section for more information and practice.

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6.

Date:

READING

Group:

Fractured Fairy Tales

C2

Learn how traditional tales can be transformed. Before Reading

1. Write a short description of a possible twisted tale based on the titles below. a. Little Red Baseball Cap: the story of a teenage boy who ghts

STRATEGY REMINDER

a hungry wolf on the way home from school

First, decide which traditional tales are being twisted. Think about what happens in the original story. Then, use language clues from the new title to help you write a short description of twisted tale.

b. Sleeping Ugly:

c. Goldilocks and the Three Hares:

d. Beauty and the Feast:

VOCABULARY hares rabbits feast large meal

2. Name several books or lms you know that are twisted versions of traditional fairy tales. Tangled,

3. Complete these traditional storylines by writing the past tense of the verb in parentheses. a. A prince (nd)

a princess sleeping in a castle and

(wake)

her up with a kiss.

b. A wolf (eat)

Red Riding Hood’s grandmother.

c. A young woman (throw)

her hair out the window

and (let)

the prince use it to climb the tower.

d. A little duck (be)

very ugly but he (grow) up into a beautiful swan.

e. A beautiful woman (fall)

in love with a horrible

monster. f. A princess (sleep) (feel)

on a mountain of mattresses and a tiny pea.

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While Reading

4. Read the text on pages 136 to 138. As you read, look at the fairy tale checklist and check the characteristics that appear in both stories.

The Wolf and the Seven Little Kids

Fairy Tale Checklist The story begins with It has a magical setting. It features royalty. There are talking animals. There is a struggle between good and evil. It contains a moral or a lesson. It ends with . . .

ORIGINAL VERSION

nce upon a time, there was a mother goat who had seven little kids. One day, she went to the market to get some food. Before she left, she called her kids to her and said, “My children, I am going to nd some food. Beware of the wolf. If you let him in, he will eat you up. He disguises himself, so be very careful. You will recognize him because of his gruff voice and his black feet.” Shortly after the mother left, there was a knock at the door. “Who is it?” asked one of the little kids. “It is your mother. I have brought you something to eat,” said the wolf in a gruff voice. The kids could hear from his voice that it was not their mother, and they refused to open the door.

VOCABULARY kids baby goats gruff low and harsh-sounding dashed ran quickly paws animal feet baker person who makes bread and cakes keen strong, powerful

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The wolf dashed off to the store and bought some honey to eat. Several minutes later, he returned to the kids’ home and knocked on the door again. “Open the door,” the wolf said in a soft voice. “It is your mother. I have brought you something to eat.” “Show us your paws!” cried one of the kids. When the kids saw the wolf’s black paws, they shouted, “You are not our mother! You are the wolf! Go away!” The wolf left and went to see the baker. “I have hurt my foot,” he said. “Please rub some our on it for me.” The wolf returned to the house and knocked on the door. “Open the door, please,” he said softly. The little kids shouted, “Show us your paws!” The wolf lifted his white paw up to the window. When the little kids saw it, they believed it to be their mother and they opened the door. The wolf raced through the open door. When the kids realized they had been tricked, they tried to hide. But the wolf, who had a keen sense of smell,

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found them and gobbled them up, one by one. Only went to the well for some water. As he walked, the the youngest kid escaped; he was able to hide inside stones in his stomach knocked against each other. the clock case, and the wolf didn’t nd him. When the wolf got to the well, he leaned over to drink. The stones were so heavy, they pulled him Suddenly full and very tired, the wolf went out into the well and the wolf drowned. to the garden, lay under a tree and fell asleep. When the mother goat came home and could not nd her kids anywhere, she realized what had happened. She dropped her basket of food and fell to the oor crying. All of a sudden, she heard a little voice. “Mother, I am in the clock case. All of my brothers and sisters were eaten by the wolf, but I hid from him.” The mother goat ran outside with the youngest kid. They found the wolf still fast asleep under the tree. She saw that his stomach was moving. “Is it possible that my kids are still alive?” she thought. Indeed it was! The wolf had gobbled them down in such a hurry that he had swallowed them whole. The mother goat ran to get some scissors, a needle and some thread. She cut open the wolf’s stomach and out popped the little kids, one by one. They were so happy they hugged their mother and jumped about with joy.

The mother goat and the seven little kids danced around the well singing, “The wolf is dead! The wolf is dead!” And they lived happily ever after.

The Goat and the Seven Little Pups TWISTED TALE

The seven kids brought the stones and carefully placed them into the wolf’s stomach. Then the mother goat sewed him up again. The wolf did not move.

nce upon a time, there was a mother goat who had seven kids. One day, she went to the market to get some food. Before she left, she called her kids to her and said, “My children, I am going to nd some food. Beware of the wolf. If you let him in, he will eat you up. He disguises himself, so be very careful. You will recognize him because of his gruff voice and his black feet.”

When the wolf nally awoke, he stood up. The stones in his stomach made him very thirsty so he

Shortly after the mother left, there was a knock at the door.

The mother goat said, “Quickly! Go and fetch some big stones. We will ll the wolf’s stomach with them while he sleeps.”

“Who is it?” asked one of the little kids.

VOCABULARY gobbled ate quickly fetch nd and bring back drowned died from staying under the water too long

Reproduction prohibited © TC Media Books Inc.

“It is your mother. I have brought you something to eat,” said the wolf in a gruff voice. The kids could hear from his voice that it was not their mother, and they refused to open the door.

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The wolf dashed off to the store and bought some honey to eat. Several minutes later, he returned to the kids’ home and knocked on the door again. “Open the door,” he said in a soft voice. “It is your mother. I have brought you something to eat.” “Show us your paws!” cried one of the kids. When the kids saw the wolf’s black paws, they shouted. “You are not our mother! You are the wolf! Go away!” The wolf left and went to see the baker. “I have hurt my foot,” he said. “Please rub some our on it for me.” Meanwhile, the mother goat was on her way back from the market with two baskets full of delicious food. As she walked through the woods, she heard a whimper. She stopped to listen. She walked towards the sound and found seven baby wolves huddled together under a tree. “Poor pups,” thought the goat. “Their mother must have abandoned them.” She picked up the pups, placed them carefully in one of the baskets and continued on her way home. Back at the house, the wolf had returned to try his luck one last time. He knocked on the door. “Open the door, please,” he said softly. The little kids shouted, “Show us your paws!” The wolf lifted his white paw up to the window. When the kids saw it, they believed it to be their mother and they opened the door.

Date:

Group:

At that moment, the mother goat arrived home. Just as the wolf was about to pounce on the kids, the mother goat shouted, “Wait!” As she ran towards the wolf to stop him, her basket dropped and the seven pups fell out. When the wolf saw the pups, he stopped. “What are you doing with my babies?” “Your babies?” asked the goat. “Yes, my babies. They were hungry. That’s why I’m here. I wanted to bring them back some delicious goat for their dinner. My wife went out for food one day and never came home. Rumour has it she was boiled alive by three little pigs or something. I don’t really like to talk about it, though.” “Oh! I’m so sorry for your loss,” replied the mother goat, “but that’s no reason to go around eating my babies. That’s the sort of behaviour that gives wolves a bad name. I have lots of food here. Would you and your pups like to stay for dinner?” “We would love to,” said the wolf. “Thank you very much.” And that was the rst of many feasts shared by the wolf, the goat, the seven kids and the seven pups. In fact, not too long after, the goat and the wolf were married and the rather large and very unusual family lived happily ever after.

VOCABULARY whimper soft sound indicating pain huddled sitting close together pups baby wolves pounce jump, attack behaviour actions

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After Reading

5. Place the events in the order in which they happened in the twisted version of the fairy tale.

FYI

The mother goat nds seven little wolf pups in the woods. The mother goat prepares to go to the market to get food. The wolf explains that he is getting food for his babies because their mother was boiled alive by the three little pigs. The mother goat arrives home with the wolf pups. The wolf pretends to be the kids’ mother and asks them to open the door.

This fairy tale was originally published by brothers Jacob and Wilhelm Grimm. Together, these storytellers collected and published over 200 stories based on German folklore and fairy tales. Many of these stories have become classics.

The wolf shows the kids his white paw. The mother goat warns the little kids about the wolf. The goat, the wolf and all the children live happily ever after. The mother goat picks up the wolf pups and walks to her house. The little kids open the door to the wolf.

6. Compare the twisted tale with its original version. Write similarities and differences between the two stories. Similarities

Differences

a. Both stories

a.

b.

b.

c.

c.

d.

d.

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WRITING PROJECT

Name:

7.

Date:

My Twisted Tale

Group:

C3

Write your own twisted tale for a class anthology. 1. Write the name of the story you will use for your twisted tale.

2. Decide which elements of the traditional version of your story you will change. Check all that apply. the main characters

the lesson

the setting

the storyline

the point of view

the ending

3. Plan your twisted tale. Take notes in the graphic organizer below.

STRATEGY REMINDER

Characters

Setting

Point of View

Lesson

Look back through the unit to help you decide which fairy tale to choose. Make sure to pick a story that you are already familiar with in its original version.

Storyline

Ending

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Date:

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4. Write the rst draft of your text. Use your notes from Step 3 to help you organize your thoughts. Use the possessive form of nouns and irregular verbs in the simple past. Refer to the model on pages 136 to 138.

Writing Checklist I used the possessive form of nouns. I used the correct form of irregular verbs in the simple past. My story is a twisted version of a traditional fairy tale. I checked my spelling and punctuation. I used resources to check my work.

5. Revise and edit your text. Use the writing checklist for help. 6. Exchange texts with a classmate. Ask for feedback on content and form.

7. Write the nal copy of your text. Make changes and corrections. Add illustrations, if possible.

8. Publish your text in the class anthology.

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EXTRA READING

Name:

Date:

Group:

Rumpelstiltskin, Revisited

C2

Read a fractured version of the well-known fairy tale. Before Reading

1. How much do you know about the fairy tale Rumpelstiltskin? Take the quiz to nd out! Circle the correct answers. 1. The author of the story is: a. Hans Christian Andersen b. The Brothers Grimm c. Charles Perrault

4. The king hides the girl: a. in a tall tower b. at the bottom of a lake c. in the castle

2. A miller is someone who: a. crushes grain to make our b. grows vegetables c. xes shoe leather

5. If the girl cannot do as asked: a. she will turn into a pumpkin b. she will be released c. she will die 6. The miller’s daughter gets help from: a. her fairy godmother b. her father c. Rumpelstiltskin

3. The king orders the miller’s daughter to: a. bake delicious pies b. sing beautiful songs c. spin straw into gold

7. Rumpelstiltskin asks for what gift from the miller’s daughter? a. a diamond necklace b. her rst born child c. her hand in marriage 8. Rumpelstiltskin agrees to go away if the girl can guess: a. his name b. his age c. his nationality 9. How many days does he give her to guess? a. 3 b. 5 c. a week

While Reading

2. Read the text on pages 143 to 146, or follow along as your classmates read. As you read, underline the clues that helped Rumpelstiltskin solve the mystery. A Reader’s Theatre adaptation of

Rumpelstiltskin, Private Eye by Jason Sandford

Characters (in order of appearance) Narrator • Miller • Rumpelstiltskin • Happy • Captain of the Guard • Miller’s Daughter • King

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Narrator: The name on my door says it all—”Rumpelstiltskin, Private Eye.” That crazy wolf who blew down those pigs’ houses? I caught him. When Jack stole the giant’s golden-egg-laying hen, I tracked him down. ‘Course, things don’t always go so smoothly. Take my last case. What started out as a good mystery almost ended with me in the dungeon . . . all because of the captain of the guards, a miller’s daughter, and a whole lot of straw. It began on a rainy Friday afternoon when the miller walked in the door. He and his daughter had been in the news a lot lately. Rumour had it she’d been spinning straw into gold for the king, but I didn’t believe that for a minute. Miller: I’m looking for a private eye. It’s my daughter. She’s been kidnapped by the king. Narrator: The king was a little greedy. Still, he was a nice guy and I had trouble believing that he would kidnap anyone. Rumpelstiltskin: Can your daughter really spin straw into gold? Miller: Of course not. What fairy tale do you think this is? Rumpelstiltskin: Then why would the king kidnap her? Miller: Well . . . I was bowling with the captain of the palace guard, and I happened to mention how intelligent my daughter is, how beautiful she is, how she can spin straw into gold. Next day she was gone. I guess the captain told the king what I said. Can you get my daughter out of the castle? Narrator: I thought about it. I’d had a run-in with the captain of the guard before. It didn’t surprise me that he was mixed up in this. But why would the king keep the miller’s daughter in the castle if she couldn’t spin straw into gold? Surely he’d have discovered that little fact by now. I told the miller I’d take the case. I shook hands with the miller, then

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Group:

ran to the castle. I stopped at the guard house by the drawbridge. My friend Happy was on duty. Happy: What’s up, Rump? Rumpelstiltskin: I need to see the king. Got a case that involves him. Happy: The captain of the guard said no one gets in today. The captain’s got a major case of hay fever and is in a nasty mood. Rumpelstiltskin: Now why would hay fever be bothering him in the castle? Happy: The captain found someone to spin straw into gold for the king. He ordered us to bring him every bit of straw in the kingdom. Rumpelstiltskin: Can the miller’s daughter really spin straw into gold? Narrator: Happy nodded. Happy: Straw goes in the storeroom at night, gold comes out the next day. Narrator: I was just about to ask Happy to let me in the castle to snoop around when the captain of the guard appeared. Captain: What is he doing here? Rumpelstiltskin: I’m looking for the miller’s daughter. Have you seen her? Narrator: The captain glared at me. As he leaned close to me, I caught a whiff of him. Phew! His uniform was lthy, and he smelled like rotten sh. Captain: I don’t talk to little creeps like you, Bumplestiltskin.

VOCABULARY private eye investigator spinning twisting to make thread drawbridge a bridge that raises up so things can pass underneath snoop secretly look glared stared with anger whiff smell, odour

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Rumpelstiltskin: Rumpelstiltskin. The name’s Rumpelstiltskin. Narrator: The captain had never been able to remember my name. He walked back into the castle. Rumpelstiltskin: Where’s the miller’s daughter? Happy: She’s in the storeroom, but you’d better stay away. Narrator: I thanked Happy, then walked away. Things just didn’t make sense. No one could spin straw into gold, but it sure sounded as if that were happening. I had to get in the castle to see for myself—but how? I looked down at the moat and saw water shooting out of a drainpipe. Bingo! Later that night, after the rain had stopped, I swam across the moat and squirmed through the drainpipe. Talk about disgusting—mushy garbage and rats everywhere. I even got a bath in some old sh stew that someone had dumped down the drain. Soon the drainpipe widened into a sewer. It was so dark in there. Eventually I found the pipe leading to the storeroom. Miller’s Daughter: Who’s there? Rumpelstiltskin: My name’s Rumpelstiltskin. I’m a private eye. Your father sent me to help you. Miller’s Daughter: Great. I thought I’d be stuck in here until not-so-happily ever after. Narrator: Suddenly she wrinkled her nose. Miller’s Daughter: Phew! Narrator: I crawled out of the drain and stood up. Then it hit me: the miller’s daughter had supposedly been spinning straw into gold all night, but there was no gold—and only a little straw—in the room.

VOCABULARY moat water surrounding a castle drainpipe pipe that carries water out to the ground sewer pipe that carries sewage or dirty water scam fake, fraud

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Group:

Rumpelstiltskin: Where’s all the straw and gold? Miller’s Daughter: Oh, the captain’s already stashed the straw. As for the gold . . . well, I suppose you’ll be taking the blame for that. Narrator: Suddenly an alarm went off in my head. I’d been set up! I tried to run, but the woman grabbed me. Miller’s Daughter: I’ve got the thief! Guards! Guards! Rumpelstiltskin: No! I’m here to help you. Miller’s Daughter: I don’t need your help. I’m going to be queen. Narrator: Before I could say anything, the storeroom door opened, and in walked the captain and a couple of guards. Captain: Looks like we’ve caught the thief. You made it easy, Bumpeltallskin. Rumpelstiltskin: Rumpelstiltskin. The name’s Rumpelstiltskin. Captain: Whatever. Rumpelstiltskin: What’s going on? Tricking the king into believing the miller’s daughter can spin straw into gold isn’t going to do anything for you. Narrator: The captain laughed. Captain: We’ll see. Arrest him. Narrator: I pushed my shoe under some straw and kicked it up into the captain’s face. He exploded into a t of coughs and sneezes as the other guards tried to help him. Captain: Get him! Narrator: I jumped. It was forty feet down—right into the moat. I pulled myself out of the water and ran for my life. I hid in an apple tree on Old McDonald’s farm, listening to my radio. It was full of news about me stealing twenty bags of gold from the king’s treasury. It was a good scam. The captain was stealing gold from the treasury to convince the king that the miller’s daughter could spin straw into gold. The miller’s daughter would marry the king,

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the captain would gain a fortune in stolen gold, and I’d be on my way to the dungeon.

Captain: You are trying my patience, Stumblestiltskin.

Narrator: I wanted to scream. I couldn’t let the captain get away with this, but what could I do? Suddenly it hit me. I felt something in my pocket that hadn’t been there the day before. I pulled it out: a gold coin. How had that gotten in there?

Rumpelstiltskin: The name’s . . . oh, never mind. The gold is nearby.

All at once, I knew how to expose the captain as a thief, stop the king from marrying a con artist, and clear my name. The radio said the king’s wedding would be that Saturday in the castle. On the wedding day, I hid until the miller and his daughter were marching down the aisle. Then, with a yell I jumped up on the pipe organ. The king and his bride were horried. The captain of the guard ran toward me.

Narrator: We descended a stairway and walked down a long hall. I was just getting nervous when the captain pulled out a handkerchief, took a deep breath, and sneezed. Rumpelstiltskin: The gold’s in there. Narrator: I said, pointing to the nearest door. It led to the dungeon. King: Open the door. Narrator: Happy marched forward and swung the door wide open. There were piles and piles of straw. At rst no one understood.

Captain: You’re under arrest, Wrinklesoftskin!

King: Where’s the gold?

Rumpelstiltskin: Rumpelstiltskin! The name’s Rumpelstiltskin!

Narrator: Happy smiled, and turned toward the king.

Captain: Whatever.

Happy: The captain said all the straw in the kingdom had been turned into gold. If that’s true, what’s this straw doing here?

Rumpelstiltskin: I have come to throw myself on the mercy of Your Majesty. And to restore the stolen gold. Narrator: That got the greedy king’s attention. He signaled for silence. King: Very well. Please tell me where my gold is. Rumpelstiltskin: I’ll do better than that; I’ll show you. Narrator: I started walking toward the throne room. King: Where are you going?

Rumpelstiltskin: The miller’s daughter didn’t spin any straw into gold. The captain swapped the straw for gold from the treasury, then blamed his theft on me. The two were working to rob you, Your Majesty. King: Then where is my gold? Rumpelstiltskin: Hidden in the sewer under the castle. Narrator: Then I pulled out the gold coin I’d found in my pocket.

Rumpelstiltskin: The gold’s in the castle. Narrator: The captain of the guard and the miller’s daughter exchanged worried looks, but the king didn’t notice. He really wanted his gold back. So I took off, with the king, Happy, the miller and his daughter, and the captain trooping along behind me.

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VOCABULARY trooping marching handkerchief small cloth used to wipe nose or face swapped exchanged

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Name:

Rumpelstiltskin: I tripped over the bags climbing up here to “rescue” the miller’s daughter, and this slid into my pocket. Then I remembered how the captain smelled like rotten sh the other day—just like I did after crawling through the sewer. I gure he was hiding the gold there. Miller’s Daughter: It wasn’t my fault. My father and the captain made me do it. Narrator: The miller, his daughter, and the captain began yelling and arguing like you wouldn’t believe. The king ordered Happy to throw them all in the dungeon. Happy and I then crawled into the sewer and retrieved all the stolen gold. The next day I came to the castle to see Happy. Rumpelstiltskin: Congrats on the promotion. Narrator: He’d been bumped up to captain.

Date:

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Happy: Thanks. Glad to know that you’re not a thief. Rumpelstiltskin: How’s the king doing, now that he knows his gold-spinning bride was a fake? Happy: Actually, he’s feeling great. He just heard about this guy named Midas, who has the golden touch. The king thinks he’ll be rolling in gold before the week is out. Narrator: I groaned. It looked as if the king would be keeping me busy for the next few happily ever afters—very busy. THE END

VOCABULARY bumped up promoted groaned made a noise of disappointment

After Reading

3. Why was the captain’s hay fever bothering him in the castle?

4. What did Rumpelstiltskin notice about the captain the rst time he saw him?

5. What did Rumpelstiltskin realize when he found the gold coin in his pocket?

6. Do the characters in this story live “happily ever after?” Explain your answer.

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EXTRA LANGUAGE

Group:

Word Games We can change the function of a word by changing its ending. 1. Complete the table below. Find a corresponding noun or adjective for each word. Adjective

magic

magic

Noun

magical heroic

royalty beauty charming mysterious surprise happiness sad luck dangerous

PRONUNCIATION

CD

2. Irregular verbs in the past tense are often formed by changing the vowel sound in the word. Listen to the word pairs. Repeat the words. Be careful to make the correct sounds. a. blow b. win c. eat

blew won ate

d. come e. give f. freeze

came gave froze

g. speak h. hide i. feed

spoke hid fed

Pay attention to the spelling of the words. They may vary by only one sound but by more than one letter.

j. ght k. throw l. break

fought threw broke

3. Listen again and circle the word you hear. 4. Listen for the missing words and write them in the sentences below. a. Herbert b. Our tennis team c. What would you like to

seeds to the birds in his yard. the tournament this year. for dinner?

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EXTRA GRAMMAR

Name:

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GRAMMAR Check To review the possessive form of nouns, go back to page 124.

A. Rewrite the following sentences with the possessive form of the underlined noun. 1. The evil stepmother took away the baby toy.

2. The prince stepped into the dragon cave.

3. The class favourite fairy tale is Cinderella.

4. All of the king men couldn’t nd the shoe owner.

5. The fairy magic wand granted the children wish.

To review the simple past of irregular verbs, go back to page 134.

B. Write the base form of each of the irregular verbs in the simple past. 1. spoke

5. thought

9. caught

2. bet

6. taught

10. cut

3. had

7. was / were

11. bought

4. stole

8. froze

12. drank

C. Complete the text below with the simple past form of the following verbs. come • eat • nd • go • lie • say • strike • swear Early this morning, disaster

once again in fairy tale land. Just days after Snow White

missing, her wicked stepmother chambers. Beside the bed

the king’s body in the royal

a half-eaten apple. It seems that the King

downstairs for a midnight snack. He most likely

a poisoned apple that the queen had

prepared for Snow White the night before. When interviewed by the press, the queen “I will never forgive Snow White for causing all this trouble. I

,

I would kill her and

believe me, I will.”

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Enter at Your Enter at Your Own Risk

UNIT

6

In this unit, learn about some of Earth’s extreme places. Read about extreme travel destinations. Watch a video about hiking the West Coast Trail. Discuss the perfect packing list for extreme travellers. Write a travel brochure for your own extreme adventure. Practise grammar: the prepositions at, in and to and the simple future.

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ICEBREAKER

Name:

1.

Date:

Group:

My Travel Style

C1

What kind of traveller are you? 1. Look at the travel words below. Circle the location you would most like to visit. Underline the activity you would most like to try. hike

shop

the Amazon rainforest

paraglide

the Rocky Mountains

eat exotic foods

Costa Rica

learn a language

Mongolia

surf

Egypt

downhill ski

visit a museum

New York City

Tanzania

Switzerland

sunbathe

stay with locals

Greece

Australia

Vietnam

2. Discuss the travel destinations and activities with a partner, and place them into the categories indicated below. Relaxing

USEFUL LANGUAGE • I find this place / activity really . . . • I don’t think I agree. • What type of activity is that? • Why do you say that?

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Challenging

Extreme

3. Discuss the following questions with your partner. Where have you travelled? What was your favourite trip? Why? What travel activity would you most want to do? If you could travel anywhere, where would you go?

4. Do you like to take risks when you travel? Why or why not?

Enter at Your Own Risk

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GRAMMAR POINT

Group:

GRAMMAR p int Using Prepositions of Place: At, In and To Use the preposition at to indicate: the general location of a person, thing or event. Oh no! I left my homework at home. The children are at the park with their grandmother.

Use the preposition to to indicate: movement towards a specic destination. The Rumson family will travel to Mexico in February. Félix will go back to school next week. Note: To does not always act as a preposition. We often see it as part of an innitive, as in the sentence: I want to dance!

Use the preposition in to indicate: the location of people and things in places with recognized geographic boundaries, such as towns, provinces or countries. Tabitha lives in Bonn, which is a town in Germany.

Never use the preposition geographic boundaries.

the location of people and things inside a physical structure. Jean-Marc is studying in the library.

to indicate a place with

A. Read the sentences and circle the correct preposition. 1. Yesterday, we hiked ( in / to ) the top of Mount Washington. 2. Dimitri eats his lunch ( in / to ) the cafeteria. 3. The Biosphere is ( in / at ) Montréal. 4. Carrie baked a surprise cake while her mother was ( to / at ) work. 5. Will you come ( to / at ) my house for dinner tonight? B. Complete the sentences with at, in or to. 1. Meet me

the statue tomorrow.

2. Mr. Beckman dreams of going

the beach.

3. Marie-Anne didn’t answer her phone because she is Chibougamau. 4. I can’t wait to visit my friend Alice 5. Go

Australia!

the pharmacy and buy some toothpaste.

Go to page 237 of the Grammar Section for more information and practice.

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READING

Name:

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2.

Group:

Extreme Travel Destinations

C2

Which of these extreme places would you like to visit? Before Reading

1. In your opinion, what makes a destination extreme?

2. Name a destination that you consider to be extreme and write what you know about it. Underline the prepositions at, in and to. Look at the model for help.

STRATEGY REMINDER To activate your prior knowledge on a topic, ask yourself questions such as Where is it located? and How do you get there?

Mount Everest is the tallest mountain in the world. It is located in the Himalayas, which is a mountain range in Asia. Many people travel to Mount Everest each year. They meet in a village at the bottom of the mountain before beginning their climb to the top.

3. Read the sentences below. Use context clues to determine the meaning of the underlined word. Then, identify the correct synonym. a. The beaches, mountains and lakes make the landscape in New Zealand unforgettable. sea scenery beach b. The view from the top of that mountain was so stunning that I couldn’t stop thinking about it for days. beautiful boring painful c. I wish I could buy this expensive watch, but I don’t have the money. cheap comfortable costly d. My friend gave me several pointers to help me organize my trip. tips suitcases stories e. This plate of exotic food looks so tempting that my mouth is watering! disgusting difcult attractive

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While Reading

4. Read the text on pages 153 to 155. As you read, underline words that describe where the extreme travel destinations are located.

Enter If You Dare Every country has interesting and beautiful places to visit, but some destinations are not for the faint of heart. Read the texts and take a virtual tour of some of the most extreme locations in the world.

allol, Ethiopia

ymyakon, Russia

Let’s begin by visiting a place that easily tops the list of extreme destinations: Dallol, Ethiopia. Back in the 1960s, this was a busy town where people mined for salt. At that time, scientists recorded the hottest average temperature for an inhabited location: 35 degrees Celsius. But often the temperature reached much higher, up to 46 degrees Celsius. Dallol is considered extreme not only because of the heat. It is located in the Afar region of Eastern Africa, which is known for geysers that spit toxic gases, hot springs lled with bubbling acid, earthquakes, sand storms, salt canyons and volcanoes. Why would anyone want to visit Dallol? Although the heat may be horrible, the landscape can be stunning. Brightly-coloured mineral deposits surround hot springs. The salt canyons are pink and form strange shapes, all of which could make travellers think that they are visiting another planet. Before you put Dallol on your list of VOCABULARY places to visit, however, faint of heart fearful remember that you can inhabited occupied only get there by camel. loans money to be paid back over time

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If you’re not a fan of intense heat, how about a visit to the coldest village on Earth? Only about 500 people live in Oymyakon permanently—and it’s easy to understand why! The temperature there is usually around -50 degrees Celsius in January, but in 1924 one Russian scientist recorded an all-time low of -71 degrees Celsius! Ironically, the name Oymyakon means “non-freezing water” because of a nearby hot spring. Certainly, the temperatures in the winter have a major impact on daily life. Dressing warmly is so important that banks in Oymyakon give loans for residents to buy expensive fur coats. Although the cold climate can be hostile, Oymyakon residents have learned to adapt. Many of them raise reindeer or go ice shing to survive. In winter, people leave their cars running all day because if they stop them, they will not start again. Villagers do not own cellphones. Even if they could get service, the devices would not work in such cold temperatures. The next time you complain about walking to school in the cold, remember that Oymyakon’s only school will not close until it gets colder than -52 degrees Celsius!

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on Juan Pond and the Dead Sea Another surprising place that can boast of “non-freezing water” is Antarctica. Don Juan Pond, also called Lake Don Juan, is one of the saltiest bodies of water in the world. It is a small, shallow pond that measures approximately 0.25 square kilometres. It is named after the two helicopter pilots who discovered it in 1961, Don Roe and John Hickey. On that day, the temperature was around -30 degrees in Antarctica, but the water in the pond was still liquid because of its high salt content. The approximate salt content of Don Juan Pond water is 40%, which is 18 times saltier than the ocean. If you were to go for a swim in this pond, all of that salt would make it extremely easy to oat. However, you might prefer oating in the Dead Sea, which is nearly 35% salt. Because it is located between Jordan and Israel, the water in the Dead Sea is warmer, making it a more traditional tourist attraction. One blogger gave the following pointers for Dead Sea oating: make sure you don’t have any cuts before getting into the water, don’t let any of the water get in your mouth or eyes and just lean back and oat.

ngel Falls, Venezuela Those of you who prefer unsalted water might want to head to Angel Falls. If you make the trip down to South America, you can visit the world’s tallest waterfall. The water for the falls drops from a stunning height of 979 metres. Angel Falls is named after the American pilot Jimmie Angel. Mr. Angel was the rst non-indigenous person to see the falls. He sighted the waterfall from his airplane in 1933, but the world only took interest in his discovery in 1937 after he and a small group of people became stranded near the waterfall during a return visit.

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They had to hike FYI We can talk about waterfalls using back to civilization both the singular from this very remote (the waterfall) and location, and their the plural (the falls). adventure captured the public’s attention. Even today, Angel Falls is so remote that visitors must either y over it to catch a glimpse or take a ve-hour ride in a dugout canoe from the nearest village to reach the bottom of the falls.

ount Thor, Canada If you like the idea of visiting an isolated location with a stunning vertical drop, Mount Thor is another good choice for you. Mount Thor is a mountain located in the Auyuittuq National Park on Bafn Island in Canada. This mountain is special because it has the world’s tallest vertical drop: 1 250 metres. To compare, the Eiffel Tower measures 324 metres, the CN Tower is 553 metres tall and the Burj Khalifa, the tallest building in the world, measures 828 metres. But wait. There is more: this drop presents a 105-degree overhang, making it quite a tempting challenge for mountain climbers all around the world. About 30 teams of climbers tried to get to the top before one nally succeeded in May 1985. It took them 33 days to do it. If you’re interested in BASE jumping or paragliding, you may be thinking that Mount Thor is the perfect destination. Sorry to disappoint you, but it is forbidden to jump off any mountain in Auyuittuq National Park since it would take too long for emergency crews to arrive.

VOCABULARY boast be proud of something shallow not deep stranded left in a helpless position remote far from other inhabited places overhang the top of a rock that projects beyond its base BASE jumping using a parachute to jump from Buildings, Antennae, Spans (bridges) or Earth

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ristan da Cunha If you are in the mood for a long boat trip to a place where you can really get away from it all, a trip to Tristan da Cunha might be right up your alley. Tristan da Cunha is a small volcanic island located in the middle of the Atlantic Ocean. It is the world’s remotest inhabited location. In fact, most people were unaware of Tristan da Cunha’s existence before a volcanic eruption in 1961 forced the inhabitants to seek refuge in England. Today the volcano is dormant again and the island is home to about 300 English-speaking inhabitants, most of whom earn their living through potato farming and sheep herding. Tristan da Cunha is a very quiet, clean island. It is an overseas territory of Great Britain but, since it is located 8 589 km from London and it does not have an airport, it takes seven days by boat to get there. If you decide to go, you should plan to stay for a while and you must calculate plenty of time to get there and back.

apua New Guinea Still want to visit a remote location, but you also love learning new languages? Try visiting Papua New Guinea, a country on the eastern half of the island of New Guinea, close to Australia. It is a pretty small country: 462 840 square kilometres, which is roughly the same size as the state of California. Despite its small size, it is also the most linguistically and culturally diverse country on the planet. According to the Ethnologue website, there are around 6 900 languages spoken around the world today and 836 of those languages are spoken in Papua New Guinea. Why are there so many languages on this one island? Each village in Papua New Guinea is very isolated from its neighbours. There are obstacles like mountains, forests, rivers and swamps that

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Group:

make visiting other villages a challenge. As a result, each village developed its own traditions and its own language. So how can people all over the island communicate with each other? There are three ofcial and commonly spoken languages in Papua New Guinea: Tok Pisin, Hiri Motu and English.

anta Cruz del Islote, Colombia Ever thought about taking a trip to a place where you just can’t get away from it all? Located in the Caribbean Sea about two hours off the coast of Colombia, this tiny island has 1 200 residents living on less than one square kilometre! That is the highest population density in the world. There are 97 different buildings on the island, and the only unoccupied space is a public square smaller than a tennis court. Buildings are so close together that islanders must walk through their neighbours’ kitchens to get from one place to another. There is no school or cemetery on Santa Cruz del Islote. Instead, residents have to travel to a different island for these basic needs. The island has no running water, so it must be transported there every three weeks. What is it like to live in such a crowded place? It probably feels a lot like living in one big family. Doors are never locked and you can bet that secrets don’t last long. If you make this island your destination, you will be impressed by the people’s warmth and hospitality. Just don’t expect to have a room all to yourself.

VOCABULARY right up your alley suited to your interests herding protecting large amounts of sheep roughly approximately swamps wetlands bet imagine

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Date:

Group:

After Reading

5. Write the number of the extreme destination inside the circle it corresponds to on the map. Use the text for help.

1. Tristan da Cunha 2. Angel Falls 3. Dallol 4. Oymyakon 5. Don Juan Pond 6. Mount Thor 7. The Dead Sea 8. Papua New Guinea 9. Santa Cruz del Islote

6. Which of the extreme destinations are you most interested in visiting? Why?

7. Which one are you least interested in visiting? Why?

8. Choose one of the extreme locations and imagine that you were born there. What challenges would you face there that you do not face here in Québec?

9. Do you think that Québec sounds like an extreme location to people from the places described in this text? Justify your answer.

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Name:

3.

Date:

VIEWING

Group:

The Hike of a Lifetime

DVD

C2

Find out if the West Coast Trail is for you! Before Viewing

1. Do you think that hiking is a difcult activity? Why or why not?

2. Match the different activities to their equipment. a. swimming

1. clubs

b. soccer

2. goggles

c. bowling

3. saddle

d. golf

4. shin guards

e. cycling

5. rod and bait

f. shing

6. helmet

g. baseball

7. pins

h. horseback riding

8. catcher’s mitt

3. What kind of equipment might be necessary to complete a really intense hike? Explain your answer.

FYI

4. Some people travel to challenge themselves and to accomplish lifetime goals. Check the challenges below that interest you. Add one of your own. sailing around the world

climbing Mt. Kilimanjaro

competing in a triathlon in a foreign country

going on a marathon shopping spree in Paris

Canada’s West Coast shores were so dangerous to access that the rough seas caused many shipwrecks. Survivors often died on the shores before reaching help inland. Soon, this part of Canada became known as the “Graveyard of the Pacic.”

driving across Canada biking through Europe

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Group:

While Viewing

5.

STRATEGY REMINDER Read the statements and make sure you understand them before you watch the video so that you know which information to listen for.

DVD

Read the following statements. As you watch the video, check if the sentences are True or False. Statement

True

False

a. It is easy to hike the West Coast Trail. b. It takes 6 to 8 days to hike the West Coast Trail. c. It rarely rains on the West Coast Trail. d. Parks Canada built bridges and ladders to help hikers along the trail. e. No orientation sessions are offered to future hikers. f. Hikers are encouraged to tackle the trail without any preparation. g. Even prepared hikers sometimes push themselves too hard on the trail. h. It is normal to spend 6 or 7 hours each day hiking. i. Injured hikers are rescued by ambulance.

After Viewing

6. Would you like to hike the West Coast Trail? Why or why not?

7. If you were to take an extreme hike, who would you ask to accompany you? Justify your answer.

8. Why do you think some travellers enjoy taking vacations that involve intense challenges?

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Name:

Date:

4.

Pack Your Bags

SPEAKING

Group:

C1

Pack a suitcase for travellers looking for an extreme adventure. 1. Maude is taking a trip to Angel Falls and needs to get organized. Read about what she packed and why. Highlight the prepositions of place at, in and to.

Maude

Maude’s trip to Angel Falls

r

Olivie

3 sunblock—to protect my skin because it’s sunny in Venezuela.

3 hiking boots—to get to the waterfall, since the trip there might be muddy and slippery. At the falls, the boots can help me explore the area.

3 a Spanish phrase book—to communicate with people in Venezuela because they speak Spanish.

3 a bathing suit—not for jumping off the top! There is a pool at the bottom of the falls and I might want to go swimming to cool off.

Jerom e

2. In groups of three or four, discuss each student’s trip activities and write three items they need to bring. Justify your choices, using the prepositions at, in and to.

Jerome Destination:

Amara

Oymyakon

USEFUL LANGUAGE

3

• She / he should take . . . • I don’t think that is useful because . . .

3

• Let’s check to see what the text says. • I forgot about that! Good idea.

3

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Amara Destination:

Group:

Santa Cruz del Islote

3 FYI

Trouble packing? There’s an app for that! A growing number of mobile programs tell you what to pack and how to pack it for just about any destination.

3

3

Olivier Destination:

the West Coast Trail

3

3

3

3. Whose trip was the hardest to pack for? Whose trip was the easiest? Explain your answers.

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Date:

GRAMMAR POINT

Group:

GRAMMAR p int The Future with Will Use the simple future with will to describe future events and situations or to make predictions. Afrmative: Add will before the base form of the verb. I will hike the West Coast Trail next year. Negative: Add will not before the base form of the verb. You will not get injured if you prepare carefully.

A. Read the sentences. Underline the verbs and rewrite each sentence in the simple future. 1. I go shopping in Milan. (afrmative) 2. You stay with a family in Costa Rica. We can use the contracted form of .

(negative) 3. He eats exotic foods in Turkey. (afrmative) 4. My cellphone works in Oymyakon. (negative) B. Write ve sentences describing your travel itinerary to New Zealand. Use the future with will. New Zealand Travel Itinerary Monday

Tuesday

Wednesday

Thursday

Friday

go mountain climbing in Mount Cook National Park

explore the Lost World Cave

skydive in Matamata

bungee jump in Queenstown

white-water raft on the Kawarau River

1. On Monday, 2. 3. 4. 5. Go to page 212 of the Grammar Section for more information and practice.

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WRITING

Name:

5.

Date:

Group:

Two for the Road

C3

Travelling can be more fun with a friend! 1. Read the advertisement for a travel buddy that Adventure Girl posted on a popular travel website. Underline the future with will.

Wanted: A Travel Buddy Hi! This year I will go on a climbing trip to Mount Thor. It will be my rst

VOCABULARY up for fellow

ready for another

time climbing the highest vertical drop in the world, but I am up for the challenge. I will leave Montréal on July 6 of this year, and will hopefully start climbing around July 10. I am looking for a fellow mountain-climbing fanatic to join me on this trip. We will share the expenses and tent along the way, so female climbers only, please! I will take care of ight and hotel reservations. If you are interested in joining me, you will need to bring your own climbing equipment, some camping gear and warm clothes. Get ready! This will be a long climb so you will need to bring a lot of food that won’t spoil, your good mood and your sense of adventure. —Adventure Girl

SPEAK UP Have students form small groups to discuss the following points. • What do you think about travelling with a stranger? • What are some of the benefits of a travel buddy? The risks? • What questions would you ask a travel buddy before the trip?

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2. Choose an extreme place you want to visit and explain your choice.

Enter at Your Own Risk

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Name:

Date:

Group:

3. Complete the chart to help organize your ideas. When will you travel?

How will you get there?

List several items you will need to pack to prepare for your trip.

3 3 3 3 What kind of travel buddy are you looking for?

4. Use the information from Step 3 to write an advertisement for a travel buddy. Include the future with will. Look at the model for help.

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READING

Name:

6.

Date:

Group:

The Intrepid Camper

C2

Have you ever thought about spending a summer doing something extraordinary? Before Reading

1. What are your favourite summer activities? Check all that apply. sleep read babysit

talk to friends travel play an instrument

paint or draw hike, bike or jog learn a new hobby

shop watch TV play video games

2. Think about your summer vacation this year. Read the list of summer plans and predict what you will and will not do. Write full sentences using the future with will.

Summer Plans • make my bed • go to the pool • see my friends • ride my bike • learn to waterski • paint my room • babysit • sleep late every day • go to summer camp

a. I will not make my bed. b. c. d. e. f. g. h. i.

3. What is your idea of a perfect summer vacation? Explain your answer.

While Reading

4. Read the text on pages 165 and 166. As you read, underline descriptions of the activities that are offered at each summer camp.

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A Different Kind of Camp ummer vacation is just around the corner. You are probably getting excited about two months away from school, catching up on sleep and just relaxing . . . Or maybe you remember last summer, when the days began to seem a little too long and boring. Sure, you were happy to take a break from school, but after a few weeks, you were looking for something to do. If you want to make your summer vacation more exciting, look no further! Extreme Camping, Inc. will nd the perfect summer camp for you. Using interviews and questionnaires, our team of specialists will match you with the summer camp of your dreams. We promise to add some adventure and maybe even a little danger to your life this season. Check out a few of the camps we offer.

Close to Home: Québec Galactic Adventure Ever wonder what astronauts really do up in space? You can satisfy your curiosity with Galactic Adventure. During a one-week program at our facilities in Lévis, Québec, you will rst learn about aerodynamics by building and launching your own rocket. Next, you will nd out what it is really like to be an astronaut while spending time in our simulators and hearing about daily life in space from a former Canadian astronaut. By the end of the week, you will participate in virtual missions to the moon, other planets and even

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another galaxy. This camp may be just down the road, but if you choose to accept this mission, you will travel further than you ever dreamed you could.

Adrenaline Rush Whitewater rafting, ziplining and rock climbing are just a few of the activities that you will enjoy at Adrenaline Rush, located near Sutton, Québec. Adrenaline Rush is an ideal camp for active people who like excitement and who love to try new things. Each camp session begins with team-building exercises to encourage trust and commitment. Throughout the week, you will get a chance to practise your rappelling skills and you will learn how to orient yourself in the wild by observing your surroundings and using a compass. By the end of the two weeks, you will be able to build your own re and set up your own tent. Campers will eat and sleep alongside their teammates in order to encourage a sense of community. Camp sessions will wrap up with an obstacle course competition in which you and your team members will put your new skills to the test. Winners get to take home their very own Adrenaline Rush compass and carabiners.

VOCABULARY facilities buildings down the road not very far away rappelling descending a rock face with a rope carabiners tools used for climbing

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City Lights

Further Aeld: the Canadian North The Great White North calls to the spirit of adventure in many Canadians. Recently, that call has become more urgent: with global climate change affecting this region, the future of Canada’s northern territory is uncertain. Arctic Chill offers you the chance to travel to this glacial environment and learn about the culture of the people who live in it. Discover what the local population is doing to preserve their home, and learn what you can do to help. At this camp, located in Rankin Inlet, Nunavut, you will stay with local Inuit and experience their traditional food and culture. You will learn methods of Arctic hunting and take a side trip to view polar bears. But be prepared for your three-week summer adventure: don’t forget your jacket or sunglasses!

Come practise your English skills in the city that never sleeps! This camp combines urban exploration with a chance to get to know the people and language of one of the most dynamic cities in North America. City Lights offers an exceptional opportunity to learn more about New York City. You will begin your two-week stay by touring local neighbourhoods. These tours, led by experienced guides, will teach you all about the lives of the people who live there. After a few days, you will practically be a local! In your second week, you will spend the mornings learning about the food, art or history of the Big Apple. In the afternoons, you will volunteer your time working on a project of your choice. This will give you a chance to get to know local residents and to practise your English language skills in an authentic environment.

New York Adventures

Overseas Edition: the Amazon

Camp Ninja

Campazon

Arctic Chill

Deep in the woods of upper New York State, a deadly force of ninjas are honing their skills. They practise creeping up on their enemy. They disguise themselves until they are almost invisible. They learn to ght with swords, knives and throwing stars. They swim in the lake, tell stories around campres and roast marshmallows. Camp Ninja is a week-long immersion into the world of the ninja; campers will receive training in martial arts, stealth and Japanese culture. They will also enjoy more traditional summer camp activities such as nature walks and campres. Campers will each go home with their own Camp Ninja T-shirt and the secrets of a ninja warrior.

VOCABULARY honing stealth

166

Date:

perfecting secrecy

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Located in one of the most exotic, dangerous and diverse ecological systems in the world, the Campazon program is designed to create lifelong memories. Your unforgettable adventure will begin with a two-hour canoe ride just to access the camp site. For the rest of your stay, you will sleep in treehouses that offer an excellent view of the rainforest, and you will wake up to the sounds of exotic birds, insects and howler monkeys. Local tribe members will teach you how to nd food in the jungle, how to build shelters and how to avoid danger. You will also learn about the rainforest’s diverse plant and animal life; our resident ecologist will teach you how to identify different species of plants and animals. Just don’t forget your bug spray! This jungle is not for luxury travellers.

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Name:

Date:

Group:

After Reading

SPEAK UP Have students form small groups to discuss the following points. • How do you feel about going to summer camp? • What are the pros and cons of going away to summer camp? • If you could invent a type of summer camp, what would it be?

5. What is the purpose of the text you just read? Explain your answer.

6. Write the name of the camp that corresponds to its objective. a. Learn about ecological diversity b. Practise team building c. Travel to outer space d. Develop language skills e. Learn about preserving nature f. Improve self-defence skills

7. Propose a new activity for each camp based on your understanding of its description. Use the future with will. Galactic Adventure

You will learn how to prepare special meals in outer space.

Adrenaline Rush Arctic Chill Camp Ninja City Lights Campazon

8. Which camp sounds the most interesting to you? Why?

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WRITING PROJECT

Name:

7.

Date:

Group:

Writing a Travel Brochure

C3

Create a travel brochure about a trip to an extreme destination. 1. Choose an extreme destination for your travel brochure and research it. My destination is: It is extreme because:

2. Brainstorm ideas about your trip and complete the chart below.

STRATEGY REMINDER Look for vocabulary, expressions and sentence structures in the text on pages 165 and 166 that you can transfer or adapt for your text.

Trip Overview When is the trip? How long will it last? What type of person will enjoy this trip?

What will make this trip special?

Activities •

•

•

Items to Pack

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Name:

Date:

Group:

3. Write the rst draft of your travel brochure. Look at your notes from Step 2 for help, and refer to the texts on pages 165 and 166 as a model. Use the prepositions at, in and to and the future with will to complete your text.

Writing Checklist Trip Overview

I Introduced my trip in an interesting manner. I described the travel adventure using the future with will. I included interesting activities and suggestions for what to pack. I checked my spelling and punctuation.

Activities

I used resources to check my work.

Items to Pack

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Write the nal copy of your text. Make changes and corrections. Add images of your destination.

7. Present your travel brochure to your classmates. Reproduction prohibited © TC Media Books Inc.

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EXTRA READING

Name:

Date:

Group:

An Extreme Family Voyage

C2

How do you feel about taking a long vacation with your family? Before Reading

1. Briey describe a particularly memorable trip that you took with your family. Where did you go, and why was it memorable?

2. Imagine that your parents decide to take you on a four-year trip around the world. Complete the chart below. a. How will you react?

b. Which places will you want to visit?

c. What are the benets of travelling with family?

d. What are some of the challenges?

3. Complete the sentences with the correct word from the word box. Use the context and the denitions on pages 171 to 173 for help.

Word Box

a. The

170

cramped up harried myriad sentries underbrush

one hundred and seventy

harried

teacher forgot to grade the quizzes.

b. We couldn’t get around the c. Our resort offers families a choose from.

blocking the gate. of activities to

d. Max didn’t see the snake lying in the

.

e. The small car left the family’s legs all

.

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While Reading

4. Read the text on pages 171 to 173. As you read: • Underline the family’s reasons for going on the trip. • Highlight what they had to do to prepare.

The Voyage of the Northern Magic by Diane Stuemer

discovered, to my surprise, that we could sail around the world for about half as much as it cost us to live three years in the suburbs. I drank it all in. The pictures the story conjured up in my mind were so vivid I simply knew this was for us. And when I put the magazine down, I knew our lives were forever changed. Not only did I want to sail around the world, I had to do it. *** The more we investigated, the more Herbert and I became convinced that we were meant to do this as a family. Undertaking this challenge together would be an incredible gift to our boys’ development, and to our relationships with them. We felt that in particular Michael, our oldest son, really needed a fresh start and the boost that would come with tackling such a lofty goal. For some reason, his self-condence had been in a steady decline. We were certain the trip would help give him a stronger start in life.

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In this book, Canadian Diane Stuemer tells the true story of how she and her family spent four years sailing around the world. Diane describes adventures such as ghting storms at sea, encountering exotic wildlife, evading pirates and meeting interesting and friendly people everywhere. Read about why she and her husband chose to take their three sons, aged eleven, nine and ve, on this dangerous trip. Then, learn about the family’s stop in Komodo, an island near Indonesia that is famous for its giant Komodo dragons.

With this as our goal, however, we had no choice but to leave immediately. In a few years Michael would be too old to want to stay cramped up in a small boat with his parents. So within days, our initial ten-year strategy evolved into a one-year plan. Considering that within that year, we would have to nd a suitable boat, sell our business, rent out our house, take courses, and prepare for this monumental trip, this might have seemed an impossible goal. Yet in a strange way we knew, irrevocably, that we would move heaven and earth if need be. Somehow we would make it happen. Once the passion of this great dream had seized hold of us, we could no more ght it than we could have stopped an avalanche. ***

VOCABULARY conjured up evoked tackling solving a problem lofty difcult cramped up conned to a small space irrevocably without a doubt seized grabbed

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Name:

And so, just one year after we had decided to undertake our odyssey, as the warm summer air began to take on the tang of colder days to come, we pulled up anchor and set off on our circumnavigation. We were untried sailors, in a vessel we had never sailed. Our entire sailing experience consisted of six afternoons on the Ottawa River in a twenty-three-foot boat. We weren’t 100 per cent ready, it is true, but we were ready enough to leave. During the next four or ve months of cruising down the eastern seaboard we would have time to sort out the myriad details unattended to and begin learning about the craft to which we were entrusting our family’s lives. That crazy, harried, impossible phase was behind us. Now the whole world lay ahead. ***

VOCABULARY seaboard land bordering the sea myriad many harried busy, anxious intrude come uninvited jaws mouth primeval ancient, primitive tiptoeing moving very carefully riptides powerful water currents sentries guards

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Six months later . . . We were sailing along the south shore of Rinca Island, whose ragged volcanic peaks plunged right down into the ocean beside us. The island was clearly outlined in the misty grey pre-dawn light. As the sun began rising behind it, I realized it was actually shaped just like a sleeping dragon, with its head resting on the ocean surface and a long tail that curved elegantly alongside its body. It was almost as if this mighty beast was guarding the entrance to the island, home of the real Komodo dragon, and anyone foolish enough to intrude might nd themselves snapped up in its hungry jaws. My imagination feasted on this primeval scene as the sun began to stretch its rst golden rays over the back of the sleeping dragon and we began tiptoeing our way in through the strait. The narrow channel between Komodo and Rinca islands is notorious for its unpredictable currents, whirlpools, and riptides. Sure enough, waves suddenly reared up to bash us, and the current pushed us violently away, as if they, too, were sentries whose job it was to discourage unwanted visitors. But at last, around noon, we made our entrance into the shelter of Komodo Island.

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Name:

Date:

Group:

Before leaving, we had a more important mission to accomplish. We had to seek out an encounter with the legendary Komodo dragon, the real-life giant lizard that was probably the basis for the ubiquitous dragon of Far East legend. In years past, it was the practice for tourists coming to Komodo to bring a live goat along with them. The poor doomed creature would be left, bleating, tethered to a tree as the people stood back and watched the monstrous lizards tear it apart. People no longer bring goats, but the dragons, which reach three metres in length and live fty years or more, haven’t forgotten, and still gather at the former feeding spot, hoping for a snack. Park ofcials have stocked the island with deer, and it’s now up to the dragons, of which there are only a few thousand left, to hunt for their own food. A Komodo dragon is an adept hunter, capable of bringing down a fully-grown water buffalo. We headed into the forest with a young guide. He was heavily armed to protect us from these carnivorous dragons—with a long forked stick. Our guide had a real nose for the dragons, and kept peeling off the path into the underbrush after suddenly pricking up his ears, like a German Shepherd, at some sound or smell we were not able to perceive. As the seven of us walked down a narrow path deep into the orchid-lled forest, we began to make jokes about which of us was most liable to be snapped up by a hungry dragon. It’s not unknown for them to eat humans, especially small ones. A few years before, a Swiss man had been separated from his tour group, and only his glasses and camera were ever found. I joked that as long as you weren’t the last in line you were safe. This sparked a game like musical chairs in which whoever was bringing up the rear would try to sneak into a safer spot in the middle.

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Finally, we reached the dragon-feeding spot. And there, indeed, a Komodo dragon lay in wait, his two-metre length spread out languorously in a sunny spot on the forest oor. He was sleeping, or resting at least, storing up the sun’s energy like a living solar panel. We got within a few metres of the great black leathery beast, watched over by our guide and also by large unblinking black lizard eyes. Michael was a little too nonchalant for my taste, and I had to keep reminding him not to get too close. As I was lming the dragon close up with the video camera he sneezed, making me jump. The dust raised by his sneeze looked just like a puff of real dragon smoke.

VOCABULARY ubiquitous present everywhere doomed destined for misfortune bleating making a scared noise tethered tied with a rope had a real nose for be able to sense something peeling off leaving underbrush plants growing in a forest snapped up eaten quickly sparked inspired sneak into secretly move languorously without energy nonchalant unworried

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Name:

Date:

Group:

After Reading

5. Circle the correct answers based on the text. a. How many people are in the Stuemer family? 3 people

4 people

5 people

b. How did Diane Stuemer learn about circumnavigation? on television

in a magazine

on the Internet

c. How long did it take the Stuemer family to prepare for their trip? 10 years

5 years

1 year

d. How much time did the family spend sailing before the trip? 6 afternoons

6 months

1 year

e. What does Komodo Island look like? a sleeping dragon

a volcano

a sailboat

f. What is a Komodo dragon? a real dragon

a giant lizard

an iguana

6. Why did the Stuemers decide to leave on their trip as soon as possible?

7. The author writes that one primary motivation to sail around the world was to give her teenage son a “fresh start.” Name three other ways to get a “fresh start” in life. a. b. c.

8. Do you think the kind of trip the Stuemers took would change a family? Would it make them closer or just create more tensions? Justify your opinion.

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Name:

Date:

EXTRA LANGUAGE

Group:

Word Games Be careful—sometimes familiar words can be misleading! 1. Read the text and highlight the false cognates.

Cognates are words that are written similarly and have the same meaning in different languages. For example, dragon means the same thing in English and French.

Hi! I saw your ad for a travel buddy, and I’d love to do the West Coast Trail with you. I am actually a university student so I can travel during the summer. I like hiking, and I already have some boots, a vest made out of waterproof tissue and a rst-aid kit in case we get blessed. What else should I pack? I plan to go to the library tonight and buy a travel book. I have family in Vancouver, so I may rest with them a few extra days before the trip. My cousin Min demanded me to take her shopping!

False cognates are words that are written similarly but have different meanings in different languages. For example, the English word coin means a piece of money—not a corner.

— Soo-jin

2. Write the false cognates in the chart below. Then, write the correct word Soo-jin should have used. False cognate a. actually

Correct word currently

b. c. d. e. f. g.

PRONUNCIATION

CD

3. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds. a. ship

chip

d. same

shame

g. catch

cash

b. cheat

sheet

e. bash

batch

h. match

mash

c. shoe

chew

f. sheep

cheap

i. show

sew

4. Listen to the words again and circle the word you hear in the pairs above. Reproduction prohibited © TC Media Books Inc.

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review the prepositions at, in and to, go back to page 151.

A. Read the following message and complete the sentences with the correct preposition. Choose from at, in or to. Rachel, I’m sorry to tell you that I won’t be able to come next week. I will be

China! It will be my rst trip

I’m very excited. My father is already my mother and me Don, who is studying

weekend

Asia, and

Beijing, but he will come meet

the airport. We will also meet up with my cousin Peking University. I think we are planning to stay

a nearby hotel for a few nights before heading I will be back home

your birthday party

the Great Wall.

Canada by Labour Day. Will you spend the

your chalet? If not, maybe we can meet up and celebrate your

birthday then! Camille To review the future with will, go back to page 161.

B. Jackson is planning a trip across the Canadian Rockies. Look at his options and write an afrmative and a negative sentence indicating what he plans to do. Use the future with will.

3 take the train

Jackson will take the train. He will not / won’t drive.

drive

3 travel with a friend travel alone stay in hotels

3 camp 3

hike around Lake Louise bike around Peyto Lake

3 go ziplining go bungee jumping

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Grammar and Reference Sections Verbs

Sentence Builders Simple and Compound Sentences ........................ 225

Simple Present Verb to be, afrmative and negative..............

178

Verb to be, yes / no questions...........................

181

Plural forms.......................................................

227

Verb to be, information questions ..................

182

Countable and uncountable ............................

228

There is and there are ......................................

183

Possessive forms................................................

229

Other verbs, afrmative and negative............

184

Other verbs, yes / no questions .........................

188

Subject pronouns..............................................

230

Other verbs, information questions ................

189

Object pronouns ...............................................

231

Present Continuous

Nouns

Pronouns

Adjectives 190

Position and order ............................................

232

Negative ............................................................

192

Possessive adjectives .........................................

233

Yes / no questions ..............................................

193

Information questions......................................

194

Verbs

Afrmative........................................................

Simple Past Verb to be, afrmative and negative..............

195

Verb to be, yes / no questions...........................

198

Verb to be, information questions .................

199

Adverbs Adverbs of time ................................................

234

Adverbs of frequency .......................................

235

Discourse markers: sequence adverbs and ordinal numbers ........................................

236

Prepositions

There was and there were ............................... 200

Prepositions of place ........................................

237

Regular verbs, afrmative................................

201

Prepositions of time, date and duration.........

238

Irregular verbs, afrmative ..............................

203

All verbs, negative ............................................

Articles: Denite and Indenite............................. 239

205

All verbs, yes / no questions ..............................

207

All verbs, information questions ..................... 208

Question Words ........................................................ 240 Punctuation ...............................................................

241

Capitalization ............................................................ 242

Past Continuous Afrmative and negative ................................

209

Yes / no questions .............................................

211

Information questions .....................................

211

Simple Future Future with will, afrmative and negative.....

212

Yes / no questions with will...............................

215

Information questions with will ......................

216

Future with be going to, afrmative and negative .....................................................

217

Yes / no questions with be going to .................

219

Information questions with be going to ........

219

Reference Section Functional Language ............................................... 243 Strategies................................................................... 245

Imperatives................................................................ 220 Modals

Verb Tense Overview ............................................... 247 Simple Past of Common Irregular Verbs ............... 249 The Response Process .............................................. 250 The Writing Process .................................................

251

Can.....................................................................

221

The Production Process .......................................... 252

Could .................................................................

222

Peer Editing Guide ................................................... 253

Should ...............................................................

223

Self-Evaluation Guide ............................................. 254

Must and have to .............................................

224

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GRAMMAR SECTION

Name:

Date:

Group:

Simple Present VERBS

Verb To Be Afrmative Use the simple present tense of to be to describe people, places and things. Example: contractions

Singular

Example: verb

I You She / He / It

am 12 years old. are a musician. is cold.

I’m 12 years old. You’re a musician. She’s / He’s / It’s cold.

Plural

Subject

We You They

are happy about it. are right! are from Mexico.

We’re happy about it. You’re right! They’re from Mexico.

FYI

We often use to talk about time, weather or distance.

A. Circle the correct form of the verb to be. My name (am / is / are) Devi and I (am / is / are) in Secondary 1. My English class (am / is / are) fun because all of my friends (am / is / are) different. I (am / is / are) tall and shy. My best friend, Amina, (am / is / are) short and really funny. Donovan (am / is / are) a good athlete and Angelo (am / is / are) a musician. Cole and Theresa (am / is / are) bilingual. It (am / is / are) always a good idea to ask them for help with English assignments.

B. Underline the subject in each sentence. Complete the sentences with the simple present of the verb to be. Do not use contractions.

FYI

Hello, everybody, and welcome to the rst day of school! This an important year for you. We

your new teachers and we

excited to meet you. My name I This

We often use and to introduce people and topics.

Ms. Ginger and

your Ingredients teacher. Mr. Graham and he

your Measurement teacher. Mrs. Chopin and Mr. Liszt

the Recipe teachers. They

very creative in the kitchen. I

your Food Safety teacher, Ms. Mitt. Her class

very important. We

you as new students at Feasting Academy. We hope that you

happy to introduce happy to welcome

ready to work very hard. It

the best cooking school in the country!

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Verbs

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Name:

Date:

GRAMMAR SECTION

Group:

C. Underline the subject and verb in each sentence. Then, write the contraction on the line. 1. We are so glad you could come. VERBS

2. She is ready to apologize now. 3. You are not allowed to eat dessert before dinner. 4. They are excited to go to the cinema tonight. 5. It is one of my favourite books. 6. I am so hungry that I could eat an elephant!

D. Write complete sentences to describe Alisha and Bryan. Use the information in the proles and the verb to be. Model Answer Name: Melanie Fuentes Age: 13 Interests: manga, reading, music Favourite colour: bright red Dream: to write a book one day

1. This is Melanie Fuentes. She is thirteen years old. Her interests are manga, reading and music. Her favourite colour is bright red. Her dream is to write a book one day.

Name: Alisha Winters Age: 12 Interests: karate, writing Favourite colour: orange Dream: to become a police ofcer

2. This is

Name: Bryan McHale Age: 13 Interests: video games, drawing Favourite colour: grey Dream: to walk on Mars one day

3.

E. Use the verb to be to write complete sentences about yourself. Give the following information: your age, your interests, your favourite colour and your dream.

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Verbs

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GRAMMAR SECTION

Name:

Date:

Group:

Simple Present VERBS

Verb To Be Negative

The rst person singular has only one negative contraction.

Form a negative sentence by adding not after the verb. The verb to be has two different negative contractions, for example You’re not and You aren’t. Example: verb + not

Singular

Example: contractions

I You She / He / It

am not 12 years old. are not a musician. is not cold.

I’m not 12 years old. You’re not a musician. / You aren’t a musician. She / He / It’s not cold. / She / He / It isn’t cold.

Plural

Subject

We You They

are not happy about it. are not right! are not from Mexico.

We’re not happy about it. / We aren’t happy about it. You’re not right! / You aren’t right! They’re not from Mexico. / They aren’t from Mexico.

A. Complete the sentences with the negative form of the verb to be. Do not use contractions. This

is not

my idea of a vacation! It

and the people

friendly. The showers

hot, and the air conditioning what to do because the weather I

very sunny

cold. I

sure

predictable. The worst part?

allowed to touch my phone or my computer! My twin sisters upset because they

friends from home. But they are only six; they

worried about missing thirteen like me!

B. Circle the negative form of the verb to be and its subject in each sentence. Then, write both forms of the negative contraction. 1. You are not happy with your class schedule. 2. We are not late because we ran all the way to school. 3. If they are not invited, then I am not coming.

4. It is not four o’clock yet, so she is not home from school.

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Verbs

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Name:

Date:

GRAMMAR SECTION

Group:

Simple Present Yes / No Questions These questions can be answered with a simple “yes” or “no.” Follow this word order: simple present of the verb to be + subject + rest of the question. Rest of the question

Singular

Subject

Am Are Is

I you she / he / it

happy? a swimmer? in the gymnasium?

Plural

Verb to be

Are Are Are

we you they

late for the show? good at math? from Germany?

FYI

VERBS

Verb To Be

To change a sentence with into a yes/no question, simply invert the position of the verb and the subject.

A. Circle the correct form of the verb to be to complete the questions. Underline the subject. 1. ( Am / Is / Are ) your bike red or blue? 2. ( Am / Is / Are ) you in Secondary 3? 3. ( Am / Is / Are ) we near your house? 4. ( Am / Is / Are ) I a fast runner? 5. ( Am / Is / Are ) the computer broken?

B. Read the answers. Write a yes / no question for each answer. 1. Q: Is the show tonight?

A: Yes, the show is tonight.

2. Q:

A: No, I am not late for class.

3. Q:

A: No, you are not ready to leave.

4. Q:

A: Yes, we are in the same class.

5. Q:

A: Yes, Sena is happy with her decision.

6. Q:

A: No, her brothers are not twins.

7. Q:

A: Yes, they are in Secondary 5.

8. Q:

A: Yes, Dave is excited to play.

9. Q:

A: No, it is not lunchtime yet.

10. Q:

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A: No, Perry and Tom are not here.

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Simple Present VERBS

Verb To Be Information Questions These questions request specic information and cannot be answered with a simple “yes” or “no.” Start with the question word and then follow the same word order as for yes / no questions. Subject

Rest of the question

Singular

Verb to be

When Why Who

am are is

I you she / he / it

most happy? still there? with?

Plural

Question word

Where How What

are are are

we you they

now? this morning? angry about?

For more information on question words, see page 240.

A. Underline the subject in each question. Write the correct form of the verb to be. 1. Where

the bus?

4. When

you available? your new skates?

2. Who

Bryce and Cleo?

5. How

3. Why

I so tired?

6. What

Maria’s idea?

B. Read the article about Kelvin Doe. Write information questions based on the underlined information. My hero is Kelvin Doe (1). He is from Sierra Leone (2). He is only 16 years old (3) but he is already a world-famous engineer and DJ (4). He is smart and ambitious. He makes radio equipment with material that he nds in the garbage. His inventions are important because they help his community (5). He is an inspiration to many people. His motto is “Through innovation, we can build our nation” (6).

182

1. Who is your hero?

4.

2.

5.

3.

6.

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Simple Present Use there is and there are to say that something exists, or to describe things. In these types of sentences, the subject comes after the verb. Make sure that the verb agrees with the subject that follows it.

FYI

To form yes/no questions with and , simply invert the position of the verb and .

VERBS

There Is and There Are

There is a park in my neighbourhood. (singular) There are many trees in the park. (plural)

A. Circle the correct form of the verb to be. 1. There ( is / are ) many different colours in the rainbow. 2. There ( is / are ) twenty-ve students in my history class. 3. We ( is / are ) scared because there ( is / are ) a storm coming. 4. Ronald ( is / are ) happy when there ( is / are ) cake for dessert. 5. There ( is / are ) only one possible answer. 6. ( Is / Are ) there sports facilities at your school?

B. Complete the text with there is and there are. Underline the subjects they agree with. I live in a large city. In my city,

a metro system because

people. It is easy to travel to my city because train station as well.

many

an airport.

a

four museums and two movie theatres.

a large stadium because

two professional sports teams in my city.

many parks.

many cities in the world, but

only one city like my city!

C. Think about your own city or town. Write a short paragraph to describe where you live, using there is and there are. Use the paragraph above as a model.

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Simple Present VERBS

Other Verbs Afrmative Use the simple present tense of other verbs to present facts, identify habits or talk about feelings, likes and dislikes. Use the base form of the verb. Add an s to form the 3rd person singular. Example: verb

Singular

I You She / He / It

live in Victoria. play soccer. walks to school.

Plural

Subject

We You They

study after supper. like cherry pie. prefer action movies.

FYI

The verb has an irregular form in the 3rd person singular: .

Pay attention to these spelling rules for the 3rd person singular. Rule

Verb

Examples

Most verbs

Add s.

eat

eats, play

Verbs ending with a consonant + y

Change y to i and add es.

y

Verbs ending with ch, o, s, sh, x, z

Add es.

search searches, do does, pass x xes, buzz buzzes

ies, try

plays, call

calls, take

takes

tries passes, wash

washes,

A. Complete the sentences with the simple present of the verb. 1. Maggie usually (go)

to bed after she (nish)

2. I (play)

basketball every day with my friends.

3. Sam and Helen (do)

the dishes after supper.

4. Jack always (try)

to solve the problems that Vincent (create)

5. Henry and I (walk)

her favourite TV program on Thursdays.

7. When the teacher (ask) on Maya. 8. My parents (worry)

a tough question, she often (call) when I (forget)

9. Sanaa (study)

to call home.

a lot before science exams.

10. You always (pass)

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to hockey practice.

6. Olga (watch)

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her homework.

the ball to Jeffrey.

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B. Write a full sentence to match each activity in the word box to the correct person. Use the simple present.

cook meals do portraits examine patients x lights y planes

Layla examines patients.

1. Layla is a doctor. 2. Rocco is a professor.

VERBS

Word Box

3. Sumata is a chemist. 4. Ralph is a journalist. 5. Emily is an electrician.

mix chemicals

6. Yuko is a painter.

teach students

7. Danny is a restaurant chef.

write stories

8. Sebastian is a pilot.

C. Read the activities on the calendar. Write complete sentences reporting which activities each person does on each day of the week. Monday

A.M. art class: Arielle and Suri

Tuesday

P.M. basketball: Paulo band practice: Marcus

Wednesday

gym: Suri

Thursday

science lab: Aiko, Martin

Friday

student council meeting: Aiko drama club: Arielle, Martin

Saturday

soccer: Paulo, Arielle

swimming: Martin

Sunday

piano lessons: Marcus

video games: Suri

1.

Arielle: On Monday morning, Arielle has art class. On Friday afternoon, she goes to drama

club and on Saturday morning, she plays soccer. 2.

Suri:

3.

Paulo:

4.

Marcus:

5.

Aiko:

6.

Martin:

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Simple Present VERBS

Other Verbs Negative Form a negative sentence by adding do not or does not before the base form of the verb. Example: do / does not + verb

Singular

Example: contractions

I You She / He / It

do not live in Victoria. do not play soccer. does not walk to school.

I don’t live in Victoria. You don’t play soccer. She / He / It doesn’t walk to school.

Plural

Subject

In the 3rd person singular, becomes .

We You They

do not study after supper. do not like cherry pie. do not prefer action movies.

We don’t study after supper. You don’t like cherry pie. They don’t prefer action movies.

A. Circle the verb in each sentence. Rewrite the sentences in the negative. Do not use contractions. 1. Jackie likes snakes. 2. Omar plays the trumpet. 3. We eat cereal for lunch. 4. Ali and René take the bus. 5. I eat meat every day. 6. Callie goes to bed early. 7. Your brother washes the car. 8. Mia’s family lives up north.

B. Write a negative sentence about each person’s dislikes. Use contractions. Dislikes Snakes Sean Cara

Vegetables Caleb Minnie Asaf

186

Spiders Reggie David Mae Homework You

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C. Complete the text with the simple present of the verbs in parentheses. Do not use contractions.

A Great Idea the VERBS

Sometimes the best ideas (be, afrmative) simplest ones. Ann Makosinski (think, afrmative) so! She (consider, negative)

herself a hero,

but many people do. Ann (be, afrmative) 15 years old and she (live, afrmative) B.C. She (play, afrmative) afrmative)

in Victoria, the piano and (go,

to a local high school with her

friends. But Ann (be, negative)

your typical

teenager! When she (come, afrmative)

home after school, Ann (like, afrmative)

to work on science projects. Some of them (work, negative) but Ann (get, negative)

,

discouraged. Ann’s recent invention (be, afrmative)

a human-powered ashlight. This device (use, afrmative) heat from your hand to make it light up. This ashlight (require, negative) batteries! Ann (be, afrmative)

very excited about winning rst prize at the

2013 Google Science Fair, but she (think, negative) afrmative)

she is special. She (say,

that she (be, afrmative)

just an average teenager!

D. Write a short text about a friend you think is special. Use the simple present of to be and of other verbs.

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Simple Present VERBS

Other Verbs Yes / No Questions Follow this word order: do / does + subject + base form of main verb + rest of the question. Main verb

Don’t forget to use for the 3rd person singular.

Rest of the question

Singular

Subject

Do Do Does

I you she / he / it

need want like

my calculator? a cookie? spaghetti?

Plural

Verb to do

Do Do Do

we you they

live play write

in the same neighbourhood? an instrument? letters home?

A. Use the pictures to discover what kind of pizza toppings Vincent and his friends like. Complete the questions with the correct form of to do. Answer with “Yes” or “No.”

B.

Marco

Juan

Andy

Vincent

Nina

Lee

1.

Marco like musrooms?

2.

Nina and Marco prefer the same toppings?

3.

Juan like onions?

4.

Andy prefer meat on his pizza?

5.

Vincent want mushrooms?

6.

Nina and Andy like salami?

7.

Vincent and Lee have the same preferences?

8.

Vincent and his friends agree on the pizza toppings?

C1

Write three yes / no questions to ask a classmate about pizza preferences.

1. 2. 3.

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Simple Present Information Questions Question word

Verb to do

Singular

How Why Where

do do does

Plural

Start with the question word and then follow the same word order as for yes / no questions.

Who What When

do do do

Subject

Main verb

Rest of the question

I you she / he / it

get feel live

to your house? sad? now?

we you they

invite like need

to the party? to cook? our help?

VERBS

Other Verbs

For more information on question words, see page 240.

A. Complete the questions with the correct form of the verb to do. Underline the subject. 1. When

the bus leave for the ski trip?

2. Where

we meet before the movie?

3. Why

Anton always arrive late?

4. How

I nd the chemistry lab?

5. What

you want to do after school?

B. The following questions have errors in their word order. Underline the errors and rewrite the questions, using the correct word order. 1. How I do catch a sh? 2. When set does the sun tonight? 3. How like do you your new smartphone? 4. What do want you for lunch? 5. Where birds do go in the winter?

C.

Write two information questions in the simple present to ask a classmate about his or her habits.

C1

1. 2.

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VERBS

Present Continuous Afrmative Use the present continuous tense to describe ongoing actions or actions that are happening right now.

We do not generally use the present continuous for verbs that express emotions.

To form the afrmative, use the simple present of the verb to be before the present participle (base form + ing) of the main verb. Example: contractions

Singular

Example: verb to be + present participle of main verb

I You She / He / It

am doing my homework. are listening to music. is waiting for us.

I‘m doing my homework. You’re listening to music. She / He / It’s waiting for us.

Plural

Subject

We You They

are having a party. are acting silly. are watching a video.

We’re having a party. You’re acting silly. They’re watching a video.

Pay attention to these spelling rules for the present participle. Rule

Verb

Examples

Most verbs

Add ing.

do

doing, walk

Verbs ending in one e

Remove the e before adding ing.

ride

riding, close

closing

Short verbs ending in one vowel + a consonant

Double the consonant before adding ing.

run

running, cut

cutting

Verbs that end in ie

Replace ie with y before adding ing.

lie

lying, die

walking

dying

A. Put the words in the correct order to form sentences in the present continuous. 1. ringing / cellphone / my / again / is

2. is / me / sending / my sister / another text message

3. to get / on / my nerves / starting / this / is

4. turning / I / off / my / am / cellphone now

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B. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions. Hi Malika, with a bang! I (do)

VERBS

My rst term of high school (end) really well in school. Plus, I (make) a lot of new friends. My friend Sean is here. He (help)

me with my

presentation on global warming. We (put)

together a video of images

from around the world. We (think)

of adding a soundtrack.

My whole class (plan)

to go on a eld trip to Ottawa tomorrow to

visit the Science and Technology Museum. I can’t wait! It (snow) hard right now. We (get)

really

our rst winter storm. I hope that the snow

removal trucks (work)

hard to clear the roads so that we can get to

Ottawa after all. Sean (wait)

, so I had better go.

Cassie

C. Look at the illustration. Write complete sentences describing what the characters are doing. Use contractions. Look at the word box for ideas.

Word Box bark • carry • cry • frown • hold • jump • look • play • pull • run • set • sing • swing • yawn • wave

1. She ‘s frowning.

1 2

2. He 3. He 5

3 4

4. They 5. He 6. She 7. It

7

6

8. It 8

10 9

9. He 10. She

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VERBS

Present Continuous FYI

Negative Form a negative sentence by adding not after the verb to be. You can also use a negative contraction of to be.

Example: contractions

Singular

Example: verb to be + not + present participle of main verb

I You She / He / It

am not doing my homework. are not listening to music. is not waiting for us.

I‘m not doing my homework. You’re not listening to music. She / He / It’s not waiting for us.

Plural

Subject

Don’t forget that there are two ways to form the negative contraction of .

We You They

are not having a party. are not acting silly. are not watching a video.

We’re not having a party. You’re not acting silly. They’re not watching a video.

A. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions. My friend Martin (come)

to my birthday party this afternoon. He has

a cold and he (feel)

well enough to go out. Stuart and Sami (arrive) until later because their dad (give)

them a lift. My mom says that we (have)

my favourite pizza because

the restaurant is closed for the holidays. We (show) party because the player (work)

any videos at the . I guess the only reason that I (cry)

is that I am so much older and wiser now.

B. Answer the following questions with complete sentences. Use negative contractions. 1. Are you sleeping right now?

2. Is it raining inside the classroom?

3. Is your teacher dancing the samba?

4. Are your classmates ying paper airplanes?

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Yes / No Questions Follow this word order: am / is / are + subject + present participle of main verb + rest of the question. Present participle of main verb

Rest of the question

Singular

Subject

Am Are Is

I you she / he / it

getting coming waiting

a good grade? to my house? for us?

Plural

Verb to be

Are Are Are

we you they

walking planning eating

to the mall? your presentation? in the cafeteria?

VERBS

Present Continuous

A. Complete the letter with the correct form of the verb to be. Dear Kim, you enjoying your stay at the ski resort with your friend Paula? you spending a lot of time on the ski slopes?

it snowing a lot?

you keeping up with Paula on the ski slopes?

she teaching you how to slalom?

her older brothers still training for the ski patrol? You are so lucky to be there. I thinking of taking the rst plane out to join you? You bet—just kidding! Your big sis, Lucy

B. Write yes / no questions in the present continuous. Use the verb and the subject in parentheses. 1. (swim, she) 2. (fall, leaves) 3. (text, Jack) 4. (leave, we) 5. (stay, they) 6. (run, cat) 7. (listen, you) 8. (joke, he) 9. (sing, teacher) Reproduction prohibited © TC Media Books Inc.

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Information Questions Start with the question word and then follow the same word order as for yes / no questions. Verb to be

Subject

Present participle of main verb

Rest of the question

Singular

Question word How Why Where

am are is

I you she / he / it

doing reading going

so far? that book? now?

Plural

VERBS

Present Continuous

Who What When

are are are

we you they

waiting trying getting

for? to do? here?

For more information on question words, see page 240.

A. Put the words in the correct order to form information questions in the present continuous. 1. why / they / are / so hard / laughing

2. how / your brother / is / in Secondary 3 / doing

3. Cassandra / who / is / now / dating

4. are / you / what / planning / for lunch / to eat

B.

C1 Write three information questions to ask a classmate. Use the present continuous and the prompts in parentheses. Write down your classmate’s answers.

1. Q: (what, listen) A: 2. Q: (where, eat) A: 3. Q: (why, wear) A:

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Simple Past Afrmative Use the simple past tense of to be to report facts that were true at some point in the past or to describe a situation in the past.

Singular

Example

I You She / He / It

was a fat baby. were on vacation. was sick last week.

Plural

Subject

We You They

were excited to go skating. were very late. were at a concert on Saturday.

FYI

VERBS

Verb To Be

Common time markers in the simple past include and

A. Circle the correct form of the verb to be. The year 1967 (was / were) a big year for Montréal. It (was / were) the 100th anniversary of the Canadian Confederation. It (was / were) also the year of the Montréal International and Universal Exposition— also known as Expo 67. Canadians (was / were) proud to host this major world event. Expo 67 (was / were) possibly the most successful World’s Fair of the 20th century. The 1967 World’s Fair (was / were) supposed to be held in Moscow, but it (was / were) moved to Montréal instead. The people of Montréal (was / were) nervous because the Fair (was / were) fast approaching! But Mayor Jean Drapeau (was / were) condent that the city could complete the project. Many countries (was / were) not sure if the site would be ready, but in the end, Expo 67 (was / were) a huge success. Sixty-two countries (was / were) selected to participate in the festivities, and Canada (was / were) happy to welcome over 50 million people to Montréal. Many of the iconic pavilions (was / were) conserved after the event and have become some of Montréal’s most famous landmarks.

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B. Write a sentence with the simple past of the verb to be to describe the colour of each item. Use the clues in parentheses to identify each colour.

VERBS

1. Sasha’s new skirt (apple)

Sasha’s new skirt was red.

2. The owers (banana) 3. Carla’s backpack (sky) 4. My shoes (celery) 5. Aiden’s glasses (chocolate) 6. The ice cream (carrot) 7. The kittens (zebra) 8. Your cellphone (grape) 9. My mom’s pants (elephant)

C. Complete the sentences with the correct tense of the verb to be: the simple present or the simple past. Look at the time markers for clues. 1. Yesterday, Hannah

tired, but now she

2. Last night, we

energized.

wet, but today we

3. Last week, my parents

dry.

in Alberta, but now they

4. Yesterday, I

twelve, but today I

5. Last year, you

thirteen.

short, but now you

6. Yesterday, Pimh

tall.

sad, but today he

7. Last week, the TV

happy.

broken, but now it

8. Last year, I

xed.

in Primary, but this year I

9. Last night, the cats

in Québec.

in Secondary.

hungry, but this morning they

full.

D. Write three sentences about how you changed from last year to this year. Use the simple past and the simple present of to be and time markers. 1.

2.

3.

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Simple Past Negative Form a negative sentence by adding not after the verb. To form a negative contraction of the verb to be in the simple past, replace was not and were not with wasn’t and weren’t. Example: verb to be + not

Singular

Example: contractions

I You She / He / It

was not a fat baby. were not on vacation. was not sick last week.

I wasn’t a fat baby. You weren’t on vacation. She / He / It wasn’t sick last week.

Plural

Subject

VERBS

Verb To Be

We You They

were not excited to go skating. were not very late. were not at a concert on Saturday.

We weren’t excited to go skating. You weren’t very late. They weren’t at a concert on Saturday.

A. Complete the sentences with the negative form of the verb to be. Do not use contractions. In my opinion, the new James Bond movie

very good. The characters

believable, and the story

interesting. The actor

the type of James Bond I like. He addition, I

handsome enough. In

happy with the special effects. The explosions

loud enough, and the lasers

bright enough. My friends Andy and Scott

too impressed, either. Scott gadgets because they

satised with Bond’s spy

very sophisticated. Finally, the ending

very clear to me. I

sure if the villain died. In conclusion, my trip to the cinema very enjoyable.

B. Underline the contraction in each sentence. Change the sentence from the simple present to the simple past. Use contractions. 1. You’re not very happy.

You weren’t very happy.

2. I’m not sure of the answer. 3. Joel isn’t scared of the dark. 4. She’s not afraid to y. 5. We aren’t fteen years old. 6. The cat isn’t in the tree.

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Simple Past Yes / No Questions Follow this word order: simple past of the verb to be + subject + rest of the question. Subject

Rest of the question

Singular

Verb to be Was Were Was

I you she / he / it

too early? tired last night? born in Spain?

Plural

VERBS

Verb To Be

Were Were Were

we you they

right? excited about the show? at the beach this morning?

FYI

To change a sentence with into a yes/no question, simply invert the position of the verb and the subject.

A. Write questions to ask how each person felt yesterday. Use the simple past of the verb to be and a word from the word box for each question. 1. My rst day of Secondary 1 was yesterday. Were you nervous?

Word Box angry

2. Sally forgot her winter coat at home.

cold disappointed

3. Jeffrey’s pants fell down during gym class.

embarrassed excited hungry

4. My dad’s favourite team lost the game.

nervous scared

5. You did not sleep the night before the exam.

tired

6. Jorge and Ivan won a trip to Aruba.

7. I forgot my lunch on the bus yesterday morning.

8. Nina’s kid brother borrowed her laptop without asking her.

9. We saw a skunk last night.

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Simple Past Verb To Be VERBS

Information Questions Start with the question word and then follow the same word order as for yes / no questions. Subject

Rest of the question

Singular

Verb to be

Where Why What

was were was

I you she / he / it

when you called? sad? afraid of?

Plural

Question word

When Who How far

were were were

we you they

supposed to come over? angry with? from the stadium?

Sometimes the subject.

or

is

For more information on question words, see page 240.

A. Underline the subject of the sentence. Circle the correct form of to be to complete the questions. Then, answer each question in your own words. 1. Where (was / were) the re yesterday? 2. How long (was / were) people trapped in the building? 3. How far (was / were) you from the ames? 4. Who (was / were) the rst person to respond? 5. What (was / were) the cause of the re? 6. Why (was / were) the reghters nervous?

B. Imagine that you are a journalist and your job is to report on a local bank robbery that happened last night. Write information questions with the simple past of to be to ask the witnesses. Use Step A as a model. 1. Where 2. When 3. How 4. Who 5. What 6. Why

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Group:

Simple Past VERBS

There Was and There Were Use there was and there were to describe or identify things that existed in the past. In these types of sentences, the subject comes after the verb. Make sure that the verb agrees with the subject that follows it.

FYI

To form yes / no questions with and , simply invert the position of the verb and .

There was a baseball game last week. (singular) There were 4000 fans at the game. (plural)

A. Underline the subject of each sentence. Circle the correct form of the verb.

My Grandfather’s Garage There (was / were) all kinds of things in my grandfather’s garage. There (was / were) a very old car with a loud horn. There (was / were) two canoes, but there (was / were) only one paddle. There (was / were) ve bicycles, but none of them worked. In one corner there (was / were) a stack of dishes from the 1920s. In another corner there (was / were) three different television sets—all broken! There (was / were) a family of mice living inside an old tire. There (was / were) a large telescope and there (was / were) hundreds of old magazines. On shelves, there (was / were) two or three old radios and there (was / were) lots of different tools. There (was / were) two big windows and two big doors. But my favourite part? There (was / were) an old ice cream machine—and it wasn’t broken! B. Complete the sentence with there was or there were. no cellphones when my grandmother was my age.

1. 2. In those days,

radios and TVs, but no computers.

3. On our street,

a house painted pink and green.

4. In my basement,

200

an old Ping-Pong table.

5.

squirrels living in our attic.

6.

so many apples on that tree last fall!

7.

a lot of owers in the garden.

two hundred

Verbs

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GRAMMAR SECTION

Group:

Simple Past Afrmative We use the same verb form for all subjects in the simple past.

Use the simple past tense to describe actions that were completed in the past, to identify past habits or to talk about past feelings, likes and dislikes.

VERBS

Regular Verbs

Add ed to the base form of regular verbs. Follow these spelling rules. Rule

Verbs ending with

Examples

e, ee or ie

Add d.

smile

smiled, free

freed, lie

lied

a vowel + y

Add ed.

play

played, stay

a consonant + y

Change y to i and add ed.

try

tried, carry

carried

a single vowel + a consonant

Double the last consonant and add ed.

stir

stirred, slip

slipped, commit

a vowel + a double consonant

Add ed.

roll

rolled, pass

passed, call

an unstressed syllable

Add ed.

remember

stayed

committed

called

remembered, wonder

wondered

A. Underline the verb in each sentence. Write the simple past of each verb on the line. 1. You dance to the music. 2. We stop at the crosswalk. 3. Marie and Joe dress in shorts. 4. I hurry to the store to buy eggs. 5. The dogs play together. 6. Xavi clips his ngernails. 7. The wind howls in the trees. 8. My grandparents enjoy travelling. 9. The students study for the exam. 10. The cook’s son delivers the pizza. 11. We admit defeat. 12. I consider my options. 13. It rains a lot in that region. 14. You often call your friends. 15. Our old cat chases squirrels.

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B. Match the correct verbs in column 1 to the words in column 2 to complete the sentences below. Use the simple past of the verbs.

VERBS

1. The teenager watched a horror lm.

2

1

2. The squash team

arrest

her long hair

3. The hungry man

brush

the suspect

drop

an exciting trip

4. My teammate

kick

an important game

5. The cook

order

a horror lm

6. The princess

plan

the hot plate

7. The world traveller

play

a delicious pizza

watch

the soccer ball

8. The police ofcer

C. Put the following sentences in the simple past. Remember to change the time markers. 1. I try to get all my homework done before my favourite show starts.

2. You never call your friends now: you just text them.

3. Julie smiles every time that she plays that song.

4. Tomorrow, our team will travel to Sherbrooke to play in a basketball tournament.

5. Stefan lives in Rome with his father and his stepmother now. He loves it.

D. Use the verbs in the box to write sentences about your day yesterday. 1. Yesterday, I worked on my French project. 2. Yesterday, I

call

3. Yesterday, I

play talk

4. Yesterday, I

walk

5. Yesterday, I

watch

6. Yesterday, I

202

Word Box

two hundred and two

work

Verbs

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Simple Past Irregular Verbs VERBS

Afrmative Irregular verbs have different forms in the simple past afrmative. Here are some common irregular verbs. do

make

see

go

write

Singular

have

I You She / He / It

had had had

did did did

made made made

saw saw saw

went went went

wrote wrote wrote

Plural

Subject

We You They

had had had

did did did

made made made

saw saw saw

went went went

wrote wrote wrote

We use the same verb form for all subjects in the simple past.

For a list of common irregular verbs, see page 249.

A. Read the news article. Circle the regular verbs and underline the irregular verbs.

Baby Panda Born in Washington Zoo In early August 2013, the Smithsonian National Zoo’s giant panda, Mei Xiang, stopped eating and started sleeping—a lot! Zookeepers began to worry about her health. She had no fever and no other obvious signs of illness, so veterinarians performed many tests on the prized panda. After several days, they found the reason for Mei Xiang’s odd behaviour—she was pregnant! Mei Xiang had difcult pregnancies. One of her baby cubs died in 2012 after only six days. So this time, veterinarians kept her under 24-hour observation. They put her in isolation and asked visitors to be very quiet. Then, they waited. On August 23, news sources all over the world reported that Mei Xiang gave birth to a healthy panda cub. Everyone cheered as the new mother picked up her baby and held it in her arms. Zookeepers left the pandas alone for two days. Then, veterinarians took the cub away from Mei Xiang for a quick examination. The baby panda soon became agitated. It wiggled and squeaked for its mother! After experts determined that the baby was healthy, they returned it to Mei Xiang. Zookeepers said earlier today that Mei Xiang and her cub were doing very well.

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VERBS

B. Circle the correct form of the simple past of these irregular verbs. 1. win

a) win

b) winned

c) won

2. think

a) thought

b) thank

c) think

3. speak

a) spoked

b) speakt

c) spoke

4. come

a) became

b) came

c) comed

5. read

a) readt

b) read

c) rode

6. bring

a) brought

b) brang

c) bringed

7. leave

a) left

b) leaved

c) love

8. run

a) runned

b) ron

c) ran

9. choose

a) chosen

b) choosen

c) chose

a) forgot

b) forgat

c) forgetted

10. forget

C. Complete the text with the simple past of the verbs in parentheses. Today (be)

the best day of Secondary 1. First, when I (wake)

and (look)

out of the window, I (see)

I (put)

downstairs

my lucky day: my dad (make)

I (walk)

pancakes!

to school with my sister. On the way, we (have)

ght. We (be)

wet by the time we (get)

(dry)

a snowball

to school, but our clothes

quickly. During math class, the teacher (call)

I (give)

on me, and

the correct answer! Next, the art teacher (use)

papier-mâché project as an example for the class. She (say) (be)

extraordinary! In gym class we (play)

Our team (have) My teammates (be) When I (get) there (be) I (open)

Verbs

that my use of colour ball hockey. the winning goal!

really happy. I (leave)

school feeling terric.

home, my mom (tell)

me that

an envelope waiting for me on the kitchen table. it and (nd)

and (thank)

my

a tough time until I (score)

Saturday night’s hockey game! I (give)

two hundred and four

lots of snow on the ground.

on a pair of jeans and my favourite T-shirt and (go)

for breakfast. It (be)

204

up

two tickets to my mom a big hug

my dad. What an amazing day!

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GRAMMAR SECTION

Group:

Simple Past Negative Form a negative sentence by adding did not before the base form of both regular and irregular verbs, except for the verb to be.

Contractions

Singular

Negative

I studied last night. You went to bed early. She / He / It walked home.

I did not study last night. You did not go to bed early. She / He / It did not walk home.

I didn’t study last night. You didn’t go to bed early. She / He / It didn’t walk home.

Plural

Afrmative

Remember to use the base form of the main verb, not the simple past form.

VERBS

All Verbs

We played tennis. You saw a movie. They did the dishes.

We did not play tennis. You did not see a movie. They did not do the dishes.

We didn’t play tennis. You didn’t see a movie. They didn’t do the dishes.

A. Write the negative form of the following sentences. Do not use contractions. 1. He said goodbye. 2. Marcie bought milk. 3. You stopped writing emails. 4. We went to the movies. 5. I walked the dog.

B. Look at Jack’s to-do list. Use the afrmative or negative of the simple past to write a sentence indicating whether each activity was done or not. Look at the check marks for clues. 1. He didn’t make his bed.

make my bed

2.

call Julio

3.

3 do my math homework

4.

work on my French project

5.

nish reading The Hobbit

6. 7. 8. 9. 10.

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3 babysit Camille prepare supper

3 study English verbs watch TV practise the trumpet Verbs

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C. Underline the incorrect form of the simple past. Write the corrected sentence on the line. Use contractions. 1. Lina didn’t cleaned the house. VERBS

2. The twins ate not their peas. 3. Éric not slept well last night. 4. Alex did’nt know Sarah. 5. The video game worked not. 6. I not did my homework. 7. Théo didn’t went to Paris. 8. Mason not forget his pass. 9. It not did snow yesterday. 10. Bill didn’t catched the ball. 11. Gita didn’t came to the beach. 12. You not choose the right path.

D. Write six sentences about what you did and what you did not do last weekend. Use both the afrmative and the negative simple past. Afrmative

E.

Negative

1.

1.

2.

2.

3.

3.

C1 Compare your weekend with a partner. Write one afrmative and one negative sentence that represents your similarities or differences.

Afrmative We

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Negative We

Verbs

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Simple Past Yes / No Questions Follow this word order for all verbs except for the verb to be: did + subject + base form of main verb + rest of the question. Main verb

Rest of the question

Singular

Subject

Did Did Did

I you she / he / it

nish bring like

all my work? your skateboard? the meal?

Plural

Did

VERBS

All Verbs

Did Did Did

we you they

forget watch read

to buy the milk? the game last night? the book?

Questions with the verb are formed differently.

For questions with the verb to be, see pages 198−199.

A. Read the answers and underline the verbs. Write a yes / no question in the simple past for each answer. 1. Q:

A: Yes, Gary celebrated his birthday.

2. Q:

A: Yes, the cat got stuck in a tree.

3. Q:

A: Yes, your hair turned white.

4. Q:

A: No, it didn’t rain all day.

5. Q:

A: No, we didn’t go to the beach.

6. Q:

A: Yes, Carmen sang in the play.

B. Marc-André just returned from his class trip to New York City. Ask him if he did the items on his to-do list. 1. 2. 3. 4. 5. 6.

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Simple Past Information Questions Start with the question word and then follow the same word order as for yes / no questions. Question word

Subject

Main verb

Rest of the question

Singular

Did

Where When Why

did did did

I you she / he / it

put buy leave

my keys? that outt? early?

Plural

VERBS

All Verbs

What How Who

did did did

we you they

do make meet

before TV was invented? that cake? at the skate park?

For more information on question words, see page 240.

A. Read the text and complete the questions and answers. Use the simple past tense.

Terracotta Warriors: Unearthed! On March 29, 1974, Chinese farmers made a fantastic discovery: they found large pieces of clay buried in their elds. They called archaeologists to investigate. What a surprise! There were over 8 000 clay soldiers buried in the earth. Every soldier was life-sized and had a unique design. Some soldiers even rode on clay horses. The soldiers also carried weapons because they were made to protect the grave of the rst emperor of China, Qin Shi Huangdi. the farmers live?

1. Q: 2. Q: When

the soldiers?

.

A: They found them

.

3. Q: How many soldiers

?

A: They found

.

4. Q: What

?

A: They carried

.

carry weapons?

5. Q:

B.

A: They lived in

A: To protect the emperor’s grave.

C1 Use the following verbs to write three information questions in the simple past to ask about a classmate’s winter holidays.

1. (go) 2. (see) 3. (do)

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Past Continuous VERBS

Afrmative and Negative Use the past continuous tense to describe actions that: • were in progress at a certain moment in the past • were in progress while another action was happening • were interrupted by another action

The past continuous tense is used with verbs of actions but not verbs that refer to states or feelings (love, know, doubt, taste). These verbs are always expressed in the simple past tense.

To form the afrmative, use the simple past of the verb to be before the present participle (base form + ing) of the main verb. To form the negative, add not after the verb to be. Example: afrmative

Singular

Example: negative

I You She / He / It

was studying last night. were playing chess. was moving quickly

was not (wasn’t) lying to you. were not (weren’t) paying attention. was not (wasn’t) working properly.

Plural

Subject

We You They

were talking in class. were swimming laps. were cooking dinner.

were not (weren’t) making noise. were not (weren’t) arguing with each other. were not (weren’t) sitting down.

A. It was chaos when Miss Nelson walked into her classroom! Circle the correct form of the verb to be. Then, choose the correct verb from the word box and write the present participle. Use each verb once. 1. Danielle (was / were) 2. Boris and Todd (was / were) 3. Kamil (was / were) 4. I (was / were)

on their cellphones.

read

Gone With the Wind.

laugh

a video online. a joke.

7. Aimee and Oliver (was / were) 8. Amanda (was / were)

text

in his notebook.

5. Katrina and Molly (was / were) 6. Justin (was / were)

Word Box

her nails.

sing draw watch

at Justin’s joke. a song.

tell paint

B. Imagine you were in Miss Nelson’s class. Write what you were doing. Then, write what your classmate next to you was doing. 1. 2.

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C. Read about Joey’s Halloween adventure below and underline the verbs in the past continuous. Then,

VERBS

check if the sentences in the chart are true or false. Rewrite the false sentences in the negative form of the past continuous. This year, Halloween was scarier than usual! Although I was planning to dress up as a vampire, my friend Joey convinced me to be a police ofcer with him. It was cold when we left my house; the wind was blowing and it was raining. We were carrying pillowcases to collect candy. We got to Mr. Hernandez’s house and were standing on his porch when we heard someone yell, “Police! Help!” Then we heard a crash and someone was screaming. I wasn’t moving because I didn’t know what to do! I wasn’t a real police ofcer. Then I noticed that Mr. Hernandez was laughing. I forgot that he organizes a haunted house every year!

True

False

1. Joey was planning to dress up as a police ofcer.

2. It was raining on Halloween.

3. Joey was carrying a pillowcase.

4. The boys were standing on Mr. Perez’s porch.

5. Someone was screaming for help.

6. Mr. Hernandez was bleeding.

D. Becca did not come when her mother called her for dinner because she was busy. Write two sentences describing what Becca was doing and two sentences describing what she wasn’t doing when she was called for dinner. Negative

Afrmative

210

1.

1.

2.

2.

two hundred and ten

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Group:

Past Continuous Follow this word order: was / were + subject + present participle of main verb + rest of the question.

Singular

Short answers

Was I saying it correctly? Were you talking to me? Was she / he / it listening to the news?

Yes, you were. Yes, I was. Yes, she was.

No, you weren’t. No, I wasn’t. No, she wasn’t.

Plural

Question

Were we doing it right? Were you taking a shower? Were they preparing dinner?

Yes, you were. Yes, I was. Yes, they were.

No, you weren’t. No, I wasn’t. No, they weren’t.

VERBS

Yes / No Questions

Information Questions Start with the question word and then follow the same word order as for yes / no questions. Subject

Present participle of main verb

Rest of the question

Singular

Verb to be

When Why Where

was were was

I you she / he / it

planning yelling going

to study? at me? last night?

Plural

Question word

How What Who

were were were

we you they

playing talking inviting

the game? about? to the party?

Write a yes / no or an information question to match the underlined words in each answer. 1. No, I wasn’t studying for history. 2. Alex was playing badminton last night. 3. Yuko and Tam were arguing this morning. 4. Yes, the orchestra was playing Mozart. 5. Marie-Claire was walking to the park when I saw her. 6. Mr. Soleil was correcting papers on the weekend.

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Simple Future VERBS

With Will Afrmative Use the simple future with will to describe future events and situations or to make predictions. Add will before the base form of the verb. Example: will + verb

Singular

Example: contractions

I You She / He / It

will be 13 tomorrow. will like this movie. will arrive next Monday.

I’ll be 13 tomorrow. You’ll like this movie. She / He / It’ll arrive next Monday.

Plural

Subject

We You They

will go to the same school. will see me tomorrow! will read the book later.

We’ll go to the same school. You’ll see me tomorrow! They’ll read the book later.

FYI

Common time markers in the future include

A. Write sentences to describe what everyone will do to prepare for the party. 1. Alex

Alex • Wash the dishes: ay and me • Sweep the oor: K son • Set the table: Jay ibel • Get the video: Mar es: Jeremy and Lin ak pc cu e th e at or • Dec April • Select the music: Brent • Buy the snacks: me • Bake the cookies: Trevor and Layla • Prepare the meal: -Marc • Mix the salad: Jean

2. Kay and I 3. Jayson 4. Maribel 5. Jeremy and Lin 6. April 7. Brent 8. I 9. Trevor and Layla 10. Jean-Marc

B. What will you do on your next birthday? Write four sentences about your plans. Use the future with will. 1. 2. 3. 4.

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Group:

C. Circle the verb in each sentence in the rst column. Complete the sentences in the second column with the future with will of the same verb. Do not use contractions. Tomorrow will eat

1. I ate spaghetti for supper.

I

2. Jackie played soccer.

Jackie

3. It rained in the morning.

It

4. We went on a hike.

We

to the beach.

5. You wore a skirt.

You

jeans.

6. Alonzo ran for 20 minutes.

Alonzo

7. I spoke to my friend Robert.

I

8. We did our French homework.

We

9. Kenata drove to the store.

Kenata

10. Ming spoke to her mother.

Ming

11. You wanted some ice cream.

You

12. It snowed last winter.

It

tacos for supper. hockey.

VERBS

Yesterday

all day.

for 25 minutes. to my friend Penny. our math homework. to the bank. to her sister. some pie. this winter, too.

D. Complete the sentences with the future with will and the pronouns in parentheses. Use contractions. 1. We are lost, so (we)

we’ll

2. It is raining, so (I) 3. They have a long trip ahead, so (they) 4. My mom is very tired, so (she) 5. We have a math test tomorrow, so (we) 6. Daniel forgot his cellphone, so (he) 7. You missed the bus, so (you) 8. My parents aren’t home yet, so (I)

E.

need to look at a map for directions. need to take my new umbrella to school. need to pack a lunch to eat in the car. need to order a pizza for supper. need to study hard tonight. need to use a pay phone. need to take a taxi. need to make supper myself.

Talk to a partner. Write complete sentences about three things that you will both need to do before the end of this week. Use contractions. C1

1. 2. 3.

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Simple Future VERBS

With Will Negative Form a negative sentence by adding will not before the base form of the verb. Replace will not with won’t to form a contraction. Example: will not + verb

Singular

Example: contractions

I You She / He / It

will not be 13 tomorrow. will not like this movie. will not arrive next Monday.

I won’t be 13 tomorrow. You won’t like this movie. She / He / It won’t arrive next Monday.

Plural

Subject

We You They

will not go to the same school. will not see me tomorrow! will not read the book later.

We won’t go to the same school. You won’t see me tomorrow! They won’t read the book later.

A. Unscramble the words to form a complete negative sentence. 1. not / we / before midnight / home / be / will

2. to make / will / tonight / not / have time / I / supper

3. play / not / on our team / badminton / will / Kareem

4. Abdul / will / partners / be / and Connie / this year / not

5. your / not / family / to / Guatemala / will / this winter / go

B. Write a negative sentence using the future with will to describe each picture. Use contractions.

1.

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2.

Verbs

3.

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Name:

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GRAMMAR SECTION

Group:

Simple Future With Will VERBS

Yes / No Questions Follow this word order: will + subject + base form of main verb + rest of the question. Main verb

Rest of the question

Singular

Subject

Will Will Will

I you she / he / it

nish be eat

my work on time? there later? meat?

Plural

Will

Will Will Will

we you they

win watch come

the game? the game with me? to the party?

FYI

To change a sentence with into a yes/no question, simply invert the position of the subject and .

A. Read the answers. Write a yes / no question in the future with will for each answer. 1. Q: A: Mateo will nish his homework tonight. 2. Q: A: It will rain tomorrow evening. 3. Q: A: The performance will be a huge success. 4. Q: A: My parents will order pizza. 5. Q: A: You will love this book.

B. Ask questions about the movie you will watch. Use the future with will and the prompts. 1. they / fall in love 2. Westley / wake up 3. Inigo / get revenge 4. the prince / die 5. the magic / work 6. it / end well

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Simple Future Information Questions Start with the question word and then follow the same word order as for yes / no questions. Question word

Subject

Main verb

Rest of the question

Singular

Will

Where Why When

will will will

I you she / he / it

meet wait travel

you? until Tuesday? to Vancouver?

Plural

VERBS

With Will

What Who How

will will will

we you they

do hire choose

in class today? as a math tutor? a winner?

For more information on question words, see page 240.

A. Complete the questions and answers with information from the Camp Summervale schedule. Use the future with will. Look at the answers for clues. CAMP SUMMERVALE SCHEDULE 8 a.m.

9 a.m.−noon

Noon

1:30−5 p.m.

6 p.m.

7:30 p.m.

Breakfast in the cafeteria (toast and cereal)

Kayaking lesson Open water swim

Lunch on the beach (sandwiches and fruit)

Afternoon hike on Mount Cedar

BBQ dinner in the main tent (hot dogs and hamburgers)

Bonre on the beach (bring marshmallows)

1. Q: What

for breakfast?

A: We will eat

for breakfast.

2. Q: When

kayaking?

A: We will go kayaking eat lunch?

3. Q: A: We

lunch on the beach.

4. Q: Where A: We will hike on eat dinner?

5. Q: A: We will

at 6 p.m.

6. Q: What

for dinner?

A: We will eat

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for dinner.

Verbs

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Future Afrmative Use the future with be going to to describe an intended event or situation or to make predictions. Add am / is / are + going to before the base form of the verb. Rest of the sentence

I You She / He / It

am going to are going to is going to

attend the concert. love this pizza. win the game.

We You They

are going to are going to are going to

meet you right here. hide the gifts. call us back.

A. Make a prediction about what subject each student is going to study based on their career preferences. Write your prediction below and use the word box for help.

Word Box

Singular

Be + going to

Plural

Subject

VERBS

With Be Going To

art • chemistry • drama • math history • biology

1. Brian wants to be an accountant. 2. Kendra wants to be a doctor. 3. Ben and April want to be actors. 4. Lucy wants to be a pharmacist. 5. Caleb and Éloi want to be photographers. 6. My brother wants to be a teacher.

B. Write about your family’s plans for the weekend. Complete the sentences with be going to. When you are nished, share your plans with a partner. 1. When I get home from school on Friday, 2. After breakfast on Saturday, 3. In the afternoon, my 4. Saturday night, 5. When I wake up on Sunday, 6. On Sunday evening,

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Future With Be Going To Add not before going to to form the negative. Be + not + going to

Rest of the sentence

Singular

Subject I You She / He / It

am not going to are not going to is not going to

like this movie. believe me. be pleased.

Plural

VERBS

Negative

We You They

are not going to are not going to are not going to

see you soon. wear a costume. have fun tonight.

We can use contractions with

A. Rewrite the predictions in the negative form. Use contractions. 1. This movie is going to be sad.

2. My math course is going to be difcult.

3. I am going to hate my new school.

4. We are going to lose our volleyball game.

5. The pizza is going to be delicious.

B. Complete the sentences with the afrmative or negative form of be going to. 1. Stephanie is allergic to lactose. She (drink)

milk.

2. Our star player just got injured. We (win) 3. It’s snowing! This afternoon I (go)

the game. sledding with Katie.

4. Today is my birthday. My mom (make) 5. Damien is tired. He (come)

a cake for me. over after dinner.

6. I am wearing a banana costume. You (laugh)

at me.

7. It is 27°C outside today. Megan and Liam (wear) 8. It’s summer vacation. We (celebrate)

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Group:

Future With Be Going To VERBS

Yes / No Questions Follow this word order: am / is / are + subject + going to + base form of the main verb + rest of the question.

Singular

Short answers

Am I going to stay for soccer practice? Are you going to watch TV tonight? Is she / he / it going to play in the snow?

Yes, you are. Yes, I am. Yes, she is.

No, you aren’t. No, I’m not. No, she isn’t.

Plural

Question

Are we going to hike to the top? Are you going to study for the math exam? Are they going to bake cupcakes together?

Yes, you are. Yes, we are. Yes, they are.

No, you aren’t. No, we aren’t. No, they aren’t.

Information Questions Start with the question word and then follow the same word order as for yes / no questions. Subject

Going to + base form of the main verb

Rest of the question

Singular

Verb to be

When Why How

am are is

I you she / he / it

going to arrive going to plan going to save

at school? a surprise party? the world?

Plural

Question word

What When Who

are are are

we you they

going to talk going to tell going to ask

about now? me the truth? for help?

Complete the dialogue with a yes / no or information question using be going to. ?

1. Tasha: Neil: This weekend I’m going to help distribute turkeys for Thanksgiving dinner.

?

2. Tasha: Yes, I think we are going to donate a turkey.

?

3. Neil: It’s going to be delivered on Saturday. I am volunteering from 10 a.m. to 4 p.m. 4. Tasha: Busy day!

?

Neil: We can nish the English project Sunday morning. ?

5. Tasha: Yes, Alison and I are going to be available. See you then!

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Imperatives VERBS

Use imperatives to give commands, instructions, rules or directions.

FYI

To form the imperative, use the base form of the verb without a subject. Form a negative imperative sentence by placing do not or don’t before the verb. Afrmative

Negative

Do the dishes. Circle the verbs. Raise your hand in class.

Do not / Don’t do the dishes. Do not / Don’t circle the verbs. Do not / Don’t raise your hand in class.

Verb do circle raise

If you want to be more polite when using the imperative to give commands, add .

A. Complete the text with the imperative form of the verbs in parentheses.

How to Write a Hit Pop Song Always dreamed of being a rock star? Here are some tips to help you write the next big pop song. • (listen)

to as much music as possible. (know)

and styles interest you. (learn) • (think)

what sounds

to recognize a catchy melody when you hear one.

of a message that you want to send your audience. Every good song

tells a good story. All stories have a beginning, a middle and an end. (divide) your song into three parts. (sing, negative) with it. (remember) • (write)

at your audience. (connect) to include questions, too.

a “hook” for your song—a catchy tune that you repeat. This is the part

of the song that the audience will remember. (write, negative)

a song longer

than four minutes. Listeners like to remember all of the words and sing along. • If you need advice, (ask)

a friend to listen to your music. Whatever happens,

(get, negative)

discouraged! Genius takes time.

B. Write one do and one don’t for each of the following situations. Use imperatives. 1. You arrive 20 minutes late to class. Do: Don’t: 2. You are cat-sitting and you lose the cat! Do: Don’t:

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Modals Can VERBS

Ability and Possibility Add the modal can before the base form of a verb to express an ability or a possibility. Form a negative sentence by placing cannot or can’t before the verb. Afrmative

Negative

I can walk on my hands. You can sleep at my house. They can count to ten in Spanish.

I cannot / can’t walk on my hands. You cannot / can’t sleep at my house. They cannot / can’t count to ten in Spanish.

Modals remain the same with all subjects.

A. Match each superhero to his or her powers. Write one afrmative and one negative sentence. read minds • change shapes • become invisible walk up buildings • y • ght crime control the weather • heal quickly 1. Superman can y

. He cannot become invisible.

.

2. Wolverine

. He

.

3. Professor X

. He

.

4. Spider-Man

. He

.

5. Batman

. He

.

6. Storm

. She

.

B. Create a superhero. Use the modals can and can’t to write about your hero’s three abilities and three limitations. Limitations

Abilities 1.

1.

2.

2.

3.

3.

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Modals VERBS

Could Past Ability and Future Possibility Add the modal could before the base form of the verb to express a past ability. It can also be used to express a future possibility or to suggest a possible solution to a problem.

We do not use or to express a negative future possibility or possible solution.

Form a negative sentence about a past ability by putting could not or couldn’t before the verb. Afrmative

Negative

I could walk on my hands. You could get a math tutor.

I could not / couldn’t walk on my hands. You could not / coudn’t get a math tutor.

A. Circle the correct modal to complete the sentences. 1. When I was eight years old, I (can / could not) stay up past nine on week nights, but now that I am twelve, I (can / could not). 2. To save up for a new bike, you (could / could not) do some babysitting on the weekends. 3. Last week, we (could / could not) go skating at the outdoor rink because the ice had melted. 4. Louis (could / could not) take tennis lessons if he wants to improve his game. 5. The weatherman said that the winds (could / could not) reach 70 kilometres per hour tomorrow.

B. Read the timeline. Use the modals could and couldn’t to write about one of Simon’s abilities and one of his limitations at different ages. Age: 1

2

Simon He learns learns to crawl to talk

3 He learns to walk

4

5

He learns to draw

He learns to write words

6 He learns to read

8

9

He learns to skate

He learns to swim

10 He learns to play hockey

12 He learns to play the trumpet

1. At the age of 2, Simon could talk but he couldn’t draw. 2. At the age of 4, 3. At the age of 6, 4. At the age of 8, 5. At the age of 10,

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Modals Probability and Suggestion Add the modal should before the base form of the verb to express a probability or a suggestion.

FYI

The modals and often used to offer advice in the form of a strong suggestion.

Form a negative sentence by putting should not or shouldn’t before the verb. Afrmative You should read that book. The storm should start tonight.

are

VERBS

Should

.

Negative You should not / shouldn’t read that book. The storm should not / shouldn’t start tonight.

A. Indicate whether the modal should is used to express a probability or a suggestion in each of the following sentences. 1. The train should arrive in about 10 minutes if it isn’t late 2. You should always turn off the lights when you leave a room to save electricity.

B. Samir wants to go surng for the rst time. Give him some advice. Use the modals should and should not and the prompts below. 1. take / lessons: 2. go surng / alone: 3. try it / stormy day: 4. watch out / rocks: 5. surf / at night:

C. Complete the paragraph with the correct modal: should, could, can’t or shouldn’t. Dear Abbie, I don’t know what to do. me that she

you give me some advice? My friend Selena just texted get a copy of our next history exam for $10. She thinks she

buy it because she’s failing history. She wanted to know if I lend her the money to buy it. I know that I

do it: it is cheating. I know that she

get the mark she deserves if she won’t study, but I a friend fail. Maybe I

help her just this one time. I am a bit upset with her. She

put me in such a difcult position. What

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just let

I do?

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Modals VERBS

Must and Have To Obligation Add the modals must or have to before the base form of a verb to express obligation. To form a negative sentence, use must not (or mustn’t) before the verb to indicate that something should not be done. Use do not (or don’t) have to to indicate that there is no obligation. Afrmative

Negative

I must turn off the lights. You have to eat your salad rst.

I must not / mustn’t turn off the lights. You do not / don’t have to eat your salad rst.

A. Circle the correct modal to complete the sentences below. 1. You (must / mustn’t / don’t have to) be prepared if you want to go camping. 2. Before you leave, you (must not / do not have to / have to) pack enough food for several days. 3. You (don’t have to / must not / must) forget to bring a tent and a sleeping bag! 4. At the campsite, you usually (mustn’t / have to / don’t have to) cook your food over a re. 5. After you nish eating, you (have to / must / don’t have to) wash the paper plates. 6. You (mustn’t / must / have to) leave any food out overnight. 7. In the morning, you (do not have to / must / must not) pick up all trash from the campsite.

B. Write sentences to describe some of the rules at your school. Use the modals in parentheses. School Rules 1. (must) In the halls,

2. (must not) In the library, students

3. (have to) In the classrooms, students

4. (don’t have to) In the cafeteria, students

5. (mustn’t) In the school yard, students

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A simple sentence is a group of words that contains one subject and one verb (one complete idea). The subject indicates who or what is doing the action. The verb indicates what action is happening. It is raining. My brother took an umbrella to school. Simple sentences can also have no stated subject when they are imperatives. In this case, the subject of the sentence is implied. Close your books. Look!

SENTENCE BUILDERS

Simple and Compound Sentences

A compound sentence is made up of two or more simple sentences (two complete ideas). They are joined by a conjunction. It is raining so my brother took an umbrella to school. The conjunctions used to form compound sentences have different functions: • Use and to add information.

I play the trumpet and Jamie plays the clarinet.

• Use or to indicate a choice.

You can sit or you can stand.

• Use but to compare or contrast.

He likes olives but she like mushrooms.

• Use so to indicate a result or purpose.

It is getting late so I have to go home.

A. Indicate whether the words form a simple sentence ( S ) or an incomplete sentence ( I ). S

I

S

1. She cries

6. Her blue eyes

2. Pretty yellow dress

7. The dog barks

3. I don’t want to go

8. But the brown

4. You are

9. Lucy has it

5. Choose this or

I

10. You’re funny

B. Read the sentence and decide if it is simple or compound. Write your answer on the line. 1. I’ll bring the plates and you bring the cups. 2. Hugo needs the salt and the pepper. 3. Clarice and Jack tell funny stories. 4. Do you prefer red or black? 5. My mom is late so I’ll walk home. 6. We can go or we can stay. 7. You can’t leave now. Reproduction prohibited © TC Media Books Inc.

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SENTENCE BUILDERS

C. Circle the conjunction and then complete the compound sentences with logical ideas. 1. You can buy the blue skirt or

.

2.

so we watched a scary movie.

3.

but Jeremy didn’t want to.

4. Mr. Henderson is the art teacher and

. or we can go to the beach.

5. 6. I don’t like tomatoes so

.

7. Ottawa is the capital of Canada but

. and Laura writes poetry.

8.

D. Decide if the sentences below are simple (S) or compound (C) and write it on the line. If it is simple, transform the sentence to compound. If it is already compound, transform it to simple. 1. Nancy and Logan play basketball after school.

S

Nancy and Logan play basketball after school so they come home late. 2. The class didn’t understand so my teacher explained again.

3. Please raise your hand.

4. You should nish the homework tonight.

5. Brianna can study or she can play outside.

6. It is too hot in this classroom.

7. I wanted to go swimming but the water was too cold.

8. The tennis players wore green and white.

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Plural Forms Follow these spelling rules to form the plural of nouns. Noun

Rule

Examples

Most nouns

Add s.

cat

cats, house

houses, chief

Nouns ending in ch, sh, s or x, and most words ending in o

Add es.

church churches, dish dishes, kiss kisses, fox foxes, potato

Nouns ending in consonant + y

Change y to i and add es.

baby

Most nouns ending in f or fe (except cliff, chief, roof, safe)

Change f or fe to ves.

half

babies, party halves, knife

chiefs potatoes

SENTENCE BUILDERS

Nouns

parties knives, leaf

leaves

Exceptions Some nouns have an irregular plural form: child children person people man

men

tooth

teeth

mouse

mice

foot

feet

Some nouns do not change form in the plural: deer, sh, salmon, moose, sheep. Some nouns are always plural: police, jeans, pants, scissors, glasses.

A. Circle the correct plural noun. 1. Put your books in two ( boxs / boxes ). 2. Look at the ( moose / meese ) on the side of the road! 3. We saw a family of ( wolves / wolfs ) at the zoo. 4. Mrs. Ames has four ( children / childs ). 5. Please wash the ( tomatos / tomatoes ) and chop the ( carrots / carrotes ). 6. Karina bought two new ( dress / dresses ) yesterday. 7. The dentist has to check my ( tooths / teeth ) for (cavitys / cavities ). 8. I called the ( polices / police ) when I heard ( screams / screames ).

B. Write a complete sentence for each word. Use the plural of the noun. 1. sh: 2. person: 3. family: 4. leaf:

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SENTENCE BUILDERS

Nouns Countable and Uncountable Countable nouns

Uncountable nouns

We can put a number (one, three, many) or an indenite article (a, an) in front of a countable noun. The boys wanted a dog. When there is more than one, use the plural form of countable nouns. I ate two apples.

We cannot put a number or an indenite article in front of an uncountable noun. The boys wanted information. I ate rice for supper. Uncountable nouns are considered singular. The news are is not encouraging.

Some nouns can be either countable or uncountable depending on how they are used: Look! There are six chickens in the yard. I want chicken for supper tonight.

Some words that are countable in French are uncountable in English.

A. Decide if the underlined noun is countable or uncountable in the context of the sentence. Write C for countable or U for uncountable. 1. My mom went to the store ( 2. The quarterback (

) to buy milk (

).

) threw the football (

3. Mr. Hobbes drinks coffee ( 4. Hallie owns three cats ( 5. All the librarian (

) for a touchdown (

) while he teaches. ) and two dogs (

) wants is peace (

6. You will need a dictionary ( 7. Jamie loves to eat bread ( 8. You will need a calculator (

).

). ) and quiet (

)!

) for these exercises ( ) and peanut butter ( ) to do your homework (

). ). ).

B. Highlight the mistakes in the following sentences. Write the correct word on the line. 1. I will ask the teacher for more informations about the project. 2. We ordered a big plate of spaghetti with meat sauces. 3. Patrick drank many cup of tea to stay awake. 4. Marcy wants to buy furnitures for her new house. 5. Happiness are the key to life.

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Possessive Forms We indicate possession by adding ’s to the end of a noun. I love my mother’s cooking. Listen to the children’s story.

This possessive form is used mainly for people, animals and regions. For inanimate objects, omit the or use .

If the noun ends in s, add only an apostrophe (’). I want to watch the boys’ game. You must take your parents’ advice.

SENTENCE BUILDERS

Nouns

A. Underline the nouns in each sentence. Write the possessive form. the dog’s bone

1. The bone belongs to the dog. 2. The smiles belong to the children. 3. The eyes belong to the tiger. 4. This cap belongs to the bottle. 5. The homework belongs to Kevin. 6. The tail belongs to the monkey. 7. The house belongs to the Wilsons. 8. The books belong to the students. 9. The balcony belongs to the bedroom.

B. Match the countries in the word box with their capital cities. Use the possessive form. 1. France’s

capital is Paris.

Word Box

2.

capital is Rome.

Australia

3.

capital is Ottawa.

4.

capital is Beijing.

5.

capital is Moscow.

6.

capital is Canberra.

7.

capital is Tokyo.

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Canada China France Japan Italy Russia

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Subject Pronouns

Singular

We use subject pronouns to replace nouns as subjects in a sentence. I like to watch thunderstorms. You want to be a police ofcer. She / He / It didn’t hear the bell ring.

Plural

SENTENCE BUILDERS

Pronouns

We are happy for you! You went to Peru last year. They ate pizza last night.

The 3rd person plural pronoun is used to replace both males and females, as well as animals and inanimate objects.

A. Underline the subject in each sentence. Write the corresponding subject pronoun in the space provided. 1. The mayor decided to host a pie contest. 2. My friends and I wanted to enter the contest. 3. Sally rolled out the pie dough. 4. Jim mixed the fruit and poured it in. 5. Sally and Jim left the pie in the oven too long. 6. The pie came out burned! 7. The other pies were delicious.

B. Complete the conversation with subject pronouns. Abdul: Hey, Daniel! Did Daniel: Yeah,

hear about the school snowboarding trip? sounds like a lot of fun.

will denitely sign up. Do

Abdul:

know Claire and Sam?

want

to come, too. know Claire.

Daniel:

is in my biology class.

don’t think that

know Sam. Abdul: Sam?

is an awesome snowboarder. Do

think you can come, too?

will have a great time! Daniel:

will ask my mom.

Abdul:

should tell your mom that Claire, Sam and I will be there, too.

make sure that

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thinks snowboarding is dangerous. will

don’t get hurt!

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Object Pronouns We use object pronouns to replace nouns or pronouns that are the object of a verb or preposition. Example

Singular

Object pronoun

I you she / he / it

me you her / him / it

I hope you will call me. Sometimes I can’t believe you. If you have a question, ask it.

Plural

Subject pronoun

we you they

us you them

Teachers just don’t understand us. We won’t leave without you. I think we should wait for them.

SENTENCE BUILDERS

Pronouns

Complete the answers by replacing the underlined words with object pronouns. 1. Q: Do you have geometry class with Mrs. Ali? A: Yes, I learn a lot from

.

2. Q: Can Jimmy help you with your English homework? A: Yes, but I’m too shy to ask

.

3. Q: Where are the pictures of your trip to New York City? A: I will post

when I get home.

4. Q: Do you know where my calculator is? I looked everywhere. A: Maybe you lost

.

5. Q: Why does Freddie smile at me every morning? A: I think he likes

.

6. Q: Can we work on our project this weekend? A: Sure, I will ask Sam if he can help

.

7. Q: Can your mom bake a cake for my birthday party? A: I will ask

.

8. Q: What will you do with all of those apples? A: I will eat

, of course!

9. Q: Do you want to watch the new Harry Potter lm with me? A: Sorry, but I saw

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last weekend.

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Adjectives Position and Order We use adjectives to add information about people, places and things. Place adjectives after verbs like to be, to become, to get or to feel. Jeannie is smart. I feel sad. We got very cold. Place adjectives before nouns. We bought new sneakers. A large cat walked by.

In English, adjectives never take a plural or change form according to the noun they are describing.

When we use two or more adjectives before a noun, we generally use this order: Number many one twelve

Size huge tiny wide

Description beautiful funny happy

Shape round square triangular

Colour orange black pale

Origin Canadian international local

Twelve beautiful Siamese cats sat in the sun.

A. Circle the choice with the correct adjective order. 1. a. a big black spider

5. a. beautiful two earrings small

b. a black big spider

b. two small beautiful earrings

c. a spider big black

c. small two beautiful earrings

2. a. the tiny famous French restaurant

6. a. funny six square keys

b. the famous tiny French restaurant

b. six funny square keys

c. the tiny French famous restaurant

c. six square funny keys

3. a. four rats ugly brown

7. a. one huge moose Canadian

b. ugly four brown rats

b. one moose huge Canadian

c. four ugly brown rats

c. one huge Canadian moose

4. a. a yellow big round moon

8. a. a crazy brown German shepherd

b. a round big yellow moon

b. a brown crazy German shepherd

c. a big round yellow moon

c. a German crazy brown shepherd

B. Write a sentence with the three adjectives provided. 1. green / happy / small The happy green frog ate a small y. 2. scary / big / red 3. tall / several / crazy 4. timid / one / brown

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Possessive Adjectives We use possessive adjectives to indicate a relationship or possession. Possessive adjective

Singular

I you she he it

my your her his its

Plural

Subject pronoun

we you they

our your their

Possessive adjectives are the same gender as the noun they replace:

SENTENCE BUILDERS

Adjectives

A. Underline the subject of the sentence and circle the possessive adjective that matches the subject. 1. I can’t nd ( your / his / my ) history essay! 2. My sisters want to cut ( his / her / their ) hair very short. 3. Julio believes he lost ( his / her / your ) watch. 4. We switched the TV to ( her / our / your ) favourite program. 5. Are you going to ( your / his / our ) soccer practice tonight? 6. Monika is upset because ( his / her / their ) brother got sick. 7. My dictionary lost ( his / its / her ) cover. 8. Chris and David will go to ( their / his / your ) chalet this weekend.

B. Write the possessive adjective that corresponds to the noun provided. 1. a giraffe

its

neck

7. me

brother

2. you

homework

8. Maria and I

answer

3. Carly

grandfather

9. a father

children

4. Tito and I

math teacher

10. you

calculator

5. reworks

colour

11. Amélie

backpack

6. the song

lyrics

12. the sh

bowl

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Adverbs Adverbs of Time We use adverbs of time to describe when something happens. Past last night, earlier, yesterday

Present now, today

Future soon, later, tonight, tomorrow, next week

We usually place adverbs of time at the beginning or the end of a sentence. Tomorrow Beatrice will nish her project. We have to leave now.

A. Decide if the adverb in each sentence is correct or incorrect. If it is incorrect, rewrite the sentence with a different adverb of time. Correct

Incorrect

1. Yesterday we will have a history exam.

2. Jayma is doing her homework last night.

3. We will need to go home soon.

4. The team ate pizza after they won tomorrow.

5. Don’t forget to call me later!

6. Today is Sunday and there is school yesterday.

7. The class trip to La Ronde is yesterday!

B. Write complete sentences using the prompts. Pay attention to your verbs. 1. tonight / spaghetti 2. soon / rain 3. later / homework 4. last night / basketball game 5. now / very cold

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Adverbs of Frequency We use adverbs of frequency to describe how often something happens. +

Degree of frequency

–

always, usually, often, regularly, sometimes, occasionally, rarely, twice, once, never We usually place adverbs of frequency before the main verb. They are sometimes placed after the verb to be. We often go to the movies on Saturday nights. Rachel is rarely on time.

SENTENCE BUILDERS

Adverbs

A. Write complete sentences using the prompts. Use the verb tense of your choice. 1. eat, never 2. go, often

3. play, regularly

4. be, sometimes

5. tell, always

B. Circle the correct adverb of time or frequency in each sentence. 1. ( Always / Yesterday ) I went to the store to buy a pair of jeans. I ( soon / always ) go to the same store because they ( usually / earlier ) have the newest styles. 2. Emmy and Sareka are coming over ( soon / rarely ) so that we can practise our Reader’s Theatre presentation. We ( yesterday / always ) have fun studying together. 3. The principal said that we will ( earlier / always ) use tablets instead of textbooks ( next year / twice ) if all goes well. 4. At lunch in the cafeteria, I ( occasionally / tonight ) try to sit with different groups of people. ( Yesterday / Always ) I sat with a group of new kids from Senegal. It is (always / tomorrow ) fun to meet new people.

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Discourse Markers Sequence Adverbs and Ordinal Numbers We use sequence adverbs and ordinal numbers to indicate the order in which things happen. Time Sequence adverbs

rst

then

next

after that

nally

Ordinal numbers

rst (1st)

second (2nd)

third (3rd)

fourth (4th)

twenty-seventh (27th)

Remember to place a comma after the sequence adverb or ordinal number: First, do your homework.

Next, check your answers.

After that, clean your room.

A. Place the steps for checking out a library book in order from 1 to 5. Use ordinal numbers. How to check out a library book Go to the check-out desk and ask the librarian to scan your book. Research the title of your book in the computer system. Find the correct bookshelf and locate your book. Write or print the book’s call number so that you can go search for it. Thank the librarian and place your book in your backpack.

B. Write the steps for making your favourite sandwich. Use sequence adverbs in your sentences. 1. First,

2.

3.

4.

5.

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Name:

Date:

GRAMMAR SECTION

Group:

SENTENCE BUILDERS

Prepositions Prepositions of Place We use prepositions of place to indicate the relative position of people, places and things. The circle is:

in / inside the box

behind the box

on the box

under the box

in front of the box

next to / beside the box

between the boxes

In English class, I sit between Amanda and Zack. Pierre sits behind me, next to Chiara.

A. Complete the sentences with the correct preposition of place. red pepper

1. The tomatoes are the bag. 2. The pear is the peaches. 3. The broccoli is the red pepper. 4. The carrots are the bag. 5. One tomato is the other tomato. 6. The green pepper is the lemon and the carrots.

parsley

cauliflower tomatoes

broccoli

cucumbers apple

yellow pepper apple

red onions

pear

bananas lemon

green pepper

peaches carrots

B. Use as many prepositions as possible to describe where the cauliower is.

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Name:

Date:

Group:

SENTENCE BUILDERS

Prepositions Prepositions of Time, Date and Duration We use these prepositions to indicate the time, date, day or duration of an event. School starts at 7:45 every morning. Tina and Grace play basketball in the afternoon.

Time at, in Date / Day on

The project is due on April 15. Our plane leaves on Thursday.

Duration from . . . to

We have English class from 8 a.m. to 9:30 a.m. They will be in Scotland from June 18 to July 2.

A. Circle the prepositions in the sentences below. Write whether it is a preposition of date, day, time or duration. 1. I have orchestra practice at 4:30 this afternoon.

time

2. Billy is only free from six to seven o’clock tonight. 3. We eat brunch together on Saturday mornings. 4. The Jaguars have a home game on November 30. 5. Mom will pick you up in the morning.

B. Complete the paragraph with the correct preposition of time. This is Rob Scoop, broadcasting live

6 p.m.

evening. Live coverage of tonight’s news begins

10 p.m. every weekday 6:15 p.m., after the weather

forecast. We will discuss this year’s edition of the Cannes Film Festival, which will begin May 14. This evening’s broadcast will also cover news from the United Nations Summit that took place

Thursday, May 5. Finally, tune in

9:30 p.m.

to listen to the week’s top celebrity tweets. Don’t change the station, because we’ll be right back

a few minutes after a word from our sponsors.

C. Write the correct preposition of time or place in the space provided. Choose between on or in.

238

1.

the pool

3.

April 15

5.

my room

2.

the morning

4.

the table

6.

Friday night

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Name:

Date:

GRAMMAR SECTION

Group:

Denite and Indenite We use the denite article the before singular and plural nouns to refer to specic people, places, events or things. I went to the football game last night.

Did you nd the information you need?

We use the indenite article a (or an) in front of singular countable nouns to refer to non-specic people, places or things when they are mentioned for the rst time. We omit the article when these nouns are plural. Do you have an idea? I need a book about snakes.

SENTENCE BUILDERS

Articles

I have ideas. I need books about snakes. an

a Use a before consonants or consonant sounds. a cat a pencil a unicorn

Use an before vowels or a silent h. an ugly duckling an orange an hour

For more on countable and uncountable nouns, see page 228.

A. Choose a word from the word box to complete each sentence. Add an indenite article (a, an).

Word Box

actress • calculator • key • orange • recipe • spoon • stamp • umbrella

1. You need

to stay dry in the rain.

2. You need

to do the math homework.

3. You need

to eat soup.

4. You need

to make orange juice.

5. You need

to unlock the door.

6. You need

to mail that letter.

7. You need

to play the role of Juliet.

8. You need

to bake a pie.

B. Decide whether the underlined nouns require a denite article, an indenite article or no article. 1. I went to see

Prime Minister speak at

2. We called an electrician to come x 3. Dad ordered

pizza with

4. My favourite sport is

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Canada Day celebration last week.

broken light in pepperoni and

volleyball. I am captain of

Sentence Builders

front hall. tomatoes for supper tonight. junior team.

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Name:

Date:

Group:

SENTENCE BUILDERS

Question Words Question words are used at the beginning of information questions to ask for specic information. Question word Who What Where When Why How Which Whose How + adjective How much How many How old How big / small

To ask about a person’s identity a thing or an event a place a date or time a reason a way, a manner a choice or distinction a relationship or possession

Example Who is your favourite actor? What are you talking about? Where do you do your homework? When will your parents arrive? Why are you laughing? How did you get a hall pass? Which classes do you like? Whose workbook is on the oor?

To ask about quantity (uncountable) quantity (countable) age size

Example How much time do we have? How many people are coming? How old were you when you moved here? How big is your bedroom?

A. Complete the questions with the correct question word to match the answers. 1. Q:

did you nd that funny video? A: I found it on the Internet.

2. Q:

backpack is this? A: I think that it’s Chloe’s.

3. Q:

did you travel to Ottawa? A: I took the train.

4. Q:

is your new gym teacher? A: Ms. Wong.

5. Q:

did Leo leave so early? A: Because he had a dental appointment.

6. Q:

cookies did you eat? A: I only ate two.

B. Circle the correct question word. 1. ( What / Which ) do you prefer, the blue one or the red one? 2. ( How many / How much ) milk is left in the carton? 3. ( Whose / Which ) coat is that, Amy’s or Suri’s? 4. ( Why / How ) did they get to the stadium, by car or by bus? 5. ( How old / How big ) will your brother be on his next birthday? 6. ( What / How) does “peculiar” mean? It means “strange.”

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Date:

GRAMMAR SECTION

Group:

Example

Use a period ( . ) • to end a sentence • for initials • for abbreviations

SENTENCE BUILDERS

Punctuation Close your books. U.S.A. Mr. Humboldt, Davenport St.

Use a comma ( , ) • to separate items in a list • to separate ideas in a sentence. • to separate dates, cities and provinces

I saw monkeys, gorillas, giraffes and tigers. It’s late, but I don’t want to go home. I was born on May 8, 2002, in Alma, Québec.

Use a question mark ( ? ) • to ask a question

Can I go to the zoo with you?

Use an exclamation mark ( ! ) • to show surprise or emotion

Wow! It’s so great to see you!

Use an apostrophe ( ’ ) • to show a relationship or possession • to indicate a contraction

My mother’s cookies are the best. I can’t come tonight because I’m busy.

A. Write the following dates with commas (name of month, date, year). 1. 30/11/2013

3. 25/03/1958

2. 02/06/1984

4. 07/07/2007

B. Underline the words that are missing an apostrophe. Write the words with the correct punctuation on the lines. 1. I cant come because I have too much homework .

can’t

2. When is Davids brother coming back 3. Faisal doesnt want to leave the party 4. Isnt that your brother over there 5. I wonder why Lara and Paul arent here

C. Add the correct punctuation in the box at the end of each sentence in Step B: a period or a question mark.

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SENTENCE BUILDERS

Capitalization Use a capital letter for

Example

• the rst word of a sentence

The test is in one hour.

• the pronoun I

My brother and I went to the movies last night.

• proper nouns (names, places, months, days, holidays, languages, nationalities)

It is Ariel’s birthday on Thursday. We are going to France for Christmas! My last English class is on June 14.

• titles

I saw Mrs. Abel talking to Dr. Hughes on Main Street.

A. Rewrite the sentences, using correct capitalization. 1. toronto is not the capital of canada.

2. when you ski in the canadian rockies, do you prefer whistler or banff?

3. i just saw mr. halliday at the somerville public library.

4. did your sister camille graduate from concordia university?

5. jimmy and i went to see the yankees play baseball in new york city.

6. we celebrate halloween every year in october.

7. my japanese friend wants to visit prince edward island.

B. Answer the following questions. Pay attention to your capitalization and punctuation. 1. Where were you born? 2. When is your next birthday? 3. What are your two favourite holidays?

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Functional Language Sharing Information Describing events and issues I’m going to talk about . . . This is about . . . It happened . . . There was a problem when . . .

Linking ideas First, . . . Second, . . . After that, . . . On the other hand, . . . Then, . . . Finally, . . . In conclusion, . . .

Stalling for time Let me think about it. Can I have a minute? Hold on a second. What I mean is . . .

Asking follow-up questions What happened next? Can you tell me more about . . . ? Can you describe it? Can you give me an example? When did this happen? How does it end?

C1

Stating and asking for opinions In my opinion, . . . What about you? What do you think about . . . ? Can you explain your opinion? Give me an example. What are your arguments?

Agreeing and disagreeing I agree. I think you’re right. I disagree. I think you’re wrong. No, that’s not quite right. I suppose so, but . . . That may be true, but . . .

Cooperating with Others Requesting and offering assistance Can you show me how to . . . ? Let me give you a hand with . . . Do you want me to help you?

Asking for feedback Could you give me your feedback? I really need your opinion. Do you have any suggestions? What should I do?

Responding to suggestions I think you should . . . Sure. That’s a good idea. What do you suggest? I think it would be better if . . . That’s a great suggestion.

Interrupting and responding politely Before you continue . . . Sorry to interrupt, but . . . That’s okay. Don’t worry about it.

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REFERENCE SECTION REFERENCE SECTION

Functional Language Reflecting on Your Progress

Making decisions What did you decide? Let me think about it. I decided that . . . Are you for or against the decision? Are you sure? We need to agree on this.

Using the Processes

Reecting on your personal development as an English learner I need to improve . . . I could practise . . . I was able to understand because . . . This text was difcult because . . . A better way to do it is . . . The strategy I used was . . .

Exploring texts with others

Setting goals

What did you notice about this text? I noticed that . . . Do you understand why . . . ? I think it means that . . . Let’s look it up. Based on the text, I think . . .

Next time I will . . . My objective is to . . . This year, I hope to . . . I need to work on . . .

Making connections to texts I know what the author means. The same thing happened to . . . I know someone who . . . That is so true. Would you react this way?

Reecting on teamwork It was difcult to . . . The best part was . . . I think it would be better if . . . Our team needs to . . . Let’s try to improve . . . Next time, we could . . .

Brainstorming and discussing ideas for texts Any ideas? I have some ideas about . . . We should do some research about . . . I’ll take notes. What format should we use?

Giving and responding to feedback You should add an example. This paragraph is unclear. You could . . . I think this is wrong. You should check your spelling. This is great. Thanks for the feedback.

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Strategies

C1

C2

C3

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 classmate’s 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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Strategies 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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Verb Tense Overview Regular Verbs Tense

Afrmative

Negative

Simple Present

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

I / We / You / They do not walk. She / He / It does not walk.

Present Continuous

I am walking. She / He / It is walking. We / You / They are walking.

I am not walking. She / He / It is not walking. We / You / They are not walking.

Simple Past (regular verbs)

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

I / We / You / They did not walk. She / He / It did not walk.

Simple Future (with will)

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

I / We / You / They will not walk. She / He / It will not walk.

Future (with be going to)

I am going to walk. She / He / It is going to walk. We / You / They are going to walk.

I am not going to walk. She / He / It is not going to walk. We / You / They are not going to walk.

Imperative

Walk.

Do not walk.

Modals

I / We / You / They should walk. She / He / It can walk.

I / We / You / They should not walk. She / He / It cannot walk.

Tense

Yes / no questions

Information questions

Simple Present

Do I / we / you / they walk? Does she / he / it walk?

When do I / we / you / they walk? How long does she / he / it walk?

Present Continuous

Am I walking? Is she / he / it walking? Are we / you / they walking?

Why am I walking? Where is she / he / it walking? How often are we / you / they walking?

Simple Past

Did I / we / you / they walk? Did she / he / it walk?

Why did I / we / you / they walk? How far did she / he / it walk?

Simple Future (with will)

Will I / we / you / they walk? Will she / he / it walk?

When will I / we / you / they walk? Where will she / he / it walk?

Future (with be going to)

Am I going to walk? Is she / he / it going to walk? Are we / you / they going to walk?

When am I going to walk? How far is she / he / it going to walk? Where are we / you / they going to walk?

Modals

Should I / we / you / they walk? Can she / he / it walk?

Where should I / we / you / they walk? How far can she / he / it walk?

Verb To Be Tense

Afrmative

Negative

Simple Present

I am noisy. She / He / It is noisy. We / You / They are noisy.

I am not noisy. She / He / It is not noisy. We / You / They are not noisy.

Simple Past

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

I / She / He / It was not noisy. We / You / They were not noisy.

Past Continuous

I / She / He / It was being noisy. We / You / They were being noisy.

I / She / He / It was not being noisy. We / You / They were not being noisy.

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Verb Tense Overview Verb To Be Tense

Yes / no questions

Information questions

Simple Present

Am I noisy? Is she / he / it noisy? Are we / you / they noisy?

When am I noisy? Why is she / he / it noisy? How often are we / you / they noisy?

Simple Past

Was I / she / he / it noisy? Were we / you / they noisy?

When was I / she / he / it noisy? Why were we / you / they noisy?

Past Continuous

Was I / she / he / it being noisy? Were we / you / they being noisy?

How often was I / she / he / it being noisy? Why were we / you / they being noisy?

Spelling Rules Tense Simple Present

Present and Past Continuous

Rule

Example

Adding s to the base form for the 3rd person singular: • Most verbs (listen, nd, make, hear): Add s. • Verbs ending with ch, sh, o, s, x, z (watch, wish, go): Add es. • Verbs ending with a consonant + y (try, carry): Change y to i and add es. Adding ing to the base form to create the present and past participles: • Most verbs (walk, study, eat): add ing. • Verbs ending with one e (write, cooperate): drop the e and add ing. • Two- or more-syllable verbs if stress falls on the last syllable (admit) and some one-syllable verbs (swim): double the last consonant and add ing. • Verbs ending with a single l after a vowel (travel, signal): double the l and add ing. • Verbs ending with ie (lie, die): change the ie to y and add ing.

Adding ed to the base form of regular verbs: • Most verbs ending with a consonant (stay, start, return): add ed. • Verbs ending with e (like, dance): add d. • Verbs ending with a consonant + y (try, carry): change the y to i and add ed. • One-syllable verbs ending with a single vowel + one consonant (except w, x, y) (stop, prefer): double the two hundred and forty-eight last consonant and add ed. • Verbs ending with a single l after a vowel (model, travel): double the l and add ed.

• listens, nds, makes, hears • watches, wishes, goes • tries, carries

• walking, studying, eating • writing, cooperating • admitting, swimming

• travelling, signalling • lying, dying

Simple Past

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• stayed, started, returned • liked, danced • tried, carried • stopped, preferred

• modelled, travelled

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REFERENCE SECTION

Simple Past of Common Irregular Verbs Base Form

Simple Past

Base Form

Simple Past

Base Form

Simple Past

give

gave

shine

shone

was / were

go

went

shoot

shot

bore

grind

ground

shrink

shrank

beat

beat

grow

grew

shut

shut

become

became

hang

hung

sing

sang

begin

began

have

had

sit

sat

bend

bent

hear

heard

sleep

slept

bite

bit

hide

hid

slide

slid

bleed

bled

hit

hit

speak

spoke

blow

blew

hold

held

speed

sped

break

broke

hurt

hurt

spend

spent

bring

brought

keep

kept

split

split

build

built

know

knew

spread

spread

burst

burst

lay

laid

stand

stood

buy

bought

lead

led

steal

stole

catch

caught

leave

left

stick

stuck

choose

chose

lend

lent

stink

stank

come

came

let

let

strike

struck

cost

cost

lie

lay

swear

swore

cut

cut

light

lit

sweep

swept

deal

dealt

lose

lost

swim

swam

dig

dug

make

made

swing

swung

do

did

mean

meant

take

took

draw

drew

meet

met

teach

taught

drink

drank

pay

paid

tear

tore

drive

drove

put

put

tell

told

eat

ate

quit

quit

think

thought

fall

fell

read

read

throw

threw

feed

fed

ride

rode

understand

understood

feel

felt

ring

rang

undo

undid

ght

fought

rise

rose

upset

upset

nd

found

run

ran

wake

woke

y

ew

say

said

wear

wore

forbid

forbade

see

saw

weave

wove

forget

forgot

sell

sold

weep

wept

forgive

forgave

send

sent

win

won

freeze

froze

set

set

wind

wound

get

got

shake

shook

write

wrote

awake

awoke

be bear

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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.

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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.

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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 self-evaluation, class discussion or audience feedback.

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REFERENCE SECTION

Peer Editing Guide

C3

When you edit a classmate’s work, it is important to give constructive criticism. Your feedback can help your classmate improve both written and media texts. You should have your classmate’s planning and research notes, and the rst draft of your classmate’s text. Here are some general rules: 1. Read the draft a rst time. Correct any errors you notice as you read. 2. Read the text a second time and take notes on the text as a whole: • List the text’s strong point and its weak point. • Point out errors in sentence structure, word choice or general organization. • Suggest areas for improvement. 3. Give your classmate your feedback and respond to any questions. Always give examples of what works well in the text. Always suggest a way to solve a problem or improve the text.

Peer Editing Checklist The questions in this checklist will help you pinpoint areas that may need improvement. Participation in the writing and production processes

• • • • •

Did my classmate use the phases of the processes to complete the task? Did my classmate take the time to analyze the text models? Was the text adequately planned? Was enough research done on the topic and text features? Was an outline prepared before writing the draft?

Content of the message

• • • • •

Is the text appropriate for the intended audience and purpose? Are the ideas pertinent? Are the ideas well developed and supported with examples? Are the main ideas organized coherently? Are all the required elements included in the text?

Formulation of the message

• • • •

Is the grammar accurate? Are the vocabulary and language level appropriate? Does the text use new language correctly? Is the text easy to understand?

Presentation or production

• Is the text appropriate for the type of presentation intended? • Will the images, video and / or music planned for the text enhance the message of the text?

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Reference Section

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REFERENCE SECTION

Self-Evaluation Guide

C1

C2

C3

1. Use the following questions to evaluate your ability to interact orally. Participation in oral interaction

• • • •

Do I Do I Do I Do I

use English at all times in English class? participate actively in discussions and exchanges? react to and build on what others say? look for occasions to practise speaking English?

Content of the message

• • • •

Do I Do I Do I Do I

contribute ideas during discussions? express my personal viewpoint? explain and support my ideas with examples? ask questions to continue the discussion?

Articulation of the message

• • • •

Do I Do I Do I Do I

take risks with language? use different words to clarify what I mean? use targeted grammar and vocabulary correctly? notice and correct my own mistakes?

2. Use the following questions to evaluate your ability to reinvest understanding of texts. Evidence of understanding of texts through the response process

• • • •

Do I focus on important details while reading, listening or viewing? Do I look for the overall message of the text? Do I share my understanding with others and adjust it if necessary? Do I make personal connections with the text and share them with others?

Use of knowledge from texts in a reinvestment task

• Can I select relevant ideas from the texts to reinvest? • Do I combine ideas from the texts with my own ideas? • Do I understand how to use text features from models in my work?

3. Use the following questions to evaluate your ability to write and produce texts. Participation in the writing and production processes

• • • •

Do I Do I Do I Do I

identify the components of text models and their features? brainstorm with others, research the topic and write an outline? write a rst draft and then ask for feedback? revise and edit the draft to improve the text?

Content of the message

• • • •

Are my ideas pertinent? Do I develop my ideas and support them with examples? Do I consider the intended audience and the purpose of the text? Do I organize my ideas in a coherent manner?

Formulation of the message

• Are my grammar and vocabulary accurate? • Do I use appropriate text features and components? • Is my message clear and easy to understand?

4. Evaluate your use of strategies and resources. Strategies and resources

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• Do I know which strategies and resources can help me? • Do I use them?

Reference Section

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Sources Photos and Illustrations Cover

Digital Vision Vectors via Getty Images (title) • Henrik Sorensen /Getty Images Front Pages p. iv: YanLev /Shutterstock.com (Verbs) • Ditty_about_summer /Shutterstock.com (Sentence Builders) • connel /Shutterstock.com (Reference) • p. viii: BeRad /Shutterstock.com (bull’s eye) • design36 /Shutterstock.com (dart) • barbaliss /Shutterstock.com (rubric bands) Review Unit p. 1: Kali Nine LLC /iStockphoto (group) • Canoneer /Shutterstock.com (cogwheels) • p. 2: Nelia Sapronova /Shutterstock.com • p. 3: prapass /Shutterstock.com • p. 4: IhorZigor /Shutterstock.com (left) • Elena Kharichkina /Shutterstock.com (right) • p. 5: Paul Hakimata Photography /Shutterstock.com • p. 6: mtkang /Shutterstock.com • p. 7: Illustration by Stephanie Strickland Unit 1 p. 9: yulkapopkova /iStockphoto • p. 10: Madlen /Shutterstock.com (candies) • sx70 /Shutterstock.com (silhouettes) • p. 11: Mike Flippo /Shutterstock.com • p. 12: Madlen /Shutterstock.com • p. 13: Dmitry Melnikov /Shutterstock.com (top) • dossyl /Shutterstock. com (middle) • valzan /Shutterstock.com (bottom) • p. 14: Karramba Production /Shutterstock.com (silhouette) • p. 15: FamVeld /iStockphoto • p. 16: Ruth Black /Shutterstock.com • p. 17: Diana Taliun /Shutterstock.com • p. 18: Sam DCruz /Shutterstock.com • p. 19: Teresa Kasprzycka /Shutterstock.com • p. 20: kezza /Shutterstock.com (top) • ValaGrenier /iStockphoto (bottom) • p. 21: Brian A Jackson /Shutterstock.com • p. 22: Gyvafoto /Shutterstock.com • p. 23: Julian Rovagnati /Shutterstock.com • p. 24: peepo /iStockphoto • pp. 25−26: Illustrations by Peter Lubach • p. 28: Leah-Anne Thompson /Shutterstock.com • p. 30: Twin Design /Shutterstock.com • p. 31: photo Mark Dye • p. 33: NinaM /Shutterstock.com (top) • Jo Ann Snover /Dreamstime.com (bottom) • p. 34: YaiSirichai /Shutterstock.com • p. 35: Alexander Raths /Shutterstock.com • p. 36: Jason Stitt /Shutterstock.com

p. 37: semmickphoto /123RF Stock Photo • p. 38: Belinda Pretorius /Shutterstock.com • p. 39: yexelA /Shutterstock.com • p. 40: Albert Ziganshin /Shutterstock.com • p. 41: Captain Canuck illustration by Fadi Hakim small area of land pods > cases that contains seeds or beans Settlers > colonists

ready to say the project is a success. “We learned

pasture > a eld where animals feed

that you could take totally abandoned land, and

crops > plants grown by farmers as food

you could restore it to protability after about three

logging > cutting down trees

years,” he says.

soil > earth

So, will preserving, and even replanting, some of this forest in eastern Brazil x the Earth’s climate

moist > damp, humid struggle > have difculty expanding > growing

problem? No. But in this little corner of the world,

degraded > in poor condition

it may help. And at least we’ll have more chocolate.

shade > area protected from direct sunlight crumbly > breaking into pieces buds > leaves or owers before they open

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Extra Reading Unit 1

Group:

Handout ER 1 (cont.)

I Want Candy!

Before Reading

Word Box

1. Complete the sentences with the words or expressions in the word box. Use a dictionary to help you. drawback incentive in the long run

jut out premium so-called

thinned out tough sell

tower over work out

a. That store is giving customers free reusable bags as an there. b. The main c. I don’t mind paying a

to shop

of living in Canada is the cold winters. for organic fruits and vegetables.

d. The tomato plants needed to be

so they would have room to grow.

e. My sister has grown so much since last summer—she

me now.

f. It started raining so we stood under the rocks that to stay dry.

over the trail

g. Convincing the kids to save their cookies for later will be a h. My

.

boyfriend just cancelled our date at the last minute!

i. Good planning of our assignment made a big difference j. Before we invite everyone to the party, we need to

. the details.

While Reading 2. As you read, underline the ways in which cabruca, a special type of cacao farming, can help the environment. After Reading 3. The article describes cacao as “magical beans that Aztecs counted like gold.” What do you think this means?

4. Name one way that rainforest trees and plants benet the environment.

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Date:

Extra Reading Unit 1

Group:

Handout ER 1 (cont.)

I Want Candy!

5. How big was the Mata Atlantica before the settlers arrived? How big is it today?

6. What is the cabruca method of farming?

7. List the advantages and disadvantages of the two types of farming in the chart below. Advantages

Disadvantages

Traditional chocolate farming

Cabruca farming

8. How can the carbon credit market encourage farmers to use the cabruca method?

9. Do you think chocolate can really save the planet? Explain your answer.

10. Today, forests cover over 50 per cent of Canada. In the future, do you think that Canada could lose its forests like eastern Brazil? Explain your answer.

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Handout ER 2

Good Guys and Bad Guys

The Picture of Dorian Gray An abridged Reader’s Theatre adaptation By Oscar Wilde, adapted by Spencer Kayden

Characters (in order of appearance)

Henry: When you are old and wrinkled and ugly, you will suffer horribly. So do not squander the blossom of your youth!

Narrators 1 and 2 (N1 and N2)

Dorian Gray

Henry Wotton

Mother

Basil: There—I am nished!

Basil Hallward

Jim Vane

N2: Dorian looks at the picture. His cheeks ush

Butler

Old woman

with pleasure as he sees how handsome he looks.

Sibyl Vane

N1: Then he cringes. Scene 1 N1: It is late 19th-century London. Basil Hallward, a painter, is nishing the portrait of a handsome young man. N2: His friend Henry Wotton watches. Henry: This is your best work, Basil. There is such

Basil: What’s the matter? Don’t you like it, Dorian? Dorian: How sad it is! I will grow old and horrible, but this picture will stay the same. If only I could be young forever, and the portrait could grow old. I would give my soul for that!

purity and youth in his face.

Scene 2

Basil: He is so innocent. I feel I must protect him

N2: Dorian takes the portrait home and spends

from this cruel world.

hours admiring it.

Butler: Mr. Dorian Gray is here to see you, sir.

N1: Months later, Henry comes to visit Dorian.

Henry: Is that him? I must meet him!

The two men have become friends.

Basil: Please, Henry, I don’t want you to corrupt him.

Dorian: Henry, I am in love.

N1: Dorian enters. He is incredibly handsome.

Henry: Who is she?

N2: Basil introduces the two men, then goes back

Dorian: An actress named Sibyl Vane. She is

to his painting.

absolutely divine!

Henry: You seem unspotted by the world, Mr. Gray.

Henry: A common actress?

You have the most marvellous youth, and youth

Dorian: She is the loveliest thing I have ever seen

is the only thing worth having.

in my life. I spoke to her in her dressing room.

Dorian: Why do you say that?

She called me, “Prince Charming.”

Henry: As a youth, wherever you go, you charm

Henry: You must think of your position in society, Dorian.

the world. But when your youth goes, your beauty

Dorian: I want you to come see her onstage. When

will go with it, and then you will discover that

you watch her perform, you will see she is a genius!

the world doesn’t want you anymore.

I want to marry her. I love her.

N1: Dorian listens with a look of fear in his eyes.

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Extra Reading Unit 2

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Handout ER 2 (cont.)

Good Guys and Bad Guys

N2: Meanwhile, Sibyl tells her mother and brother

Scene 3

about Dorian.

N1: At home, Dorian walks past his portrait. He

Sibyl: Oh, Mother, I am so happy! Prince Charming

suddenly stops and stares at the face in the painting.

is the most beautiful man.

Dorian: How odd. Something is different. The smile

Mother: You don’t even know his name.

is twisted. My expression looks cruel.

Sibyl: I know. Isn’t that romantic?

N2: Dorian checks his own face in a mirror.

Jim: Promise to be careful with this gentleman.

Dorian: I remain the same, but the painting has

Sibyl: Oh, don’t worry. To know him is to trust him.

changed. Could it be my wish came true, that I can

Jim: If he ever does you any wrong, I’ll kill him.

remain young and pure while the portrait grows old

I swear it.

and suffers?

N1: That evening, Dorian and his friends go to

N1: Dorian is frightened. He speaks to the painting.

the theatre to see Sibyl in Romeo and Juliet.

Dorian: Will you show all of my wrongs while my own

N2: Sibyl performs terribly. She is listless and

beauty is untarnished? But, no! I don’t want to be

articial.

wicked. I will go back to Sibyl and ask her to forgive me.

N1: Basil and Henry think she is absolutely

N2: Henry comes to visit. Dorian quickly covers

incompetent.

the painting.

Henry: Sibyl is very beautiful, Dorian. But she can’t

Henry: I’m so sorry about Sibyl.

act. Let’s go.

Dorian: I was brutal to her, but I want to be good.

Dorian: (Sadly) Last night she was a great artist.

I can’t bear the idea of my soul being hideous. I am

This evening she is just a mediocre actress.

going to apologize and ask her to marry me.

N2: After the play, Dorian goes backstage.

Henry: But, Dorian, haven’t you heard? Sibyl Vane is

Sibyl: How badly I acted tonight!

dead. She was found in her dressing room. It seems

Dorian: You have no idea what I suffered.

she drank poison.

Sibyl: Don’t you see? You have shown me what

Dorian: Dead? How terrible! I feel like I have

love really is. That’s why I wasn’t able to pretend on

murdered her.

the stage tonight. I no longer want to be an actress.

N1: After Henry leaves, Dorian looks at the portrait again.

I just want to love you.

Dorian: It seems the painting has been punished

Dorian: You have killed my love, Sibyl. You are

for my cruelty to Sibyl. Does this mean it doesn’t

shallow and stupid. What a fool I was to love you.

matter what I do? From now on, I will stay young

I never want to see you again.

and handsome and free to do whatever I like, while

N1: Sibyl falls to her knees, sobbing.

the image on the canvas reveals all the guilt.

Sibyl: No! Don’t leave me!

N2: Dorian hides the portrait in the attic and covers

N2: Dorian turns and leaves.

it, so no one will see it.

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Handout ER 2 (cont.)

Good Guys and Bad Guys

Scene 4

Dorian: It is too late.

N1: Every day, Dorian grows more cruel. He pretends

N2: Suddenly, an uncontrollable feeling of hatred

to love women, then he throws them away.

comes over Dorian.

N2: He pressures his friends to use drugs, but

Dorian: You’re the one who painted the portrait.

abandons them when they become drug addicts.

This is all your fault!

N1: Nearly 20 years go by. Dorian still has the same

N1: In a rage, Dorian kills Basil.

innocent young face he did when Basil painted him.

N2: The next evening, Dorian goes to a party.

N2: Sometimes, he creeps upstairs to stare at his

He is nervous and distracted.

portrait.

Henry: What did you do last night?

Dorian: (To the portrait) Ha! Your face is evil

Dorian: I went to the club. No, I don’t mean that.

and aging, full of hideous wrinkles. How delightful

I forget what I did. But I didn’t get home until 3 a.m.

it is to stare at one’s own sins.

Just ask my servant!

N1: Basil comes to visit Dorian.

N1: Dorian runs out of the party.

Basil: Dorian, I have heard terrible rumours about you. I don’t believe them—especially when I look at you. Evil is a thing that writes itself across a man’s face. Dorian: (Smiling) So you want to see corruption face-to-face? Basil: I don’t think you are capable of these foul deeds. But to know the truth, I would have to see your soul. Dorian: Follow me. N2: Dorian leads Basil to the attic and shows him the painting. N1: Basil gasps. He recognizes the paint, the frame, the brushwork. But the face is not that of the innocent boy he once painted. It is the face of a monster. Basil: What does this mean? Dorian: The face you painted has been punished for every evil thing I have done. It is the face of my soul. Basil: It has the eyes of the devil! You must be worse than people say, Dorian. But you can change.

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Scene 5 N2: Late one night, Dorian walks out of a tavern full of sailors and thieves. Old woman: Good night, Prince Charming. Dorian: What did you call me? Old woman: Prince Charming. Dorian: Don’t call me that! N1: Dorian hurries down a dark street. All of a sudden, a hand closes around his throat. Dorian: What do you want? Jim: Sibyl Vane was my sister. Her death is your fault. Dorian: I never knew her! Jim: For years, I have searched for you knowing only your pet name, Prince Charming. I heard it tonight by chance. Prepare to die! N2: Jim aims a gun at Dorian’s head. Dorian: Wait! When did she die? Jim: Eighteen years ago. Why? Dorian: Look at my face!

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Extra Reading Unit 2

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Handout ER 2 (cont.)

Good Guys and Bad Guys

N1: Jim drags Dorian into the light and sees his

N1: Dorian notices the hands in the portrait are

young face.

stained red.

Jim: Forgive me, sir! I almost killed an innocent man.

Dorian: Does this mean I should confess?

N2: Dorian runs away. The old woman steps out

Give myself up? The picture is the only evidence

of the shadows.

of my crimes. I must destroy it.

Old woman: You should have killed that terrible man.

N2: Dorian grabs a knife.

Jim: He was no more than a boy. The man I’m

Dorian: I will kill the past. When that is dead,

looking for is nearly 40.

I will be free.

Old woman: Ha! They say he sold his soul to the devil

N1: Dorian stabs the painting. There is a horrible

for a pretty face. I knew him 18 years ago. He hasn’t

cry and a crash.

changed much since then.

N2: The servants run upstairs. They nd hanging

Scene 6 N1: Back at home, Dorian is tired of feeling like a hunted animal. Dorian: Henry, I have done too many dreadful things in my life. I’ve poisoned my soul. But I am going to change and become a good person. Henry: Don’t change. You have a perfect life. You do

on the wall a portrait of their master as they last saw him. He looks young and beautiful. N1: On the oor is a dead man, with a knife in his heart. He is withered, wrinkled and hideous. N2: It is not until they look at the rings on his ngers that they recognize it is their own master, Dorian Gray.

whatever you like, yet nothing touches you. You are

VOCABULARY

exactly the same as the young man Basil once painted.

squander > waste something in a foolish manner

Dorian: I am not the same, Henry. But I will be good

cringes > bends his head or body in fear

from now on.

listless > no energy or enthusiasm

N2: That night, Dorian is energized by his decision

shallow > supercial, not capable of serious thought

to lead a good life.

odd > strange

Dorian: Perhaps the portrait senses the change in

untarnished > pure, not damaged

me. Maybe the signs of evil have already gone away!

creeps > moves slowly and carefully in order to avoid being heard or noticed

N1: Dorian goes to the attic.

wrinkles > lines in the skin

Dorian: Aaaaah! The face is more loathsome than

sins > evil actions

before.

foul deeds > evil actions

N2: The mouth has a sly smile.

loathsome > repulsive

Dorian: (To the painting) You believe I can’t change?

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sly > deceitful, dishonest withered > old, deteriorated

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Extra Reading Unit 2

Group:

Handout ER 2 (cont.)

Good Guys and Bad Guys

Before Reading 1. Do you wish you could stay young forever? Why or why not?

2. List three advantages and three disadvantages of getting older. Advantages

Disadvantages

a.

d.

b.

e.

c.

f.

While Reading 3. As you read, underline the changes in Dorian’s portrait. Highlight the changes in Dorian’s character. After Reading 4. Put the events of the play in chronological order by numbering them 1-8. Sibyl commits suicide. Basil paints the portrait of Dorian. Dorian rst notices the painting has changed. Dorian stabs the painting. Dorian meets Henry. Dorian falls in love. Sibyl’s brother confronts Dorian. Dorian kills Basil.

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Extra Reading Unit 2

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Group:

Handout ER 2 (cont.)

Good Guys and Bad Guys

5. During the play, Dorian’s character transforms. Name three adjectives that describe Dorian at the beginning of the play and three adjectives that describe him at the end. Beginning

End

6. Look back at the passages that you underlined and highlighted in Step 3. Describe the relationship between Dorian Gray and his portrait.

7. Do you think that Henry is a good friend to Dorian? Give an example.

8. Why did Dorian feel the urge to kill Basil?

9. Who do you think the old woman is in Scene 5?

10. At the end of the story, Dorian says he wants to change. Do you think it is possible for him to become a good man? Explain your answer.

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Extra Reading Unit 3

Group:

Handout ER 3

Sticky Situations

Noodle Soup for Nincompoops By Ellen Wittlinger

Liza, who’s been my best friend since birth, or

anyway. This morning, though, my heart was beating

possibly earlier, is always right in the middle of the

so loud, I was afraid they’d look around to see where

action. I’m usually standing on the edge of the crowd,

all the noise was coming from.

hoping not to be noticed. It’s always been that way, and neither of us has ever minded.

I opened the paper to page three, like everybody else. There it was:

But now, according to Liza, I do way too much watching and not nearly enough irting. Up until this

Noodle Soup for Nincompoops

year, neither of us talked to boys. We agreed they

by Faustina Intelligentsia

were aliens. But ever since Harper showed up, Liza

“No question too stupid to answer!”

is suddenly all about the opposite sex. “Who likes who” takes up three quarters of her conversation. [. . .] Robbie Piersall set two boxes of the Weekly Newsash on a table in the hallway outside the Little

“Ha! Did you read this?” Jillie Randolph said. “Listen!” And she began to read my column out loud to the assembled group:

Theatre, where kids usually picked up their copies. I tried to be nonchalant as I sauntered over and

“Dear Faustina,

reached into a box. Several other kids were right

I am madly in love with my boyfriend, but my

behind me. “This is a really good issue,” Robbie announced. I had the feeling he was looking at me, so I didn’t look

mother keeps calling it ’puppy love.’ I hate that! How can I get her to stop? —Teenager in Love

up. Actually, I almost never look at Robbie; he’s the kind of person who looks you right in the

Dear Teenager in Love,

eyeballs, even if you hardly know him. It makes

Poor you. Have you considered chewing up

me so nervous, I can’t think straight. “You’re the editor; you have to think it’s good,”

her bedroom slippers? —Faustina Intelligentsia”

some eighth grader said as he walked past without grabbing a copy. “No, really, there’s a new column on page three— it’s really funny.” I took my skinny newspaper and stood back against the wall, where I could see people’s reactions without them noticing. Not that they ever noticed me

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As Jillie was reading the column some kids had come up to look over her shoulder while others stood nearby, listening. They all laughed at my answer. Or rather, Faustina’s answer. “Who wrote that?” Adam Levine asked as he grabbed a paper out of the box.

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Extra Reading Unit 3

Date:

Group:

Handout ER 3 (cont.)

Sticky Situations

“It doesn’t say.” Patrick Deveraux, an eighth

Everybody was talking about my column and

grader, was sharing a paper with his girlfriend,

trying to guess who’d written it. They were guessing

Ellie Something-or-Other. “There’s more.” He read

all the obviously funny kids—the guys who can break

the second letter aloud:

up the teachers, the girls whose sarcasm can drop an enemy at fty feet. When the second bell rang, I

“Dear Faustina,

folded up my newspaper and walked off down the

I’m crazy about a girl who’s two years older

hall, invisible as ever. It was wonderful, but it was

than me. I lied to her about my age, but now I’m

frightening, too. All these kids wanted to know who I

afraid she’ll nd out and hate me for lying to her.

was! Now I really didn’t want them to nd out

What should I do?

because I knew they’d be disappointed that it was

—Tangled Web

just me, Maggie Cluny. ***

—Dear Tangled Web, Well, dearie, you have two choices: Keep lying

Now I was always the last person to leave English class. Mr. C would put the letters on a corner of his

until she tells everybody what a big phony you are, or

desk so I could whisk them up without attracting too

nd a girl two years younger and let her do the lying.

much attention, even if he was talking with

—Faustina Intelligentsia”

somebody. One afternoon there was a single letter lying there. [. . .]

The rst bell rang, but nobody moved. Jillie started in again, reading the last letter:

The question was neatly typed with no errors and run out on a sheet of canary yellow paper. I shivered the minute I saw it.

“Dear Faustina, I have a crush on my sister’s boyfriend, and I think he likes me, too. Is it okay for me to go for it? —Better-Looking-Sister

Dear Faustina, I’m having a problem with my best friend. I’ve made some new friends lately, and I don’t think she likes them. I feel like I’m stuck in the middle between

Dear Better-Looking-Sister,

my old friend, who’s sort of quiet, and the new ones,

Sure, sweetheart, go right ahead. Of course it’s

who like to party. What should I do?

also okay for your sister to kick your butt from here

—Stuck

to Tuscaloosa. Duh. —Faustina Intelligentsia” [. . .]

There was no doubt in my mind—it was from Liza. [. . .] My best friend since forever was getting ready to

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Extra Reading Unit 3

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Handout ER 3 (cont.)

Sticky Situations

throw me overboard, and I was supposed to write

“Oh, okay.” But she wasn’t hanging around

something funny about it and publish it in the school

to hear my response. She’d already had a response,

newspaper! It was impossible—I couldn’t do it. I

from Faustina Intelligentsia, and she was obviously

couldn’t even think about it! Except I couldn’t stop

following the advice to the letter.

thinking about it either. [. . .] Dear Stuck, What you should do, dearie, is get out of the middle! Two roads diverged, and all that. You can’t go both ways, unless you’re a real split personality. Here’s the question: Do you want to end up eating noodle soup with the nincompoop, or do you want to have a good time? Do you really have to ask? —Faustina Intelligentsia It was the right answer. Faustina was always right. The rest of that week Liza acted the same as she always did, nice to me one minute, then running off with Harper the next. Until Friday, the day the Weekly Newsash came out. Once again everybody was giggling about the column. They couldn’t believe they still didn’t know who wrote it. I caught up with Liza as she headed into Mr. C’s room for English. “Got your Newsash, I see.” I wondered if she’d read her answer yet, if she’d take Faustina’s advice. Liza turned and glared at me. “Yes, I do.” Her look scalded my cheeks. “So, after school do you want to—“ “I’m busy after school,” she said, inging her half-and-half hair in my face as she turned away from me. “I’m going to Harper’s. She’s having a party tonight.”

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*** I slept late Sunday. [. . .] Just after noon the doorbell rang. [. . .] “I can’t believe you, Maggie!” She started right in yelling. “Doesn’t our friendship mean anything to you? After all these years? You just tell me to ’get out of the middle’ and go to parties with my new friends. You just wipe me out of your life like . . . like you’re erasing a chalkboard!” The anger melted off her face, and before I knew it, she was standing there with her hands over her eyes, crying. I pulled her inside the house, and she sniffed and rubbed her face on her sleeve, trying to get the mad back. “Did you know it was me all along?” “Of course I knew. Well, not immediately, but I kept thinking about it. Who else can write that funny? And I know you and Mr. Chrisman are crazy about each other, so of course he got you to do it. You thought your best friend wouldn’t gure it out?” “If you’re my best friend, why did you write that letter to me?” “I don’t know. You’ve been so weird since we started hanging around with Harper . . . ” “You’re the one who started hanging around with Harper.” She shrugged. “Whatever. I wrote the letter to tell you . . . it’s hard for me that you don’t like my new

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Sticky Situations

friends that much. And I thought it would be a funny way to do it in a letter to your column. I knew you’d

VOCABULARY sauntered > walked slowly, nonchalantly

know it was me because of the yellow paper and all,

issue > edition of a magazine

but I didn’t think you’d say, ’Fine, just go off with your

grabbing > taking

new friends’!”

puppy love > young love

“But I thought you were saying I had to go along

chewing > biting

with all your new friends or . . . get out of your way.

phony > a fake person

I thought you were dumping me.”

have a crush on > to be intensely infatuated with someone

“You dumped me! You said, ’two roads diverge’ and all that stuff.” Her tears had nally dried up. “I thought that was what Faustina Intelligentsia

break up > make laugh whisk > remove quickly shivered > trembled

would tell you. You should get rid of your boring

throw me overboard > abandon me

friend and hang out with the ones that want to party.

scalded > burned

It’s not what I wanted you to do.”

inging > throwing

Liza stared at me, her mouth hanging slightly open. Then she took her st and punched me on

shrugged > raised shoulders to indicate indifference get rid of > abandon

the arm. “You’re nuts, Maggie. You’re a crazy person. You told me to go hang out with other people even though you still want to be my best friend?” “Of course I do. Who else would I hang out with?” She hit me again, and then we hugged each other, briey. Liza isn’t really the huggy type. “If you ever do anything this dumb again, Maggie Cluny, you can be best friends with Faustina Intelligentsia or the nincompoop or whoever you are at the moment.” “I won’t,” I promised as we sank down onto the sofa.

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Sticky Situations

Before Reading 1. Read the title of the text. What do you think a “nincompoop” is? Circle your answer. a. a foolish or stupid person b. a beautiful girl or woman c. an intelligent or talented person 2. Do you ever wish you could be someone else? Why or why not?

While Reading 3. Highlight the names of the main characters in the story and underline personal characteristics for each one. After Reading 4. People say that opposites attract. This seems true for Maggie and Liza, two different girls who are best friends. List three ways that Maggie and Liza are different from one another.

5. What is your favourite answer from Faustina Intelligentsia? Explain your answer below. Teenager in Love

Tangled Web

Better-Looking-Sister

Stuck

6. What is your least favourite answer? Explain your answer below. Teenager in Love

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Better-Looking-Sister

Stuck

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7. What does Faustina Intelligentsia mean when she writes that Liza should “get out of the middle”?

8. How do you think Maggie’s life would change if her classmates found out that she was Faustina Intelligentsia?

9. If you were Faustina Intelligentsia, how would you answer the following letter? Write a response below. Dear Faustina, I’m organizing a party with my friends, but now everyone in my class has heard about it and wants me to invite them. The problem is that there are a lot of uncool kids in my class and I don’t feel like inviting them. But I don’t want to hurt their feelings either. What should I do? —Too Cool for School Dear Too Cool for School,

—Faustina Intelligentsia 10. Would you ask for and take advice from an advice columnist if you had a problem? Why or why not?

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The History of Video Games

The Evolution of Video Games in Canada By Peter Nowak

Traditionally, the small town of Brantford, Ontario—

Walking into his basement is like strolling into

population 90 000 and located about an hour west

a giant EB Games store.

of Toronto—has been known for one thing: It’s where Wayne Gretzky was born and raised.

Not surprisingly, video games are a main attraction of his museum. While the thousands of

But for the past ve years it has been gaining

visitors he’s had over the years have been fascinated

a reputation, in nerd circles at least, for an entirely

by his computer and software collections, it’s always

different reason. Brantford is also home to the

the games that seem to spark the most interest.

Personal Computer Museum, a veritable treasure trove of machinery and software from the past 30 years. Housed in a white barn-like building that used

“The games are the things people remember,” he says. It’s tting, then, that Brantford is home to such a collection because, like Gretzky and hockey, video

to serve as a bus maintenance depot, the museum

games are a source of pride for Canada. About

opened in 2005 thanks to the work of Syd Bolton,

14 000 people here work in video game design,

a former software developer and dabbler in video

making Canada a global power in the industry, third

game design. Bolton bought and restored the

biggest behind only Japan and the United States.

building to display his collection of aging machines. [. . .]

As far as Bolton knows, the rst commercially successful video game created in Canada was

Bolton says he has more than 1000 computers,

either Evolution or B.C.’s Quest For Tires. Both

although he only has enough room to show off about

were published in 1983 by Vancouver’s Sydney

100. Even more impressive is his collection of video

Development Corporation, a project management

games. While about 3000 pieces of software are on

software company started in 1978 by Tarrnie

display in the museum, most of them games, the

Williams, a Vancouver native who had spent much

basement of his house nearby is a veritable shrine

of the 70s working for IBM.

to the likes of Sony, Microsoft, Nintendo, Sega, Activision and the rest. It’s the largest known collection of video games

Evolution was created by a duo of Vancouver teenagers, Don Mattrick and Jeff Sember, while B.C.’s Quest for Tires was designed by a pair of young

in Canada. Bolton has almost every game created for

men, Paul Butler and Rick Banks, in Ottawa. Both

the PlayStation 2, all 1400 of them, and is just six shy

teams approached Sydney to publish their games

of the entire 874-title collection for the original

because, as Williams’ son says, it was one of the only

Xbox. All told, he has more than 10 000 video games.

software companies around.

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The History of Video Games

“It seemed like the best thing to do for a couple

Despite having a similar historic pedigree as

of guys with a game,” says Tarrnie Williams Jr., who

British Columbia, the same wealth of digital media

is today the executive producer for EA Sports Active

school graduates and the same related lm and

line of games. [. . .]

television production industry, Ontario today has only

Today, EA employs about 1300 people in British Columbia and 2400 across the country. [. . .] Josh Holmes, an obsessed video game player who started

a small slice of the country’s video game employee pie, at 14 per cent. [. . .] Subsidies were the name of the game in Québec,

as a play tester at EA Canada in 1995, says the main

which is now challenging B.C. as the nation’s largest

company’s rapid growth through the 90s spurred

video game employer. The provincial government

not only smaller studios to pop up, but also an

kick-started the industry in 1997 by luring Ubisoft

ecosystem of sound and art design rms.

to Montreal with hundreds of millions of dollars

“They really spawned the games industry in Vancouver,” says Holmes, who is today the studio creative director at 343 Industries, the Microsoft

in incentives. Ubisoft now employs more than 2000 people in the province. As in Vancouver, the studio’s presence helped

subsidiary that oversees the Halo franchise.

create an ecosystem of support companies and

“There was some sense over time that something

design courses at local schools. That also attracted

special was going on and that there was a vibrant

other big studios, with multinationals EA and Eidos

industry forming in Vancouver.”

following over the past few years, as well as Warner

Today, British Columbia’s video game sector

Bros. and THQ setting up shop this year. Québec

employs about 6100, or about 44 per cent of the total

as a whole now accounts for about 5200 video game

for the country, according to the Entertainment

employees, or 37 per cent of the country’s total. [. . .]

Software Association of Canada. Although Quest For Tires, a game based

“To attract new technology companies, you try to nd something that mixes well with your culture.

on the B.C. comic strip that put players in control

That was the rst spark,” [Nathalie Verge, senior

of a caveman riding a stone unicycle, was a big hit

adviser for corporate affairs at Ubisoft Montreal,]

for Banks and Butler, it didn’t lead to the same sort

says. “It grew not just because of incentives, but also

of industry explosion in Ontario. [. . .]

because of talent and training and all the peripherals

British Columbia beneted from a more proactive government that saw the value of offering incentives

that surround our business.” It’s an attitude that is shared by virtually everyone

to video game companies in the form of tax cuts and

in the industry—that government assistance aside,

subsidies. Ontario, meanwhile, was slow in getting

there’s something about Canadians that just makes

to the table.

them naturally adept at creating video games.

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The History of Video Games

Ray Muzyka, who in 1995 founded BioWare in Edmonton with his friends Greg Zeschuk and Augustine Yip, said Canada benets from many great universities and affordable access to education. Canada’s multicultural nature also means Canadians are inuenced not just by the United States, but Europe and Asia as well. “We absorb those inuences from all three directions while still being open,” he says. “That affords an opportunity to make products that have worldwide appeal.” Bolton says it’s Canada’s richness of culture and

VOCABULARY treasure trove > a collection of valuable things dabbler > amateur shrine > place with venerated objects of an important person or thing shy > lacking, decient spurred > inspired, sparked subsidiary > company owned by a different company subsidies > money given by the government to help a business getting to the table > taking part in discussions or business negotiations pedigree > heritage name of the game > important element

fundamental freedoms that make the difference.

kick-started > provoked, activated

He relates a story of how he was contacted a few

adept at > good at

years ago by a pair of teenagers in Iraq who had an idea for a video game. Of course, they didn’t have the means to produce it in their home country, so they ended up moving to Canada, where they now work for one of the big companies. “As a general rule, Canadians are some of the most creative people in the world,” Bolton says. “Look at Hollywood or the music industry—it kind of makes sense that we’re going to produce some rock stars of the video game world, as it were.”

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The History of Video Games

Before Reading 1. Which countries do you think produce the most video games? Name at least two.

2. Match the words below with their denitions. Use a dictionary to help you. Word

Denition

a. spark

1. a feeling of condence, self-assurance

b. spawn

2. to create, generate

c. means

3. to attract, seduce

d. pride

4. income, money

e. lure

5. to inspire, excite

3. Complete the sentences with a word from the word box. Word Box

lure

means

a. His science award is a big source of b. Vacation destinations and good food. c. The invention of the electric guitar rock, electric jazz and punk. d. Social media can organized. e. My parents did not have the

pride

spark

spawn

for him. tourists with inexpensive accommodations many new music genres like American

revolution by helping protestors communicate and get to buy me a horse when I was young.

While Reading 4. In this article, the author mentions that “there’s something about Canadians that just makes them naturally adept at creating video games.” Underline the reasons why Canada and some of its provinces are leaders within the video game industry. After Reading 5. Why is the town of Brantford famous?

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6. Syd Bolton, owner of the museum, says that the “games are the things people remember.” Why do you think people who visit the museum are more interested in the games than in the computers?

7. According to the author, why are video games a source of pride for Canada?

8. British Columbia and Québec are both leaders in the Canadian video game industry. Compare the video game sectors in these provinces by completing the chart below. British Columbia

Québec

Number of employees Per cent of Canada’s total video game employees

Name(s) of video game studio(s) found in the province

9. The article states that “Canadians are some of the most creative people in the world.” Do you agree with this statement? Explain your answer.

10. In twenty years, today’s computers and video games will be found in a museum like Syd Bolton’s. In your opinion, what kind of computer and video game technology will be popular in the future?

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The School for Good and Evil (excerpt)

made him so popular with the girls of Gavaldon. Only

By Soman Chainani

now he had a beanstalk in his back garden and a

The Art of Kidnapping The rst kidnappings happened two hundred years before. Some years it was two boys taken, some years two girls, sometimes one of each. The ages were just as ckle; one could be sixteen, the other fourteen, or both just turned twelve. But if at rst the choices seemed random, soon the pattern became clear. One was always beautiful and good, the child every parent wanted as their own. The other was homely and odd, an outcast from birth. An opposing pair, plucked from youth and spirited away. Naturally, the villagers blamed bears. No one had ever seen a bear in Gavaldon, but this made them more determined to nd one. Four years later, when two more children vanished, the villagers admitted they should have been more specic and declared black bears the culprit, bears so black they blended with the night. But when children continued to disappear every four years, the village shifted their attention to burrowing bears, then phantom bears, then bears in disguise. . . until it became clear it wasn’t bears at all. But while frantic villagers spawned new theories (the Sinkhole Theory, the Flying Cannibal Theory) the children of Gavaldon began to notice something suspicious. As they studied the dozens of Missing posters tacked up in the square, the faces of these lost boys and girls looked oddly familiar. That’s when they opened up their storybooks and found the kidnapped children. Jack, taken a hundred years before, hadn’t aged a bit. Here he was, painted with the same moppy hair, pinked dimples, and crooked smile that had

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weakness for magic beans. Meanwhile, Angus, the pointy-eared, freckled hooligan who had vanished with Jack that same year, had transformed into a pointy-eared, freckled giant at the top of Jack’s beanstalk. The two boys had found their way into a fairy tale. But when the children presented the Storybook Theory, the adults responded as adults most often do. They patted the children’s heads and returned to sinkholes and cannibals. But then the children showed them more familiar faces. Taken fty years before, sweet Anya now sat on moonlit rocks in a painting as the Little Mermaid, while cruel Estra had become the devious sea witch. Philip, the priest’s upright son, had grown into the Cunning Little Tailor, while pompous Gula spooked children as the Witch of the Wood. Scores of children, kidnapped in pairs, had found new lives in a storybook world. One as Good. One as Evil. The books came from Mr. Deauville’s Storybook Shop, a musty nook between Battersby’s Bakery and the Pickled Pig Pub. The problem, of course, was where old Mr. Deauville got his storybooks. Once a year, on a morning he could not predict, he would arrive at his shop to nd a box of books waiting inside. Four brand-new fairy tales, one copy of each. Mr. Deauville would hang a sign on his shop door: “Closed Until Further Notice.” Then he’d huddle in his back room day after day, diligently copying the new tales by hand until he had enough books for every child in Gavaldon. As for the mysterious originals, they’d appear one morning in his shop window,

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Twisted Tales

a sign that Mr. Deauville had nished his exhausting

vengefully besieged it, only to discover it was their

task at last. He’d open his doors to a three-mile line

own. Indeed, no matter where the villagers entered

that snaked through the square, down hillslopes,

the woods, they came out right where they started.

around the lake, jammed with children thirsting for

The woods, it seemed, had no intention of returning

new stories, and parents desperate to see if any of

their children. And one day they found out why.

the missing had made it into this year’s tales. Needless to say, the Council of Elders had plenty

Mr. Deauville had nished unpacking that year’s storybooks when he noticed a large smudge hiding in

of questions for Mr. Deauville. When asked who sent

the box’s fold. He touched his nger to it and discovered

the books, Mr. Deauville said he hadn’t the faintest

the smudge was wet with ink. Looking closer, he saw

idea. When asked how long the books had been

it was a seal with an elaborate crest of a black swan

appearing, Mr. Deauville said he couldn’t remember

and a white swan. On the crest were three letters:

a time when the books did not appear. When asked whether he’d ever questioned the magical appearance

S.G.E. There was no need for him to guess what these

of books, Mr. Deauville replied: “Where else would

letters meant. It said so in the banner beneath the

storybooks come from?”

crest. Small black words that told the village where

Then the Elders noticed something else about Mr.

its children had gone:

Deauville’s storybooks. All the villages in them looked just like Gavaldon. The same lakeshore cottages and colourful eaves. The same purple and green tulips along thin dirt roads. The same crimson carriages,

THE SCHOOL FOR GOOD AND EVIL The kidnappings continued, but now the thief had a name. They called him the School Master.

wood-front shops, yellow schoolhouse, and leaning clock tower, only drawn as fantasy in a land far, far

VOCABULARY

away. These storybook villages existed for only one

ckle > changing frequently

purpose: to begin a fairy tale and to end it. Everything

homely > ugly, unattractive

between the beginning and end happened in the

plucked > pulled out

dark, endless woods that surrounded the town. That’s when they noticed that Gavaldon too was surrounded by dark, endless woods. Back when the children rst started to disappear, villagers stormed the forest to nd them, only to be repelled by storms, oods, cyclones, and falling

spirited away > taken away rapidly and secretly culprit > a person who is guilty of a crime hooligan > a person who causes trouble huddle > sit with arms and legs close to the body eaves > part of a roof that sticks out beyond the walls of a building besieged > surrounded and took over smudge > dirty mark

trees. When they nally braved their way through,

seal > ofcial stamp

they found a town hiding beyond the trees and

crest > symbol of a family, town or organization

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Twisted Tales

Before Reading 1. List as many “good” and “evil” fairy tale characters as you can. Good

Evil

2. a. If you could be a “good” fairy tale character, which one would you choose and why? b. If you could be an “evil” fairy tale character, which one would you choose and why?

While Reading 3. As you read, underline the descriptions of the children who become good characters and highlight the descriptions of the children who become evil characters. After Reading 4. Who is being kidnapped from the village of Gavaldon? According to the adult villagers, who or what is responsible for the kidnappings?

5. List two pieces of evidence that support the children’s Storybook Theory.

6. Check the characteristics that Gavaldon and the towns in the storybooks have in common. A town square

Wide dirt roads

A yellow schoolhouse

Purple and green tulips

Wood-front shops

Dark endless woods surrounding the town

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7. If you were a villager in Gavaldon, what would you do to try to stop the kidnappings?

8. How do you think the children who become storybook characters feel? Do you think they enjoy being in the stories?

9. When the Council of Elders asks Mr. Deauville about the magical appearance of the books, he replies, “Where else would storybooks come from?” What do you think he means by this?

10. Do you think that Mr. Deauville knows more about the storybooks than he says he does? Explain your answer.

11. What kind of classes do you think would be offered at the School of Good and Evil? Which ones would you want to take? Why?

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Enter at Your Own Risk

Extreme Skiing at the Crater of Japan’s Mount Yotei Volcano By Louise Healy

It takes serious effort—and luck with the weather

Sam is a New Zealander who runs Niseko Xtreme

conditions—to scale Japan’s Mount Yotei volcano,

Tours, a local company specialising in backcountry

but the fabulous skiing and pristine powder on

tours. We liaised with him over 10 days while waiting

the way down makes the trek well worth it.

for the perfect conditions—there was much monitoring

Scrambling on all fours to the summit and cursing the heavens wasn’t how I imagined this ski experience would pan out. As the cold bit and the wind

of weather patterns, avalanche reports and careful map-reading. Finally, we hit the road at 8 a.m. one morning

rumbled ominously, I started to question what on earth

and, after an hour’s drive, arrived at the base of

we were doing. But climbing up Mount Yotei, an

the mountain. After putting on snowshoes, testing

active volcano, in search of deep powder was never

our avalanche transceivers (you would be surprised

going to be easy.

at how many people omit this vital bit of kit) and

Most skiers coming to Japan’s northern island of Hokkaido head for the popular resort of Niseko to experience its pristine snow. But for those who want

packing our shovels, probes, food, boots and skis, we set off for the day. With no tracks in the snow before us, no sight

a non-standard experience, scaling one of Hokkaido’s

of fellow hikers, and seeing Yotei suffused in the early

most iconic volcanoes is too big a temptation to resist.

morning light, we knew we’d chosen the right day.

Yotei, often referred to as Ezo Fuji (or the Mount

It takes between six and eight hours to reach

Fuji) of Hokkaido, is in the Shikotsu-Toya national

the summit. We left no margin for error, making

park bordering the popular towns of Niseko, Kutchan

it to the peak in ve and a half hours, stopping only

and Makkari on the island’s west coast. While skiing

for food and water. This is no leisurely day on the

anywhere in Niseko, Yotei towers majestically in the

slopes—it’s a rigorous hike that will test your resolve

distance, usually with small clouds billowing above

and tness.

its crater. At 1898 m, it is the highest mountain in

With less than a quarter of the hike to go, it became

the region and has the longest vertical ski descent

clear the warm weather had created a hazardous

in Hokkaido. Much planning is needed to make

challenge. The sugary top layer of snow was starting

a successful ascent—bad weather comes in hard

to break under our snow shoes, which left our feet

and fast in this region—so, from our base at the

sinking up to half a metre. Knowing our goal was to ski

popular ski town of Hirafu in Niseko, we sought out

the deep powder inside Yotei’s crater, we ploughed on.

a well-respected guide: Sam Kerr.

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Enter at Your Own Risk

The weather was deceptive above 1000 m—the

Back at base, Sam told us conditions needed

bright sun bathed the mountain in a yellow glow

to be near perfect to scale Yotei and ski into its crater.

and the winds were biting and dangerously cold but

Approximately 100 people each winter attempt the

we pushed on and nally reached the crater’s edge.

climb and only around about 20 actually do it.

The crater itself was breathtakingly white from top to bottom; a classic bowl about 400 m high with a 360-degree panoramic view. Although I am an

“Now that you have seen Yotei, you can understand its beauty and power,” he said. Sitting down that evening, sipping Hokkaido’s

advanced skier, the thought of plunging into this both

famous plum wine, it was hard to believe we were

terried and exhilarated me. I watched the rst three

part of the lucky 20 per cent who managed to ski

of our group descend into the soft, light powder and

Mount Yotei’s crater that winter. Scrambling on all fours

effortlessly glide down to the base. Then I went for it.

and cursing the heavens was worth it in the end.

Pushing off from the ledge and skiing into the crater felt surreal. Unlike other powder runs in busy

VOCABULARY

ski resorts, the beauty of this expedition was that we

scale > climb

were allowed so much time and space to carve out

pristine > untouched, clean

beautiful lines with no competition on our backs.

ominously > threateningly

I was skiing on fresh powder that had been sitting

billowing > moving with the wind

on a base of untouched snow for weeks. For all

transceivers > device that sends and receives electronic or radio signals

my initial reservations, skiing on it felt effortless.

set off > began

The main route down the north face starts off

suffused > covered

with an exciting 50-degree slope which leads into

peak > summit

the open powder bowl. One side of the slope was

ploughed on > moved forward with great effort

extremely icy, while the other side was deep with fresh powder. We were dubious about starting avalanches so

deceptive > misleading pushed on > continued glide > move without effort or resistance carve out > cut

we took the icy route, which was unnerving at times,

dubious > uncertain

but ultimately led us to one of the best runs of the

ridge > narrow upper edge of the volcano

season. Later, we had a half-hour descent through wonderful, untracked bottomless powder, then we hiked for about 40 minutes out of the crater and back to the top ridge of Mount Yotei before making our descent to where the cars were parked.

296

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Extra Reading Unit 6

Group:

Handout ER 6 (cont.)

Enter at Your Own Risk

Before Reading 1. Which extreme sports do you know? List at least three.

2. Do you think skiing is an extreme sport? Why or why not?

While Reading 3. As you read, underline the author’s description of the snow on the slopes of Mount Yotei. After Reading 4. Highlight the following idiomatic expressions in the text. Use context clues to match each expression with its denition in the chart below. Expression

Denition

a. to leave no margin for error

1. to be on one’s hands and knees

b. to pan out

2. to damn God or the universe

c. to be on all fours

3. to be successful, to turn out well

d. to hit the road

4. way of asking a question that emphasizes the speaker’s surprise or confusion

e. to curse the heavens

5. to begin a journey

f. what on earth

6. to make sure there is no chance of making a mistake

g. to test your resolve

7. to determine one’s commitment to a project

5. List three reasons why some skiers might be tempted to climb Mount Yotei.

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297

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Extra Reading Unit 6

Group:

Handout ER 6 (cont.)

Enter at Your Own Risk

6. Why should you plan carefully if you want to climb Mount Yotei?

7. The author experiences a range of emotions throughout the adventure. Complete the chart with examples from the text of the author’s emotions. Emotion

Evidence from the text •

nervous •

•

determined •

8. Why can only 20 per cent of skiers successfully climb and ski on the slopes of Mount Yotei?

9. The author refers to the dangerous weather and risk of avalanches on Mount Yotei. Do you think skiing in such dangerous conditions is an act of bravery or of foolishness? Explain your answer.

10. If you could, would you try to ski on Mount Yotei? Why or why not?

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Extra Grammar

Extra Grammar Handouts

Handout

 Unit 1: Grammar Exercises Simple Present                               GE 11 Plural Nouns, Countable and Uncountable Nouns                                      GE 12 Grammar Quizzes Simple Present                               GQ 11 Plural Nouns, Countable and Uncountable Nouns                                      GQ 12  Unit 2: Grammar Exercises Subject Pronouns                            GE 21 Possessive Adjectives                         GE 22 Yes / No Questions in the Simple Present         GE 23 Grammar Quizzes Subject Pronouns                            GQ 21 Possessive Adjectives                         GQ 22 Yes / No Questions in the Simple Present         GQ 23  Unit 3: Grammar Exercises Imperatives                                  GE 31 Modals Should and Could                      GE 32 Discourse Markers                           GE 33 Grammar Quizzes Imperatives                                  GQ 31 Modals Should and Could                       GQ 32 Discourse Markers                           GQ 33  Unit 4: Grammar Exercises Simple Past of To Be and Regular Verbs          GE 41 Modals Must and Have To                      GE 42 Grammar Quizzes Simple Past of To Be and Regular Verbs          GQ 41 Modals Must and Have To                      GQ 42  Unit 5: Grammar Exercises Possessive Form of Nouns                     GE 51 Simple Past of Irregular Verbs                  GE 52 Grammar Quizzes Possessive Form of Nouns                     GQ 51 Simple Past of Irregular Verbs                  GQ 52  Unit 6: Grammar Exercises Prepositions At, In and To                      GE 61 Simple Future                                 GE 62 Grammar Quizzes Prepositions At, In and To                      GQ 61 Simple Future                                GQ 62

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Guide Page 300 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329

Zipline Year One  Extra Grammar

299

Name:

Date:

Grammar Exercises Unit 1

Group:

Handout GE 1.1

Simple Present

A. Read the postcard. Complete the sentences with the simple present of the verb to be. Try to guess the city being described. I

so excited to be visiting one of the most beautiful cities in the world! I

to be here in the spring. The owers

in bloom everywhere, the boulevards

lined by bright green trees and the people breakfast at a café that

very fashionable. Tomorrow, I will have

supposed to have the best croissants in the neighbourhood.

After that, I will go to a huge art museum. The Mona Lisa and the Venus de Milo I (negative)

the most knowledgeable person when it comes to art, but I

looking forward to it. My hotel that

lucky

there. still

near the Eiffel Tower. It lights up every night. Maybe

why people call this city the City of Light.

What city is being described?

B. Complete the sentences in the simple present with the negative form of the verbs to be or to have. Do not use contractions. 1. My baby sister Joyce 2. This movie

any teeth yet. as funny as I thought it would be.

3. The Atlantic Ocean

the largest ocean in the world.

4. Hamburgers

any ham in them.

5. Mila believes that ghosts are real, but they

.

6. Sam cannot go to the movies with us because he 7. My father and I look alike, but we

a ticket. the same personality.

8. Don’t worry. Madeleine told me that she 9. No, you

angry with you.

spinach stuck in your teeth.

10. I was surprised to nd out that Derek

as young as he looks.

C. Write three sentences describing someone famous using the verbs to be and to have. Ask a classmate to guess who the famous person is.

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Grammar Exercises Unit 1

Date:

Group:

Handout GE 1.1 (cont.)

Simple Present

D. Write sentences in the simple present with the verbs to be or to have. 1. Pilar / green eyes 2. The Empire State Building / 443 metres high 3. Camels / either one or two humps 4. We / the shortest students in our class 5. My sister / 13 years old

E. Rewrite the following sentences in the simple present using the negative form of the verbs to be or to have. Use contractions. 1. We have a lot of homework tonight. 2. They are interested in helping us clean up the school. 3. I am afraid of the dark. 4. Marguerite has a fear of heights. 5. These nachos are very spicy. 6. Melanie and Jen are best friends. 7. This yogurt has fresh blueberries in it. 8. The computer is working well. 9. Derek and Susan are both artists.

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301

Name:

Date:

Grammar Exercises Unit 1

Group:

Handout GE 1.1 (cont.)

Simple Present

F. Complete the sentences with verbs from the word box. Use the simple present. Word Box

choose

eat

give

1. Megan and Linda

go

love

read

sleep

late on weekends.

4. I

lunch with Stacey and Stephanie every day.

5. Xavier always

peanut butter and chocolate ice cream.

6. My aunt and uncle

me a birthday present every year.

7. The concert

10. John

take

the newspaper every morning.

3. I

9. We

study

at the same school.

2. My father

8. She

start

at 8:30 p.m. doing Sudoku puzzles. a bus to school every day. to hockey practice after class.

G. Write one afrmative and one negative sentence in the simple present using the prompts below. 1. Mary / like / dark chocolate a. b. 2. I / play / volleyball very well a. b. 3. Mr. McIntosh / teach / English literature a. b. 4. Sidney / watch / too much television a. b. 5. Fred / exercise / every morning a. b.

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Grammar Exercises Unit 1

Group:

Handout GE 1.2

Plural Nouns, Countable and Uncountable Nouns

A. Look at the categories of how to form the plural of nouns in the chart below. Write the plural form of each of the nouns in the word box under the correct category.

Word Box

baby boy box

bus candy cap

deer dress sh

glass goose key

life man notebook

person potato puppy

salmon scarf wolf

To form the plural of nouns Add s.

Add es.

Drop the y and add ies.

Change f or fe to ves.

Change to an irregular form.

Do not change their form.

babies

B. Read the sentences. Decide if the nouns are countable or uncountable. Circle the correct letter: U (uncountable) or C (countable). 1. I always have juice (U / C), cereal (U / C), eggs (U / C) and ham (U / C) for breakfast. 2. In this book (U / C), you will nd good advice (U / C) to prepare you for the exam (U / C). 3. Jimmy is the boy with red hair (U / C), green eyes (U / C) and freckles (U / C) on his face (U / C). 4. Can you stop at a store (U / C) and buy cheese (U / C), milk (U / C) and sausages (U / C) please? 5. I have great news (U / C)! I got free tickets (U / C) to the hockey game (U / C) next Friday. C. Underline the error in each sentence. Then, rewrite the correct sentence below. 1. Natalie has many friend from different countries. 2. I like to have a toast with my coffee. 3. Reading helps me learn new informations about different subjects.

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303

Name:

Date:

Grammar Quiz Unit 1

Group:

Handout GQ 1.1

Simple Present

A. Circle the correct form to the verbs to be or to have in the simple present.

/10

1. She (is / are / has) my best friend. 2. You (are / have / is) already 12 years old. 3. Our neighbours (has / have / were) three dogs. 4. Cindy and Janet (are / is / am) sisters. 5. I (am / are / have) hungry enough to eat a whole pizza. 6. Andrea and I (am / have / were) two classes together this semester. 7. They (was / are / had) late for the concert. 8. Alicia (are / had / has) red hair. 9. I (had / am / have) a really bad cold. 10. I (am / are / have) too cold to stay outside any longer. B. Complete the sentences with the simple present of the verbs in parentheses. 1. Tony and Fred (take)

guitar lessons after school.

2. Elliot (work, negative)

in the evenings.

3. They (stay)

at their grandparents’ cottage every winter.

4. Melissa (hate)

coffee without sugar.

5. You (know, negative)

how to juggle.

6. We (love)

riding our bikes after class.

7. Mrs. Bates (see, negative)

well without her glasses.

8. Stephanie (like)

karaoke singing.

9. These strawberries (look, negative) 10. Karla (practise)

mushrooms on her pizza.

12. Holly (teach)

at a school in Dubai.

13. Xavier and Ben (play, negative) 15. I (work)

304

Zipline Year One  Extra Grammar

very fresh. her piano lessons on the weekends.

11. Jennifer (want, negative)

14. Shawn (prefer)

/15

on the same baseball team. the Roughriders over the Stampeders.

on a dairy farm every summer.

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Grammar Quiz Unit 1

Group:

Handout GQ 1.2

Plural Nouns, Countable and Uncountable Nouns

A. Complete the sentences with the plural form of the nouns in parentheses. 1. My little brother lost two (tooth)

.

2. The chef has different kinds of (knife)

.

3. I need to buy a new set of (headphone) 4. (Mango)

.

are my favourite fruit.

5. They have visited 20 different (country)

.

6. You have ve new (message)

in your inbox.

7. Bob drinks eight (glass)

of water every day.

8. Ahh! There are two (mouse)

under my bed!

9. Tori loves to eat (bean)

with maple syrup.

10. My mother has a lot of (video)

of me as a baby.

B. Write the nouns in the word box under the correct category (countable or uncountable) in the chart below. Word Box

advice egg

hair homework

information research

Countable nouns

sandwich spoon

/10

vegetable wish

Uncountable nouns

C. Complete the sentences with nouns from the previous table. Write the countable nouns in plural form. 1. Many

/5

are green.

2. I need two

to make an omelet.

3. I have a lot of

to do tonight for my math class.

4. Sara sometimes eats two 5. For

/10

for lunch if she is really hungry. about trip destinations, go to www.wondertravel.com.

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305

Name:

Date:

Grammar Exercises Unit 2

Group:

Handout GE 2.1

Subject Pronouns

A. Underline the subject in each sentence. Then, write the correct subject pronoun above the subject. 1. Andrea enjoys reading in her free time. 2. Alain and Laura are the best students in our class. 3. My brother’s car is very spacious. 4. These running shoes are on sale. 5. Last month, Alice and I went on a camping trip. 6. At the beginning, the movie was a little boring. 7. Mr. Renaud lives next door. 8. Stella and Clara made chocolate chip cookies. B. Complete the conversations using subject pronouns. 1.

A: Are you coming to the student council meeting tomorrow? B: Of course, I am. I think

2.

A: How much are these pants? B:

3.

need to be there at 6:00 p.m.

A: What do you think about my sister’s boyfriend? B: I think

6.

is a new sports centre.

A: What time do Frances and Nick need to be at the metro station? B:

5.

are $70.

A: What is that building? B: I think

4.

is very important.

is funny and outgoing.

A: You and Karla should go together to Maria’s party. B: Maybe it isn’t a good idea. People might think that

306

Zipline Year One  Extra Grammar

are a couple.

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Grammar Exercises Unit 2

Date:

Group:

Handout GE 2.2

Possessive Adjectives

A. Underline the subject of the sentence. Next, ll in the blanks with the possessive adjective that matches the subject. 1. Tony is talking to

grandmother on the phone.

2. John’s cat is adorable.

fur is white and soft.

3. Keyla lives in a big apartment with

brothers.

4. Damon needs to put more effort into school.

grades aren’t very good.

5. All the houses in this small town look the same. 6. Sally is playing chess with 7. You should clean

roofs are all green.

father. shoes.

8. I’m going to hang out with

friends this afternoon.

9. Midori and I are going to buy a gift for 10. The President gave

friend’s birthday.

speech on television last night.

B. Highlight the errors with possessive adjectives in the paragraph. Then, write the correct possessive adjective above each error. Last night, the craziest thing happened! I organized a study session at me house with some other students to prepare for their math exam, but in the end, no one made it to mine house. Bernard was supposed to bring Adriana in her car, but at the last minute his parents made her babysit our little sister. Then, Bernard accidentally hit a cat with its car and was too upset to study. Monica and Ahlem were going to bring her notes, but they metro train broke down and they were stuck on the metro for two hours. If that wasn’t enough, Mikio called to tell me that its favourite television show was on so he didn’t feel like coming to mine study session. I hope we will all manage to pass their test anyway! C. Write the possessive adjective that corresponds to the noun provided. 1. a cat

toy

4. the oven

door

2. you

computer

5. Joseph

bicycle

3. your sister

purse

6. me

phone

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307

Name:

Date:

Grammar Exercises Unit 2

Group:

Handout GE 2.3

Yes / No Questions in the Simple Present

A. Circle the correct verb to form a yes / no question in the simple present. 1. (Are / Do) you German? 2. (Do / Does) Mario go skiing in the winter? 3. (Do / Does) Cameron and her boyfriend eat meat? 4. (Is / Does) Isabelle allergic to peanuts? 5. (Is / Are) your father a pilot? 6. (Do / Does) the story books have illustrations? B. Underline the error in each question. Then, rewrite each question correctly. 1. Does she likes vanilla ice cream?

2. Are you live in the suburbs?

3. Are your sister Emily?

4. Does Mark has a snowmobile?

5. Paul is sick today?

6. You sing in the school choir?

7. Does Kim and George walk together to school?

8. Is you on the rugby team?

9. Are I the only person who knows your secret?

10. Am the tomatoes in your fridge organic?

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Zipline Year One  Extra Grammar

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Name:

Date:

Grammar Quiz Exercises Unit 2

Group:

Handout GQ GE 2.1 2.1

QuestionPronouns Subject Words

A. Rewrite the sentences using the subject pronouns of the underlined words.

/5

1. Our teacher Mrs. Kelly is very sweet but Mrs. Kelly is very strict too. 2. My brother and I are very close. My brother and I have the same hobbies and interests. 3. I saw your birthday pictures on Facebook. Your birthday pictures are really cool. 4. I like my neighbourhood because my neighbourhood has many parks. 5. Albert is very outgoing. Albert has a lot of friends.

B. Complete the conversation with the correct subject pronouns.

/15

Mary: What’s wrong Sam? You look very worried. Sam: My sister lent me her tablet yesterday. because where

’s very expensive. But now

specically told me to take care of can’t nd it anywhere. I don’t remember

put it.

Mary: Did you check all the places where

were before?

Sam: Yes, I did. I went back to the cafeteria and asked Jimmy, the clerk, if

had seen

it, but he hadn’t. Then, I went back to the library and asked Patrick and Georgiana, who were sitting beside me, but Mary: That’s too bad. Oh! us? Maybe

hadn’t seen it either. have an idea. Why don’t we ask some of our friends to help

can all look for the tablet in different places and ask different people. ’ll nd it that way.

Sam: Yes, that’s a good idea. Thanks for your help. Mary: Look at Patrick over there! I think

’s calling you.

Patrick: Sam! Sam! Hey! Is this your tablet? Sam: Yes, Patrick:

is. Where did you nd it? was in one of the library’s washrooms. You’re lucky

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found it!

Zipline Year One  Extra Grammar

309

Name:

Date:

Grammar Quiz Unit 2

Group:

Handout GQ 2.2

Possessive Adjectives

A. Circle the correct possessive adjective to complete each sentence.

/10

1. That little girl is looking for (his / her / their) parents. 2. My uncle is a great artist. (His / Her / Their) paintings are really beautiful. 3. We’re very sad because (our / their / its) little dog had an accident. 4. Rio de Janeiro is famous for (his / its / their) beaches. 5. Stephanie and Ralph are saving money for (his / its / their) trip to Asia. 6. This cake is easy to make. (Your / Their / Its) recipe is very simple. 7. Victor is buying Christmas presents for (her / his / their) sisters. 8. You’re a good friend. I appreciate (his / your / our) help and advice. 9. Jennifer is driving (his / her / your) father’s car. 10. Emily and Sophia play guitar. (Her / Its / Their) rock band is very good. B. Complete the conversations with the correct possessive adjectives.

/10

Conversation One: Paula: Let’s take a photo of those panda bears. Did you bring Agnes: No, I didn’t. But I can take photos with

camera?

cellphone.

Paula: Quick! Take a picture of that bear. Do you see how it holds bamboo with

paw?

It looks like a human hand. Agnes: Yeah. Actually, panda bears have ve ngers and an extra thumb that helps them hold food while they’re eating. Paula: Interesting! Conversation Two: Angela: What else do we need for

party? Is the music playlist ready?

Charles: Yes, I think so. Amy is going to bring Angela: Did she invite

stereo system.

friends to come, too?

Charles: All of them except for Paul. He said he can’t come because

grandmother is sick.

Oh! I almost forgot! Jenny and Miriah asked me if they could invite

friends too.

Angela: Yes, I think that’s ne. But do we have enough chairs? Charles: I think we need more. I’ll ask 310

Zipline Year One  Extra Grammar

mother if I can bring some extra chairs from home.

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Grammar Quiz Unit 2

Date:

Group:

Handout GQ 2.3

Yes / No Questions in the Simple Present

A. Rewrite the sentences as yes / no questions in the simple present.

/10

1. You are from New Zealand. 2. Sonya speaks three languages. 3. It is very cold outside. 4. The game starts at 7:00 p.m. 5. They have a beach house in Florida. 6. I am a good skater. 7. Alfred is a professional swimmer. 8. Katie and I are in the same class. 9. Arthur and Veronica go to Ireland every year. 10. Your sister is a famous actress.

B. Circle the correct verb to complete each yes / no question.

/10

1. (Am / Is / Are) you happy now?

6. (Am / Is / Are) Frank and Jules here?

2. (Do / Does) you get up early?

7. (Am / Is / Are) this the answer?

3. (Do / Does) leopards eat grass?

8. (Am / Is / Are) I your best friend?

4. (Do / Does) Jenny have a boyfriend?

9. (Do / Does) Norman eat meat?

5. (Am / Is / Are) your cat friendly?

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10. (Am / Is / Are) you a dancer?

Zipline Year One  Extra Grammar

311

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Date:

Grammar Exercises Unit 3

Group:

Handout GE 3.1

Imperatives

A. Choose the correct verb from the word box to complete the imperative sentences. Word Box

bake buy

do drink

eat go

make open

1. When you get to Everett Street, You’ll nd my house there.

save sleep

stay take

left and

for two blocks.

2.

your books to page 12 and

3.

your document on the computer when you nish.

4.

the chicken in the oven for 45 minutes.

5.

a pill for your migraine and

6.

to the grocery store and

7.

eight glasses of water each day.

8.

an appointment with the eye doctor.

9.

eight hours per night.

10.

turn walk

exercises 15 to 20.

in bed. milk and bread.

fruits and vegetables to stay healthy.

B. Rewrite the following sentences using the negative imperative form of the verbs. During the exam . . . 1. Talk to your classmates. 2. Use a dictionary. 3. Leave the classroom before the examination period is over. 4. Write with a pencil. 5. Sit too close to your partner. 6. Cheat!

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Name:

Grammar Exercises Unit 3

Date:

Modals

Group:

Handout GE 3.2

and

A. Use the prompts to write tips for tidying your bedroom. Write sentences with could, should or shouldn’t. 1. You (write) a list of the different areas in your bedroom and check them off when you nish tidying them up. 2. You (sweep)

dirt under your carpet.

3. You (forget) to make your bed. An unmade bed will always make your bedroom look messy no matter how clean it is. 4. When you tidy your closet, you (pick out) wear anymore and donate them or throw them away. 5. You (fold) 6. You (nd)

your clean laundry. a place for everything and put everything in its place.

7. Your shelves (have) 8. You (leave) 9. You (put) 10. You (play) That can make your task more fun.

clothes you don’t

too many items on them. food or dishes lying around your room. your dishes in the dishwasher. your favorite music while you’re tidying up.

B. Circle the correct modal to complete the conversation. Teresa: Mom, I want to go to La Ronde this weekend. Can I go? Mom: Yes, but you (should / could) invite your brother to go with you. Teresa: I don’t want to! He (should / could) embarrass me in front of my friends! Mom: You (shouldn’t / couldn’t) complain so much! Your little brother loves you and likes to hang out with you and your friends. You (should / could) be thankful to have a brother as sweet as yours. Teresa: I suppose I (should / could) invite him if you let me bring Amy and Melissa too. Mom: Of course, you (should / could) invite them too. They (should / could) help you keep an eye on your brother while I go on the rides! C. Write three suggestions for a friend who is having an argument with someone in his or her family. Use the modals could, should or shouldn’t. 1. 2. 3.

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313

Name:

Date:

Grammar Exercises Unit 3

Group:

Handout GE 3.3

Discourse Markers

A. Circle the correct discourse marker to complete each sentence. I had a great birthday yesterday. (Then / First), my parents and I went to an amusement park and had a lot of fun on the rides. (After that / Finally), my parents took me to my favourite pizza restaurant and we ate a delicious Neapolitan pizza. (Next / First), we went back home and, surprise! All my friends were there. (Then / Finally), we ate birthday cake and played games all night. (After that / Finally), I went to bed. I was tired but really happy. B. Put the instructions for washing a dog in order from 1 to 5. Next, choose an appropriate discourse marker from the word box and write it at the beginning of the sentence. Word Box

after that nally

rst

next

then

dry the dog off with a uffy towel. nd the dog. put shampoo on the dog and scrub him everywhere. get the dog wet. wash off the shampoo.

C. Think about your morning routine. Write six steps for getting ready for school. Use a discourse marker in each sentence. 1. 2. 3. 4. 5. 6. D. Think about a food that you know how to prepare. Write instructions for how to make this recipe using discourse markers.

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Name:

Date:

Grammar Quiz Unit 3

Group:

Handout GQ 3.1

Imperatives

A. Complete the following conversations with imperative verbs.

/10

Conversation One: Aisha: Please (speak)

louder, I can’t hear you.

Frank: (hold)

on! I will go inside where it is quieter.

Aisha: It seems we have a bad signal. (call)

me again in ve minutes.

Conversation Two: Thomas: I need to get healthy. I have no energy! Karla: Well, (eat, negative)

so much junk food. (drink, negative)

soda. (spend, negative) (do)

the day watching movies.

exercise!

Conversation Three: Keith: Bye, mom. I’m meeting Rosie. See you later. Mom: (wait)

! (go, negative)

anywhere. Did you clean up?

Keith: I’ll do it when I come back. Mom: No, no. (clean)

your room now!

B. Complete the following tips for making friends at a new school. Use the verbs in parentheses in their afrmative or negative imperative form depending on the meaning of the sentences. 1. (be) 2. (smile) 3. (sit) 4. (attend) 5. (have) 6. (try) 7. (look) 8. (change) 9. (join) 10. (judge)

/10

nice to all classmates of different cultures and backgrounds. . It invites people to talk to you. at the back of the classroom where nobody can see you. school events in order to socialize with classmates. your lunch in the cafeteria with everyone. to please everyone. Just be yourself! for other people who are also new to the school. who you are in order to t in. a club to nd people who have the same interests as you. people before you get to know them.

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315

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Date:

Grammar Quiz Unit 3

Modals

Group:

Handout GQ 3.2

and

A. Complete the following suggestions. Use the modals could, should or shouldn’t and the verbs from the word box.

/5

1. A: Oh boy, I have a terrible cough. B: You

smoking. Word Box

2. A: My computer froze. B: You

restarting the computer.

3. A: Paul has difculty sleeping at night. B: He

late movies anymore.

buy hang out stop try watch

4. A: Janet is feeling really sad after her breakup with Ted. B: She

with her friends.

5. A: I don’t know what to give my mother on her birthday. B: You

her a tour package around the Caribbean.

B. Underline the error in each sentence. Then, rewrite the correct sentence below.

/10

1. She should to wear her glasses more often. 2. We could organizing a party next week. 3. Paul should is the new goalie of our hockey team. 4. You send could an email to our teacher. 5. She should goes to the doctor.

C. Write ve suggestions for someone who is failing math class. Use the modals could, should and shouldn’t.

/5

1. 2. 3. 4. 5.

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Name:

Grammar Quiz Unit 3

Date:

Group:

Handout GQ 3.3

Discourse Markers

A. Fill in the correct discourse marker to complete the steps for uploading photos from your cellphone to Facebook. You may use some discourse markers more than once.

/10

, download the Facebook application to your cellphone. , sign in to your Facebook account. click on the photo icon.

,

, select the photos you want to upload.

, select the lter for your photo. if necessary. add a caption.

, crop the photo

, tag yourself and your friends. , decide who can see the photo.

, ,

click on Post and your photos will be uploaded. B. Look at the illustration below. Based on the illustration, write the ve steps for making French toast. Use discourse markers. You may use some discourse markers more than once.

/10

1.

2.

3.

4.

5.

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317

Name:

Date:

Grammar Exercises Unit 4

Simple Past of Verbs

Group:

Handout GE 4.1

and Regular

A. Complete the text with the simple past of the verb to be. When our parents came home from their vacation, they We (negative)

very disappointed in us.

ready for their return at all. It

my brother Jonah

already noon, but

still in bed. My other brother, Fred, (negative)

even at home. There (negative)

any food in the pantry and the house (negative)

clean. All of the bedrooms

a mess. The plants in our living room

beginning to die. My mother’s favourite vase very upset. We certainly (negative)

broken, so she good housekeepers!

B. Look at the categories of how to form the simple past of regular verbs in the chart below. Write the simple past of each of the verbs from the word box under the correct category. Word Box

admit carry

chat climb

cry die

dry nish

happen hope

live prefer

rob smile

stay worry

To form the simple past +d

+ ed

+ ied

double consonant + ed admitted

C. Rewrite the following sentences in the simple past using the negative form of the verb. 1. Marianne failed her history exam. 2. My mother fried eggs for breakfast this morning. 3. Eric discussed the problem with his coach. 4. Fred and Liana chatted online for four hours. 5. Rosemary invited us to her birthday party.

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Name:

Grammar Exercises Unit 4

Date:

Modals

Group:

Handout GE 4.2

and

A. Underline the error in the use of modals must or have to in each sentence. Then, rewrite the correct sentence below. 1. You mustn’t parking in front of the re station. 2. You don’t have take a bus to get there. 3. Ellie must passes her admission exam. 4. Air pilots must to practise for thousands of hours. 5. Freddy have to take the train at 6:00 a.m. tomorrow. 6. Rachel don’t have to go to school next week. 7. I pay must for the library book I lost. 8. You have call your parents before 9 p.m. 9. We has to buy new hiking boots. 10. Katherine has must practise the piano for at least two hours a day.

B. Circle the correct modal to complete the sentences below. 1. Motorcyclists (mustn’t wear / have to wear) a helmet for their protection. 2. Students (mustn’t talk / don’t have to talk) during an exam. 3. Students (mustn’t bring / don’t have to bring) dictionaries to class every day. 4. You (mustn’t wear / don’t have to wear) formal clothes at a high school party. 5. You (mustn’t cross / don’t have to cross) the street when the trafc light is red. 6. She (must be / doesn’t have to be) hungry. 7. My father (mustn’t go / has to go) to work every day. 8. People (mustn’t talk / don’t have to talk) in the library. Reproduction permitted © TC Media Books Inc.

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319

Name:

Date:

Grammar Quiz Unit 4

Simple Past of Verbs

Group:

Handout GQ 4.1

and Regular

A. Complete the following sentences with the correct form of the verb to be in the simple past. 1. I (negative)

on the hockey team last year.

2. We

out of town last weekend.

3. Your project at the Science Fair 4. You (negative)

the best. in our dance rehearsal yesterday.

5. Leslie

very sad when she heard the news.

6. Marc and André

outside when we arrived.

7. That dog (negative) 8. Wei 9. I

/10

on a leash.

my best friend in Grade 3. on the Internet until midnight last night.

10. Everett and I (negative)

prepared for our presentation.

B. Write the following verbs in the simple past. 1. like

4. hurry

2. start

5. tie

/5

3. stop C. Complete the text with the simple past of the verbs in parentheses.

/15

Sarah was very tired on Friday evening because she had worked all day at the local café as a barista. She (want, negative) (invite)

to go out so she

some friends over to her house instead. When her friends (arrive) they (cook)

her a delicious dinner. After dinner, they (wash)

the dishes together. Then, they (watch) but they (like, negative)

a horror movie, it. They all (agree)

that the end of the movie was too silly. Her friends (stay) movie and (play) (try)

for a while after the

board games. They (decide)

to play Clue. Paul

to win the game but he (pick, negative)

the right weapon. Later, Nicky (look)

at the clock in the kitchen and (realize)

it was very late! It was time to go and nally let Sarah get some sleep.

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Name:

Grammar Quiz Unit 4

Date:

Modals

Group:

Handout GQ 4.2

and

A. Rewrite the following sentences using must, mustn’t, have to or don’t have to.

/10

1. Don’t smoke inside the building. 2. Showing your ID is obligatory at the reception. 3. It isn’t necessary to make a reservation in advance. 4. No camping in this area. 5. Pay the gym membership fees. 6. Take a shower before swimming in the pool. 7. Eat your vegetables before getting any dessert. 8. Driving without a seat belt is dangerous. 9. It is ne if you do not wear a tie. 10. Don’t forget to call your grandmother.

B. Complete the sentences using must, mustn’t, have to or don’t have to. 1. Elena

be quiet because I

2. The television 3. You 4. Teddy

7. They 8. I

study.

be turned on in order to work. come to the park with me, but I hope you will. forget to buy bread at the store.

5. Mayonnaise 6. You

/10

be left out. It

go in the fridge.

wear a coat today. It’s quite warm outside. run some errands, so they cannot go to the movies right now. do homework because I don’t have any tonight.

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321

Name:

Date:

Grammar Exercises Unit 5

Group:

Handout GE 5.1

Possessive Form of Nouns

A. Circle the correct possessive form. 1. Do you have (Alice’s / Alices’) phone number? 2. The (cheerleader’s / cheerleaders’) uniforms are very colourful. 3. The (children’s / childrens’) playground is over there. 4. (Switzerland’s / Switzerlands’) ofcial languages are French, German, Italian and Romansh. 5. My (parent’s / parents’) names are Sylvie and Joseph. 6. (The boyfriend of my sister / My sister’s boyfriend) is very funny. 7. (The leg of the table / The table’s leg) is broken. 8. (The eyes of my mother / My mother’s eyes) are blue. 9. (The opening of the new store / the new store’s opening) is tomorrow. 10. (The apartment of Dave / Dave’s apartment) is messy. B. Underline the possessive form of the nouns in the text. Then, complete the chart to indicate which items belong to which character. It was the fourth day of summer camp: cabin inspection day. Campers Nora, Jenny, Katie and Luisa tidied their cabin. Nora and Katie found Katie’s T-shirt, Luisa’s towel and Jenny’s bathing suit under Luisa’s dufe bag. Everything was wet so they hung it on the clothesline. Luisa found Jenny’s ashlight behind the door with Nora’s life jacket. Jenny found their counsellor Stephanie’s whistle under a bed. The only things the girls couldn’t nd were Katie’s diary and Nora’s paddle. The camp director found the missing items under the cabin! Character

Item

Nora Jenny Katie Luisa Stephanie C. Read the rst sentence. Then, complete the second sentence with the possessive form. 1. The cellphone belongs to Tiffany. It is

cellphone.

2. The cat belongs to my grandparents. It is 3. The car belongs to Alex. It is

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Zipline Year One  Extra Grammar

cat. car.

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Name:

Date:

Grammar Exercises Unit 5

Group:

Handout GE 5.2

Simple Past of Irregular Verbs

A. Complete the following charts with the correct form of the verbs. Base form

Simple Past

Base form

swim

drink

do

give

Simple Past

come

sang

grow

teach found

ew

know

see slept

put

have

make began

built

can

meet

take

felt

B. Complete the text with the simple past of the verbs in parentheses. Last Sunday, my brother and I (go)

to my grandparents’ farm. It was fun,

but grandpa denitely (keep)

us busy. He (wake)

at around 5:00 a.m. I (feel, negative)

us up

like getting up, but I (hear)

grandpa say, “Good morning. Get ready for a productive day.” My sister and I (get)

dressed, (run)

downstairs and (meet)

our grandparents in the kitchen. We (eat, negative) usually do. Instead, we (eat)

cereal like we

scrambled eggs and delicious pancakes with

strawberry jam that grandma (make)

. After breakfast, we (sit down, negative)

all morning: we (feed) and (sweep)

the animals, milked cows

the oors. At rst, we (know, negative)

how to do anything, but grandpa (teach)

us how and (pay)

close attention to us while we were doing our tasks. After lunch, we (ride) horses. Then, we (go)

to a river and (swim)

. At the end of

the day, we were exhausted but happy.

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323

Name:

Date:

Grammar Quiz Unit 5

Group:

Handout GQ 5.1

Possessive Form of Nouns

A. Write the correct possessive form of the underlined nouns.

/15

1. Mr. Sanders hair is short and curly. 2. Jenny is the best player on the girls soccer team. 3. Catherine father is a computer engineer. 4. My friend desk is always very tidy. 5. The neighbours TV was stolen last night. 6. The Artic fox fur is white. 7. Jimmy favourite sport is rugby. 8. The actresses costumes are very expensive. 9. Florence voice is soft and pleasant. 10. The women tennis club is on 8th Avenue. 11. Marvin jokes always make me laugh. 12. Nepal mountains are the highest in the world. 13. My grandparents house is big. 14. I answered the children questions. 15. The prince crown was gold. B. Rewrite the sentences using the correct possessive form.

/5

1. I need the phone number of Jana. 2. The children of the Johanssons are talented musicians. 3. The streets of Hong Kong are always very busy. 4. The novels of Charles Dickens are known around the world. 5. I’m going to stay at the beach house of my cousins this summer.

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Name:

Date:

Grammar Quiz Unit 5

Group:

Handout GQ 5.2

Simple Past of Irregular Verbs

A. Complete the text with the simple past of the verbs in parentheses.

/20

One sunny afternoon, a fox was walking through the woods when he (see) purple round things in the distance that (catch) and (nd)

his attention. He walked closer

a bunch of juicy grapes hanging from a high tree branch. At that

moment, he (feel)

very hungry and (think)

they’re very tasty.” He (take)

to himself, “I’m sure

some steps back and jumped to reach the grapes,

but his jump wasn’t high enough. He (go)

back farther, (run)

really fast and jumped again. He almost (get) quite. He (begin)

high enough that time, but not

to get frustrated and (give up)

his way farther along the path and (keep) else to eat. He (come) ground. He (bite)

looking for something

to an apple orchard and there were some apples on the into one of them, but it was full of worms so he (spit)

it out! Disappointed, he (lay) “I (eat)

. He (make)

down and (say)

,

almost nothing today. I will be hungry all night!” He (hang)

his head and cried. B. Circle the correct form of the verb in simple past.

/10

1. Cesar (didn’t found / didn’t nd) any interesting information for his project on the Internet. 2. Auntie Clarisse (made / maked) my favourite lasagna when I visited her. 3. Yves (did not lent / did not lend) me his bike yesterday. 4. My brother’s new car (cost / costed) a lot of money. 5. Coach Bob (didn’t chose / didn’t choose) Carl to be the new goalie of our team. 6. I (did not wake up / did not woke up) early this morning. 7. Laura’s parents (drove / drived) us to the movie theatre. 8. The Lions (losted / lost) last night’s football game. 9. I (heart / heard) cats ghting in the middle of the night. 10. Susan accidentally (broke / broked) her mother’s favourite bowl when she was three years old.

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325

Name:

Date:

Grammar Exercises Unit 6

Prepositions

,

Group:

Handout GE 6.1

and

A. Complete each sentence with the prepositions at, in or to. 1. Susan and Bruce are swimming

the river.

2. A lot of people are standing

the bus stop.

3. My friend Joyce grew up 4. Luke works

Newfoundland.

the bank.

5. This street leads

St. Antoine Park.

6. Please wait for me

the entrance of the library.

7. You can buy souvenirs

the gift shop.

8. The 193 bus will take us

Raymond Avenue.

9. We’re spending our holidays 10. We’re going

Jamaica.

a beach party next weekend.

11. My oldest brother lives

a small town

12. Kevin and Jonah are heading

Scotland.

the stadium now.

B. Circle the option that best completes the sentence. 1. Sasha lost her car keys . . . a. at the theatre.

b. to the parking lot.

c. in home.

2. I found a twenty-dollar bill . . . a. to the bank.

b. in the library.

c. at the table.

3. Do you think Bill can give us a ride . . . a. to the airport?

b. in the work?

c. at Longueil?

b. to the cinema.

c. at church.

4. You should be quiet . . . a. in the corner.

5. We’re going to have lunch . . . a. in the movies.

b. at home.

c. to the restaurant.

6. Yesterday, my sister drove me . . . a. in the mall.

326

b. at work.

Zipline Year One  Extra Grammar

c. to school.

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Date:

Grammar Exercises Unit 6

Group:

Handout GE 6.2

Simple Future

A. Write an ending for each sentence using the afrmative or negative of the simple future. 1. She lives in Brussels, but in two years . . . 2. Jonathan never takes any trips, but in two weeks . . . 3. Angela rarely wears makeup, but today . . . 4. I usually go to the gym only once a week, but as of next week . . . 5. They usually stay at a hotel in Madrid, but next summer . . . 6. My little sister plays with dolls now, but when she’s 16 years old . . . 7. He never studies before a math test, but after he gets his bad exam results . . . 8. Everyone complains about the heat in July, but in February . . . 9. My father washes the dishes, but next Father’s Day . . . 10. Karen television is broken, so this weekend . . .

B. Complete the letter with the simple future of the verbs in parentheses. Dear Dad, Happy Father’s Day! My Father’s Day gift (last)

all year. I promise I (mow)

the lawn every week. I (take out)

the garbage every

Tuesday morning. I also promise that I (argue, negative) brother and I (forget, negative) negative)

with my to do my homework. I (complain,

about your cooking and I (help)

you with

the dishes. Love, Jackie Reproduction permitted © TC Media Books Inc.

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Grammar Quiz Unit 6

Prepositions

,

Group:

Handout GQ 6.1

and

A. Circle the correct preposition to complete the sentences.

/10

1. I’ll meet you (at / in / to) the stairs. 2. Could you give me a ride (at / in / to) St. Mathew Street? 3. Hellen is (at / in / to) a rock concert with her friends. 4. We’ll never go back (at / in / to) that bad hotel. 5. You left your watch (at / in / to) the bathroom. 6. Are your parents coming (at / in / to) the ballet recital? 7. Jeff is studying (at / in / to) Oxford University. 8. My mother wears jeans (at / in / to) home. 9. My dogs are playing (at / in / to) the garden. 10. The Canadian Tulip Festival takes place (at / in / to) Ottawa. B. Complete the following text with at, in or to. Last summer, I travelled She picked me up

/20

London to visit my sister who moved there ve years ago. Heathrow Airport and drove me

a nice neighbourhood

her beautiful house

Central London. After a tasty lunch and some tea

her apartment, my sister and I went sightseeing we went

and around the city. First,

the popular Madame Tussaud’s Museum.

this museum, you can

see real-size wax gures of famous people like Michael Jackson or Beyoncé. Later, we went the Tower Bridge and also friend of my sister’s,

the Tower of London. Finally, we met Carl, a

St. Paul’s Cathedral.

6 p.m., Carl took us

a

popular restaurant called the Windmill. There, I tried the famous English steak and kidney pie. It was excellent! It was raining on the way home so we stopped bought some souvenirs to give my sister’s car all the way

my friends back home. The next day, we rode Stonehenge. It was exciting to spend time

with so much history. I cannot wait to go back

328

Zipline Year One  Extra Grammar

a shop to keep dry. I a place

England next summer.

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Grammar Quiz Unit 6

Group:

Handout GQ 6.2

Simple Future

A. Complete the following text using verbs from the word box. Use the simple future with will. Word Box

be

have

live

make

Samuel and his family

miss

move

need

start

/10

study

work

to Brazil next year. His mother

for an oil company and his father

his own catering business. His parents

in a big house in Sao Paulo which a swimming pool. Samuel

a nice garden and

in a new school and

a lot

of new Brazilian friends. The weather in Sao Paulo is always nice and hot, so Samuel to wear a winter jacket anymore. Samuel is positive that his new life in Brazil exciting and enjoyable, but he

his friends for sure.

B. Look at David’s list of New Year’s resolutions. Write each of his resolutions in the simple future. Use either the afrmative or the negative form depending on whether he plans to do the activity (√) or does not plan to do it (X).

/10

New Year’s Resolutions Run in the park every weekend.

1. David

.

Take Martial Arts classes.

2. He

.

Play video games all day.

3. He

.

Call my grandparents more.

4. He

.

Help around the house more.

5. He

.

Keep eating healthy.

6. He

.

Play with my cellphone while eating dinner with my family.

7. He

.

Do better in math.

8. He

.

Be nicer to my sister.

9. He

.

Spend a lot of time on the computer.

10. He

Reproduction permitted © TC Media Books Inc.

.

.

Zipline Year One  Extra Grammar

329

Evaluation Components

Evaluation Grids for the Student

Handout

Page

 Self-Evaluation Log for Competency 1                                  SE 1                  331 Self-Evaluation Log for Competency 2                                  SE 2                  332 Self-Evaluation Log for Competency 3                                  SE 3                  333  Peer Evaluation Sheet for Competency 3                               SE 4                  334  Unit Reection Sheet                                                SE 5                  335

Evaluation Grids for the Teacher

Handout

Page

 General Competency Rubric for C1                                    TE 1                  336 General Competency Rubric for C2                                    TE 2                  337 General Competency Rubric for C3                                    TE 3                  338  Individual Progress Log                                              TE 4                  339  Observation Grid for Competency 1                                    TE 5                  340 Observation Grid for Competency 2                                    TE 6                  341 Observation Grid for Competency 3                                    TE 7                  342

Evaluation Situations

Handout

Page

 Evaluation Situation 1 Teacher’s Notes and Evaluation Rubrics                       ES 11–ES 13                  343 Transcript for Task 3                                               ES 14                  348 Student Handouts                                           ES 15–ES 18                  350  Evaluation Situation 2 Teacher’s Notes and Evaluation Rubrics                       ES 21–ES 23                  358 Transcript for Task 1                                               ES 24                  363 Student Handouts                                           ES 25–ES 28                  364

330

Zipline Year One  Evaluation Components

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 1

C1 Interacts Orally in English

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in oral interaction Content of the message

I contribute throughout the discussion. I encourage peers to participate. I make links to personal or outside references. I build on the ideas of others. I communicate my message with ease.

Articulation of the message

Management of strategies and resources

I do not hesitate when I speak. I use the targeted language correctly. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

Reproduction permitted © TC Media Books Inc.

Zipline Year One  Student Evaluation Grids

331

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 2

C2 Reinvests Understanding of Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task Management of strategies and resources

I show a detailed understanding of the text / video. I support my position with arguments from the text / video. I share my understanding of the text / video and adjust it if needed. I can select relevant ideas and language from the text / video to reinvest. I combine ideas from the text / video with my own ideas. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

332

Zipline Year One  Student Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 3

C3 Writes and Produces Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Yes 2 = Partially 1 = No • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in the writing and production processes

Content of the message

I use all steps of the process to complete the task. My work shows improvement through the steps of the process. My ideas are pertinent. I consider the audience, topic and purpose. My ideas are highly organized. I develop and support my ideas. My message is clear and easy to understand.

Formulation of the message

I use appropriate text features and components. My text includes varied language and sentence structure. I know which strategies help me and I use them.

Management of strategies and resources

I know which resources help me and I use them. I independently edit my text to improve my work. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

Reproduction permitted © TC Media Books Inc.

Zipline Year One  Student Evaluation Grids

333

Name:

Date:

Peer Evaluation Sheet

Group:

Handout SE 4

C3 Writes and Produces Texts

Instructions • Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each criterion. Name of classmate:

Date:

Criterion

Performance

Participation in the writing and production processes

My classmate used all steps of the process to complete the task.

Content of the message

Yes

Partially

No

Task number:

Comment

The ideas are pertinent. The product is appropriate for the audience, topic and purpose. The ideas are highly organized. The ideas are well developed and supported. The message is clear and easy to understand.

Formulation of the message

My classmate uses the text components and features required for the task. The text includes varied language and sentence structure.

Production process only

The images, video and / or music enhance the message of the text.

Describe one aspect of your classmate’s product that you liked.

Describe one aspect of your classmate’s product that could be improved.

334

Zipline Year One  Student Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name:

Unit Reection Sheet Unit number:

Date:

Group:

Handout SE 5

What Did You Learn?

Title:

Instructions • Reect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit. Language prompts to help share your ideas • I learned . . . • What was your answer for . . . ? • I think that . . . • What’s your opinion? • What do you think about . . . ? • That’s interesting. • If I understand correctly, . . . • Based on my experience, . . . • Tell me why you . . . • That’s possible, but I think . . . • It seems to me that . . . • The text on . . . mentions that . . .

1. Look back at the tasks you completed in the unit. a. Write new words or expressions you want to remember.

b. Write something helpful you learned in this unit.

2. a. Describe the theme of the unit in your own words.

b. Write something you learned about the theme.

Share and reinvest. 3. In teams: • Discuss your answers to the questions in Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your classmates. • Ask your classmates questions. • Respond to your classmates’ ideas and experiences.

Set a goal. 4. Write your goal for speaking, listening, reading or writing in the next unit.

Reproduction permitted © TC Media Books Inc.

Zipline Year One  Student Evaluation Grids

335

Name:

Date:

Participation in oral interaction

General Competency Rubric

A

B

Interacts actively and spontaneously throughout the task

Interacts throughout the task

Contributes pertinent ideas on a broad range of familiar and unfamiliar subjects, making references to outside information and experiences

Content of the message

Handout TE 1

C1 Interacts Orally in English

Actively encourages peers to participate in discussion

C

Makes frequent attempts to encourage peers to participate in the discussion Contributes pertinent ideas to discussions on familiar subjects

Interacts sporadically Makes some attempts to encourage peers to participate in the discussion

D

E

Speaks when prompted or when asked direct questions

Provides answers to routine questions

Fluency

Communicates messages with ease and condence Little to no hesitations

Expresses messages using language that is accurate and idiomatic**

Does not incite discussion with peers

Does not often incite discussion with peers

Contributes ideas to discussions on familiar topics

Contributes short, simple messages

Uses facts and examples to support ideas

Contributes answers using models or direct translations from mother tongue OR Relies on single word answers or gestures to signal understanding

Builds on others’ ideas

Accuracy

Articulation of the message

Group:

Communicates messages with a certain amount of ease

Requires some support to communicate messages

Hesitations do not hinder interaction

Hesitations sometimes hinder interaction

Expresses messages using language that is somewhat accurate and idiomatic

Expresses messages that are understood, but contain errors that sometimes hinder comprehensibility

Requires support to communicate messages Hesitations often hinder interaction

Expresses messages that rely on models or direct translation from mother tongue

Expresses messages that are understood, but contain many errors that impede understanding and require interpretation

OR Reverts to a language other than English

Targeted language conventions

Management of strategies and resources*

Type of error

Selects and manages a variety of strategies and resources effectively to improve oral interaction

Very few

Selects and manages appropriate strategies and resources Efcient use of a variety of resources

Requires little or no support

Requires some prompting to use strategies and resources Draws on one or two strategies

Some

Many

Uses familiar strategies and resources when told explicitly which to use

Too many

Despite prompting, does not make use of strategies or resources Uses simple strategies like gesturing to compensate

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. ** Idiomatic language includes expressions and sentence structures typical of the English language, e.g. use of gerunds.

336

Zipline Year One  Teacher Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Selection and use of information / ideas / language Coherence of organization, combination with own ideas

Management of strategies and resources*

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

General Competency Rubric

A

Group:

Handout TE 2

C2 Reinvests Understanding of Texts

B

C

D

Shows understanding of the subtleties of texts

Shows solid understanding of texts

Shows some understanding of texts

Shows basic understanding of texts

Supports position with arguments from texts

Forms and justies opinions

Negotiates and adjusts understanding in small groups or with teacher*

Able to identify required information about the text

Supports others in negotiating meaning*

Negotiates meaning with others and adjusts understanding as needed*

Relies on others to adjust understanding*

E Shows that texts have been understood by responding nonverbally, with single words or short phrases Answers simple questions with support

Selects appropriate, accurate and pertinent information / ideas and language from texts

Selects mostly appropriate, accurate and pertinent information / ideas and language from texts

Selects some appropriate, accurate and pertinent information / ideas and language from texts

Selects little appropriate, accurate and pertinent information / ideas and language from texts

Information / ideas and language are inappropriate or inaccurate

Skillfully combines and organizes pertinent information / ideas and language from texts with own ideas to create a personalized product

Combines relevant information / ideas and language from texts with own ideas to create a coherent product

Combines some information / ideas or language from texts with own ideas

Gives opinions about texts, when asked, but makes few links between own ideas and texts

Own ideas are not included or are not coherently tied to information from texts

Relies on the model to complete the task

OR

Uses a wide variety of strategies and resources relevant to the task

Uses appropriate strategies and resources

Uses familiar strategies if reminded

Uses modelled strategies

Needs to be reminded to diversify use of resources

Needs to be reminded to use resources and feedback from peers or teacher

Uses a resource provided by the teacher

Offers feedback to peers

Uses model to create a personalized product

Asks for feedback from peers or teacher

Uses model to create a somewhat personalized product

Uses feedback from peers or teacher

Copies from the model**

Requires a great deal of prompting and feedback from teacher

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. ** If only a few passages were copied from the model, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 2.

Reproduction permitted © TC Media Books Inc.

Zipline Year One  Teacher Evaluation Grids

337

Name:

Date:

Clarity of message

Accuracy of language repertoire

Organization and Pertinence development Text components / features and elements of style

Management of strategies and resources*

Formulation of the message

Content of the message

Participation in the writing and production processes*

General Competency Rubric

Group:

Handout TE 3

C3 Writes and Produces Texts

A

B

C

D

E

Condently personalizes the processes to plan and carry out the task

Uses the steps of the process to complete the task

When reminded, uses the steps of the process to complete the task

Requires guidance throughout the steps of the process

Does not use the steps of the process

Writes a text well adapted to the target audience, topic, purpose

Writes a text appropriate for the target audience, topic, purpose

Writes a text somewhat suited to the target audience, topic, purpose

Writes a text somewhat unsuited to the target audience, topic, purpose

Writes a simple text that does not meet the task requirements

Provides wellorganized, developed and supported ideas and viewpoints

Provides generally well-organized, developed and supported ideas and viewpoints

Provides somewhat organized, developed and supported ideas and viewpoints

Provides ideas and viewpoints that lack some organization, development and support

Provides ideas and viewpoints that lack organization, development and support

Shows advanced understanding of the rst cycle language repertoire (vocabulary, mechanics**, grammatical structures and idiomatic expressions), making few, if any, errors

Shows strong understanding of the rst cycle language repertoire, making few errors

Shows acceptable understanding of the rst cycle language repertoire, making some errors

Shows limited understanding of the rst cycle language repertoire, making a number of errors

Shows little or no understanding of the rst cycle language repertoire

Produces few, if any, errors

Produces errors that do not affect readability and understanding***

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 frequently hinder understanding

Includes and tailors the required text components and features

Includes required text components and features

Includes most of the required text components and features

Partially includes the required text components and features

Does not respect the task requirements

Inconsistently uses elements of style

Uses few elements of style effectively

Does not include elements of style

Uses strategies and resources when guided by the teacher

Skillfully uses elements of style, e.g. voice, varied language structures

Effectively uses some elements of style

Selects and uses appropriate strategies and resources as necessary

Uses familiar strategies and resources as necessary

Requires some prompting to use strategies and resources

Uses strategies that have been modelled

Notices and corrects errors when revising own text autonomously

Edits and revises own text using feedback provided by teacher and peers

Requires some guidance when self or peer editing

When reminded, makes basic corrections to own texts

Makes use of some resources

Includes direct translations from mother tongue

Copies from the model****

Refers mostly to teacher for guidance

Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** Mechanics include spelling, punctuation and capitalization. *** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. **** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

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Zipline Year One  Teacher Evaluation Grids

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Name:

Date:

Individual Progress Log

Competencies C1, C2 and C3

Competency

Group:

Handout TE 4

Date and level of prociency

C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

* The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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339

Name:

Date:

Observation Grid

Group:

Handout TE 5

C1 Interacts Orally in English

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in oral interaction

C Acceptable but needs improvement D Does not meet all expectations

Content of the message

Articulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Students

340

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Name:

Observation Grid

Date:

Group:

Handout TE 6

C2 Reinvests Understanding of Texts

Evaluation Criteria

A Exceeds expectations B Meets expectations

Evidence of understanding of texts through the response process

C Acceptable but needs improvement D Does not meet all expectations

Management of strategies and resources

Task and date

E Has serious difculties

Use of knowledge from texts in a reinvestment task

Students

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341

Name:

Date:

Observation Grid

Group:

Handout TE 7

C3 Writes and Produces Texts

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in the writing and production processes

C Acceptable but needs improvement D Does not meet all expectations

Formulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Content of the message

Students

342

Zipline Year One  Teacher Evaluation Grids

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Evaluation Situation 1 Evaluation Components

The Wonderful World of Food! For use after Units 1, 2 and 3 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1                                                               344 • Evaluation Rubrics for C1, C2 and C3 (Handout ES 11–ES 13)                                       345 • Transcript for Task 3 (Handout ES 14, Audio CD Track 21)                                          348 Student Handouts (ES 15–ES 18)                                                                 350 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 • Use of knowledge from texts in a reinvestment task C3 Writes and Produces Texts • Content of the message • Formulation of the message

General Procedure Make sure that students understand each step of the procedure Step 1: Theme and Questions • Describe the theme in general terms Students will think about their eating habits and learn about unusual dietary habits around the world 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 for each task • Explain the evaluation criteria, using the evaluation rubrics for the three ESL competencies on pages 345–347 • Tell students which resources they are allowed to use • To maintain control during Task 1, students can start by working in teams of four to six They complete as much of the handout as possible Then, students form new teams and continue in this way until the activity is complete • Collect the handouts when students have nished Use the appropriate answer keys and evaluation rubrics to evaluate students’ work

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343

Overview of Evaluation Situation 1 Students will discuss their dietary habits with classmates. They will read about Canada’s Food Guide and will keep a food diary to evaluate and possibly improve their diet. Next, they will learn about some unusual treats in a listening task about entomophagy. Finally, students will reinvest what they have learned in Tasks 2 and 3 by writing an opinion text explaining why people should or should not practise entomophagy.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Task 1: Our Eating Habits 35 min

C1 Interacts Orally in English

• Questionnaire

• Participation in oral interaction

• Asking yes / no questions • Simple present

• Articulation of the message Task 2: My Food Diary 40 min

C2 Reinvests Understanding of Texts

• Informative

• Simple present • Modals should and could

• Evidence of understanding of texts through the response process Task 3: Creepy Crawly Cookery 40 min

C2 Reinvests Understanding of Texts

• Interview

• Simple present

• Opinion

• Simple present

• Evidence of understanding of texts through the response process Task 4: To Eat or Not to Eat? 75 min

C2 Reinvests Understanding of Texts • Use of knowledge from texts in a reinvestment task

• Modals should and could • Discourse markers • Supports opinions

C3 Writes and Produces Texts • Content of the message • Formulation of the message

344

Zipline Year One  Evaluation Situations

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Name :

Date :

Evaluation Situation 1 Task 1:

C1

Participation in oral interaction

Handout ES 1.1

Evaluation Rubric for Task 1

Interacts Orally in English A

Articulation of the message

Group :

B

C

D

Interacts actively and spontaneously during the activity

Interacts actively most of the time during the activity

Interacts sporadically during the activity

Interacts during the activity only when prompted

Initiates and maintains interaction during the discussion by asking and answering questions, listening to others and elaborating on ideas

Maintains interaction by asking and answering questions during the discussion

Occasionally asks and answers questions during the discussion

Responds to questions when prompted

Uses yes / no questions accurately at all times

Uses yes / no questions accurately most of the time

Uses the simple present accurately and with ease during the discussion

Uses the simple present accurately during the discussion

Sometimes makes errors when asking yes / no questions but message is clear most of the time

Makes errors that affect clarity of the message when asking yes / no questions

Uses the simple present accurately most of the time during the discussion

Occasionally uses the simple present during the discussion

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E Is unable to interact during the activity or reverts to a language other than English Is unable to participate in the discussion

Is unable to ask yes / no questions in English Is unable to use the simple present during the discussion

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345

Name :

Date :

Evaluation Situation 1

Evidence of understanding of texts through the response process

Task 2:

Evidence of understanding of texts through the response process

Task 3:

346

C2

Handout ES 1.2

Evaluation Rubrics for Tasks 2 and 3 Reinvests Understanding of Texts A

B

C

Demonstrates a superior understanding of the text by correctly answering the questions in Steps 3 and 4

Demonstrates a good understanding of the text by correctly answering most of the questions in Steps 3 and 4

Demonstrates a fair understanding of the text by correctly answering some of the questions in Steps 3 and 4

Makes pertinent connections between the text and own experience in Step 5

Makes some connections between the text and own experience in Step 5

C2

Group :

Makes few connections between the text and own experience in Step 5

D Demonstrates a partial understanding of the text by answering one or two of the questions in Steps 3 and 4

E Is unable to complete Steps 3 and 4 Response not linked to the text in Step 5

Makes no connections between the text and own experience in Step 5

Reinvests Understanding of Texts A

B

C

Demonstrates a superior understanding of the text by correctly answering the questions in Step 3 and completing all of the table in Step 4

Demonstrates a good understanding of the text by correctly answering most of the questions in Step 3 and completing most of the table in Step 4

Demonstrates a fair understanding of the text by correctly answering some of the questions in Step 3 and by completing some of table in Step 4

Makes pertinent connections between the text and own experience in Step 5

Makes some connections between the text and own experience in Step 5

Makes few connections between the text and own experience in Step 5

Moves beyond context of the text to insightfully address issues at a broader, more general level in Step 6

Moves beyond context of the text to address issues at a broader, more general level in Step 6

Somewhat moves beyond context of text to address issues at a broader, more general level in Step 6

Zipline Year One  Evaluation Situations

D Demonstrates a partial understanding of the text by answering one of the questions in Step 3 and by completing only a small portion of the table in Step 4

E Is unable to complete Steps 3 and 4 Response not linked to the text in Step 5 Responses do not address broader issues in Step 6

Makes no connections between the text and own experience in Step 5 Has difculty addressing the broader issues in Step 6

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Name :

Date :

Evaluation Situation 1

Use of knowledge from texts in a reinvestment task

Task 4:

Formulation of the message

Content of the message

Task 4:

C2

Group :

Handout ES 1.3

Evaluation Rubrics for Task 4 Reinvests Understanding of Texts A

B

C

D

Selects appropriate information from the texts to support opinion about entomophagy

Selects mostly appropriate information from the texts to support opinion about entomophagy

Selects some appropriate information from the texts to support opinion about entomophagy

Selects little appropriate information from the texts to support opinion about entomophagy

C3

E Selects inappropriate or inaccurate information from the texts to support opinion

Writes and Produces Texts A

B

C

D

Provides welldeveloped and detailed arguments to support opinion

Provides generally well-developed and detailed arguments to support opinion

Provides somewhat developed and detailed arguments to support opinion

Provides underdeveloped arguments that lack detail

Provides arguments that are not developed or detailed

Text contains very few, if any, errors in the use of the simple present, modals, discourse markers or other relevant language components required for the task

Text contains few errors in the use of the simple present, modals, discourse markers or other relevant language components required for the task

Text contains some errors in the use of the simple present, modals, discourse markers or other relevant language components required for the task

Text contains many errors in the use of the simple present, modals, discourse markers or other relevant language components required for the task

Text contains many errors, rendering it largely incomprehensible

Text easily understood after one reading

Most of the text easily understood after one reading Text includes and properly structures all required components

Text difcult to understand, even after a second reading

Text does not respect the task requirements

Text includes and skillfully tailors all required components (introduction, three arguments, conclusion)

Text requires a second reading but is generally coherent Text includes most of the required components

Text includes some of the required components

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E

Most of the text is difcult to understand even after a second reading

Zipline Year One  Evaluation Situations

347

Name :

Date :

Evaluation Situation 1

Creepy Crawly Cookery

Transcript for Task 3 Audio CD Track 21

Group :

C2

Handout ES 1.4

CD

Host: Hello, everyone! Welcome to today’s discussion

a lot! They’re also loaded with iron and vitamins

on entomophagy. “Ento-what?” you might ask.

B1 and B3.

Entomophagy. It’s the practice of eating insects.

Host: How does that compare with the nutritional

We’ve got nutritionist André Bosch here, along with

value of beef and even sh?

bug foodie Claire Hemmings. André, what’s the story

André: Lean ground beef and codsh have protein

with entomophagy? It seems to me that the only way

levels that are similar to caterpillars but they come

you’d get most people to eat an insect would be on

up short in terms of their iron and vitamin levels.

a bet or a dare.

Crickets also contain a lot of calcium, which we

André: For most Western cultures, you would be

know is good for bone development. Besides

right. But in much of the rest of the world people

nutritional value, insects are also abundant and

eat insects for their taste, nutritional value and

environmentally sustainable. Farming and harvesting

availability.

insects takes very little water and transport fuel

Host: So why do North Americans and Europeans

compared to livestock, grains and even vegetables.

go out of their way to avoid eating them?

Host: It seems like a no-brainer! Claire, tell us how

André: It is difcult for most North Americans

it is you came to be an entomophagist.

and Europeans to get their heads around

Claire: I was introduced to entomophagy during a

entomophagy. Because of our farming heritage,

trip to Australia. My rst taste was of witchetty

we see insects as the enemy and use lots of

grubs—a type of moth larvae. You can eat them raw,

pesticides. But we should really start considering

but if you roast them over a nice campre they taste

them as food. There are many benets of eating

just like roasted almonds.

insects, starting with the fact that they’re good for

When I travelled to Thailand, I saw moth larvae,

you. They are low in fat and carbohydrates and

crickets, moth pupae, beetles and dragonies being

high in protein and iron.

eaten. I’m an adventurous eater so I tried dry-roasted

For example, if you want to reduce the amount of

crickets as snacks and loved them. The larvae are

carbs you eat, go with a silkworm pupae or a nice

added to soups, stews and stir-fried meals. In Japan,

steaming bowl of termites. Neither of these has

the pupae of the silk moth are considered a delicacy;

any carbohydrates, and they’re both great sources

it was hard to nd, but really tasty. But my favourite

of protein and calories. If it’s protein you seek, look

was the giant water bug. It can be roasted and eaten

no further than the caterpillar. These little guys

whole or ground into a paste for sauces.

contain 28 grams of protein per 100 grams—that’s

Host: That’s incredible! Sounds like your travels have really opened up new gourmet horizons for you.

348

Zipline Year One  Evaluation Situations

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Name :

Evaluation Situation 1

Date :

Group :

Transcript for Task 3 Audio CD Track 21

C2

Handout ES 1.4 (cont.)

Claire: Denitely! I just got back from Venezuela

Claire: It takes some work, but it’s worth it

where I got my boyfriend to try scorpions and even

in my opinion.

tarantulas. He isn’t as much of a fan as I am—he

Host: Have you got any tips for preparing them?

can’t get past the “yuck factor” and found the

Claire: Hmmm, let’s see. Some insects can be eaten

tarantulas were a little on the greasy side. The next

raw, but my boyfriend will only eat them cooked, if at

trip is to South Africa where I am looking forward to

all! He thinks it is safer and that it improves the

crickets, grasshoppers, termites and caterpillars.

taste. Before cooking them, I wash them with water

Host: I’m not sure you could convince me! One

and put them in the freezer for about 15 minutes

problem I see is availability. Where do you get these

to kill them. You may want to cut the heads from

things—in your backyard?

the worms, though you don’t need to. Crickets

Claire: That’s not a good idea. Anything in an urban

can have their legs and wings removed—there’s

area is likely to be full of pesticides. Plus, someone

not much meat there anyway.

without experience should not go out alone and try

But you know, the best way to win over new

to nd insects to eat without training or the help

converts is with some chocolate-covered insects.

of an expert. If you eat an insect that you have

You can use a wide variety of insects for this treat,

misidentied, you could poison yourself!

but I prefer dry-roasted crickets. First, I remove

Host: Then where do you get your bugs?

the crickets’ legs and antennae. Next, I drop the

Claire: Right now, I get crickets from the pet store

crickets into a bowl of melted chocolate and stir

and I order the rest online. I’m looking into raising

them around. Finally, I place them on wax paper

my own, too, because whatever you buy usually

until the chocolate hardens. The light, crispy texture

needs to be freshened up a bit. You have to feed

is just like chocolate-covered popcorn!

them fresh grains for a few days, which cleans out

Host: Hmmm, I might be convinced to try that!

anything unhealthy they may have eaten.

Well, that’s all the time we have for today. Thanks,

Host: It sounds complicated!

André and Claire. I think you’ve given us all some food for thought!

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349

Name :

Date :

Evaluation Situation 1

Group :

Task 1: Our Eating Habits

C1

Handout ES 1.5

1. Read the statements below. Ask your classmates questions to nd someone who matches each description. If your classmate answers “yes,” ask him or her to sign your sheet. If your classmate answers “no,” choose another question or ask another classmate. Each person may sign your sheet only once. Find someone who . . .

Signature

a. eats breakfast every day. (Do you eat breakfast every day?) b. eats three meals a day. c. follows a special diet. d. snacks between meals. e. goes grocery shopping with his or her parents or family. f. believes he or she has healthy eating habits. g. eats junk food more than three times per week. h. eats meat at least once a day. i. often brings a packed lunch to school. j. usually buys lunch at the cafeteria. k. grows his or her own food. l. sometimes eats at a restaurant during the week. m. sometimes eats at a restaurant on the weekend. n. is vegetarian or vegan. o. sometimes skips a meal. p. mostly eats homemade meals or food. q. eats supper with his or her family every evening. r. participates actively in food preparation in his or her home. s. knows the four food groups that are included in a balanced diet. t. eats meals while watching television. 2. Discuss the following questions with your classmates. Use the simple present to express your ideas. a. What is your favourite food? Why? b. Is there any type of food you do not like at all? Why? c. Do you have healthy or unhealthy eating habits? Why?

350

Zipline Year One  Evaluation Situations

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Name :

Evaluation Situation 1

Date :

Task 2: My Food Diary

Group :

C2

Handout ES 1.6

Before Reading 1. What do you think a healthy diet consists of?

While Reading 2. As you read the text, underline the number of recommended servings you need from each food group each day. Healthy Diet, Healthy Lifestyle! No matter where you live, how old you are or what

Grain Products: Eat six servings from this food

you do in life, one thing is certain—you have to eat!

group per day. There are lots of products to choose

Adopting healthy eating habits from a young age will

from. For one serving you could eat one slice of

increase your chances of living a healthy lifestyle

bread or half a bagel, 125 mL of cooked rice, pasta

as you get older.

or couscous or 30 g (a small bowl) of cold cereal.

Canada’s Food Guide is a document produced

Try to eat whole grain products when possible.

by Health Canada that provides information about

Milk and Alternatives: It is important for you

the amount and the different types of food that

to consume three to four servings from this group

Canadians should eat to maintain a healthy diet.

each day to make sure your body benets from

According to the guide, people should eat food from

nutrients like calcium. One cup of milk counts

four different food groups every day. The amount that

as a serving in this group but if you don’t like milk,

a person should eat depends on his or her gender

you can replace it with a soy beverage. You could

and age. Find out what you should eat to meet your

also eat 175 g (a medium sized bowl) of yogurt or

nutritional needs every day.

50 g (approximately two slices) of cheese to get

Vegetables and Fruit: You should eat six servings

one serving. You should drink milk with a low fat

from this food group every day. One serving is equal

content such as 2%, 1% or skim.

to 125 mL (half a cup) of fresh, frozen or canned

Meat and Alternatives: You might be surprised

vegetables or fruit or 125 mL of cooked leafy

to nd out that you only need one or two servings

vegetables. You could also drink 125 mL of juice

from this food group each day. There are many

as one serving but you should try to consume

possibilities to choose from. First of all, you could

vegetables or fruit more often than juice. Try to eat

eat 125 mL (a piece the size of the palm of your

at least one dark green vegetable such as broccoli

hand) of meat, sh or poultry.

and one orange vegetable such as carrots every day.

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Zipline Year One  Evaluation Situations

351

Name :

Date :

Evaluation Situation 1

Group :

Task 2: My Food Diary

C2

Handout ES 1.6 (cont.)

If you are vegetarian or wish to lower the amount

Finally, you could eat two eggs or 175 mL of tofu for

of meat you consume, you could replace meat with

one serving. Make sure you eat lean meat and when

175 mL of cooked legumes such as lentils and beans.

possible, remove the visible fat. You should also aim

Peanut butter or other nut butters are an excellent

to eat at least two servings of sh each week.

way to meet the requirements for this food group. One serving of nut butter is equal to two tablespoons.

Combine this nutritious eating plan with physical activity every day to maintain a healthy lifestyle!

After Reading 3. According to the food guide, what is considered one serving of the Vegetables and Fruit group?

4. Write what you eat in a typical day on the lines below. Then, calculate the total number of servings from each food group that you consume each day using the information from the text. Write your calculations in the chart below. Breakfast: Lunch: Supper: Snacks: Number of servings per meal Food Group

Bkfst

Lunch

Supper

Snacks

Total number of servings

Vegetables and Fruit Grain Products Milk and Alternatives Meat and Alternatives 5. Based on your results in Step 4 and on the recommendations in the text, evaluate your daily diet. Write three ways you could improve your diet.

352

Zipline Year One  Evaluation Situations

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Name :

Date :

Evaluation Situation 1

Group :

Task 3: Creepy Crawly Cookery

Handout ES 1.7

C2

Before Listening 1. In many parts of the world, entomophagy, the practice of eating insects, is common. Does this surprise you? Why or why not?

2. Match the following expressions with their denitions. Expression

Denition

a. to get your head around something

1. to research something

b. to look into something

2. to convince someone of something

c. to come up short

3. to accept something

d. to win someone over

4. to offer something to think about

e. to give someone food for thought

5. to be decient

While Listening 3. Read the questions below. Listen to the interview and answer the questions. a. Check the reasons André gives for why other cultures eat insects. taste

nutritional value

tradition

availability

b. Check the countries where Claire has eaten insects in the past or will eat insects in the future. Thailand

Venezuela

South Africa

Japan

Egypt

Australia

c. List three tips Claire gives for preparing insects as food.

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Zipline Year One  Evaluation Situations

353

Name :

Date :

Evaluation Situation 1

Task 3: Creepy Crawly Cookery

Group :

C2

Handout ES 1.7 (cont.)

4. Listen to the interview again. This time, take notes on the pros and cons of eating insects in the table below. Provide at least three pros and three cons. Pros

Cons

After Listening 5. In your opinion, what is the most convincing argument given by the speakers of why we should practise entomophagy?

6. Based on what you heard in the interview, do you think that entomophagy will eventually become more common in North America?

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Name :

Evaluation Situation 1

Date :

Group :

Task 4: To Eat or Not to Eat?

C2

C3

Handout ES 1.8

Write an opinion text explaining why North Americans should or should not practise entomophagy. Use information from the previous tasks to support your opinion. Think about the following elements: • the strengths and weaknesses of your current diet as discussed in Task 2 • the pros and cons of entomophagy listed in the text in Task 3 1. Choose your point of view. I believe we

should

should not practise entomophagy.

2. Read the transcript for Task 3. Underline information in the text that supports your opinion. 3. Plan your text below. Take notes under each section. a. Introduction: State and briey explain your opinion.

b. Body: Plan three arguments. Use information from Tasks 2 and 3 to support your ideas. Argument 1:

Argument 2:

Argument 3:

c. Conclusion: Restate your opinion and write a concluding sentence.

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Name :

Date :

Evaluation Situation 1

Task 4: To Eat or Not to Eat?

Group :

C2

C3

Handout ES 1.8 (cont.)

4. Write the rst draft of your opinion text. Follow your plan from Step 3. Use the simple present, the modals should and could and discourse markers.

Writing Checklist I stated my opinion in the introduction. I provided three arguments to support my opinion. I used information from Tasks 2 and 3 to support my ideas. I used the simple present correctly. I used the modals should and could correctly. I used discourse markers correctly.

5. Revise and edit your text. Use the writing checklist.

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I checked my spelling and punctuation.

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Name :

Evaluation Situation 1

Date :

Task 4: To Eat or Not to Eat?

Group :

C2

C3

Handout ES 1.8 (cont.)

6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.

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Evaluation Situation 2 Components

So the Story Goes For use after Units 4, 5 and 6 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2                                                               359 • Evaluation Rubrics for C1, C2 and C3 (Handout ES 21–ES 23)                                       360 • Transcript for Task 1 (Handout ES 24, Audio CD Track 22)                                          363 Student Handouts (ES 25–ES 28)                                                                 364 ESL Competencies Evaluated C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3 Writes and Produces Texts • Formulation of the message

General Procedure Make sure that students understand each step of the procedure Step 1: Theme and Questions • Describe the theme in general terms Students will think about the characteristics of myths and legends They will learn about legendary gures and write their own version of a myth or legend 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 for each task • Explain the evaluation criteria, using the rubrics for the three ESL competencies on pages 360–362 • Tell students which resources they are allowed to use • For Task 2, cut the handout on page 366 into four cards Group students into teams of four, making sure that each team has four different prole cards Tell students not to show each other their cards Each student will also need the handout on page 365 to complete the task • Collect the handouts when students have nished Use the appropriate answer keys and evaluation rubrics to evaluate students’ work

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Overview of Evaluation Situation 2 In Task 1, students will learn about the characteristics of myths and legends. In Task 2, they will have the opportunity to discuss and share information about legendary and mythological gures in teams. Next, they will read a legend about an Irish vampire in Task 3. Finally, students will reinvest what they have learned by writing their own myth or legend in Task 4.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Task 1: Myths Busted! 40 min

C2 Reinvests Understanding of Texts

• Information

• Simple present

• Short proles

• Simple past of to be, regular and irregular verbs

• Evidence of understanding of texts through the response process Task 2: What a Character! 50 min

C1 Interacts Orally in English • Participation in oral interaction

• Supports opinions

• Content of the message

• Asks for others’ opinions

• Articulation of message Task 3: The Legend of the Dearg-Due 60 min

C2 Reinvests Understanding of Texts

• Legend

• Evidence of understanding of texts through the response process

• Simple past of to be, regular and irregular verbs • Prepositions at, in and to

• Use of knowledge from texts in a reinvestment task Task 4: A Tale to Tell 75 min

C2 Reinvests Understanding of Texts • Use of knowledge from texts in a reinvestment task

• Myth or legend

• Simple past of to be, regular and irregular verbs • Prepositions at, in and to

C3 Writes and Produces Texts • Formulation of the message

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359

Name :

Date :

Evaluation Situation 2

Evidence of understanding of texts through the response process

Task 1:

Articulation of the message

Content of the message

Participation in oral interaction

Task 2:

360

C2

Handout ES 2.1

Evaluation Rubrics for Tasks 1 and 2

Reinvests Understanding of Texts A

B

C

Demonstrates superior understanding of the text by correctly answering all of the questions in Steps 2, 3 and 4

Demonstrates a good understanding of the text by correctly answering most of the questions in Steps 2, 3 and 4

Demonstrates a fair understanding of the text by correctly answering some of the questions in Steps 2, 3 and 4

C1

Group :

D Demonstrates a partial understanding of the text by answering a few of the questions in Steps 2, 3 and 4

E Is unable to answer the questions in Steps 2, 3 and 4

Interacts Orally in English A

B

C

D

Initiates and maintains interaction during the discussion by asking and answering questions, listening to others and elaborating on ideas

Maintains interaction by asking and answering questions during the discussion

Occasionally asks and answers questions during the discussion

Responds to questions when prompted

Shares highly pertinent information from character prole with group

Shares mostly pertinent information from character prole with group

Shares some pertinent information from character prole with group

Shares little pertinent information from character prole with group

Supports opinions in Step 5 using highly pertinent information from Task1

Supports opinions in Step 5 using mostly pertinent information from Task1

Supports opinions in Step 5 using some pertinent information from Task1

Supports opinions in Step 5 using little pertinent information from Task1

Uses the simple past of to be, irregular and regular verbs accurately and with ease during the discussion

Uses the simple past of to be, irregular and regular verbs accurately during the discussion

Uses the simple past of to be, irregular and regular verbs accurately most of the time during the discussion

Occasionally uses the simple past of to be, irregular and regular verbs accurately during the discussion

Zipline Year One  Evaluation Situations

E Is unable to interact during the discussion Reverts to a language other than English

Shares unrelated or irrelevant information Does not support opinions

Is unable to use the simple past of to be, irregular and regular verbs during the discussion

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Name :

Date :

Evaluation Situation 2

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

Task 3:

C2

Group :

Handout ES 2.2

Evaluation Rubric for Task 3 Reinvests Understanding of Texts A

B

C

D

E

Demonstrates a superior understanding of the text by accurately completing all sections of the story map in Step 3

Demonstrates a good understanding of the text by accurately completing most of the sections of the story map in Step 3

Demonstrates a fair understanding of the text by accurately completing some of the sections of the story map in Step 3

Demonstrates a partial understanding of the text by answering one or two sections of the story map in Step 3

Is unable to complete Step 3

Uses information from Tasks 1 and 3 to accurately identify all the components of a legend found in the story

Uses information from Tasks 1 and 3 to accurately identify most of the components of a legend found in the story

Uses some information from Tasks 1 and 3 to accurately identify some of the components of a legend found in the story

Uses some appropriate information from Tasks 1 and 3 to identify one component of a legend found in the story

Does not accurately identify the components of a legend

Selects some appropriate information from the text to support answers in Step 4

Selects little appropriate information from the text to support answers in Step 4

Selects appropriate information from the text to support answers in Step 4

Selects mostly appropriate information from the text to support answers in Step 4

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Selects inappropriate or inaccurate information from the text to support answers in Step 4

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361

Name :

Date :

Evaluation Situation 2 Task 4:

C2

Reinvests Understanding of Texts

Use of knowledge from texts in a reinvestment task

Skillfully combines information from previous tasks with own ideas to write a myth or a legend that displays the necessary characteristics of the text type (myth or legend)

C3

Formulation of the message

B Combines relevant information and ideas from texts with own ideas to create a coherent product that displays the necessary characteristics of the targeted text type

C Combines some information and ideas from texts to create a somewhat personalized product that displays some of the characteristics of the targeted text type

D Combines little appropriate information from texts with own ideas Creates a product that closely resembles the models provided in the ES

E Is unable to select information to create a product that displays the characteristics of the targeted text type OR Copies from the models

Writes and Produces Texts A

362

Handout ES 2.3

Evaluation Rubrics for Task 4

A

Task 4:

Group :

B

Text easily understood after one reading

Most of the text easily understood after one reading

Text contains very few, if any, errors in the use of the simple past, the prepositions at, in and to or other relevant language components required for the task

Text contains few errors in the use of the simple past, the prepositions at, in and to or other relevant language components required for the task

Text includes and skillfully tailors all required components and features such as setting, characters, storyline

Text includes and properly structures all required components and features

Zipline Year One  Evaluation Situations

C

D

Text requires a second reading but text is generally coherent

Text difcult to understand, even after a second reading

Text contains some errors in the use of the simple past, the prepositions at, in and to or other relevant language components required for the task

Text contains many errors in the use of the simple past, the prepositions at, in and to or other relevant language components required for the task

Text includes most of the required components and features

Text includes some of the required components and features

E Most of text is difcult to understand even after a second reading Text contains many errors, rendering it largely incomprehensible Text does not respect the task requirements

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Name :

Date :

Evaluation Situation 2

Myths Busted!

Transcript for Task 1 Audio CD Track 22

Group :

C2

Handout ES 2.4

CD

Who can resist exciting tales of legendary heroes

Mythological characters are often gods or

such as Don Juan or King Arthur or mythological

goddesses or other supernatural beings who make

gures like King Midas? Everybody loves a good

extraordinary things happen. Some heroes have

story. All countries have their own versions of myths

special powers and strengths that they use to solve

and legends that contribute to a worldwide culture

conicts in the story. Myths often contain characters

of storytelling.

called tricksters. These characters like to break

People often use the words myths and legends to

rules and play tricks on humans and gods. They

mean the same thing. Although the two types of

usually take the form of animals but have human

stories share some characteristics, there are

characteristics as well.

important differences that can help you decide if you are reading a myth or a legend. First of all, both myths and legends are stories

Before people had scientic explanations for certain natural phenomena, myths were used to explain why and how such things happened. For

that were originally told orally and that were passed

example, some myths try to explain how the world

down from generation to generation. In fact, the

began. Like in any good story, the message is very

word “myth” comes from the Greek word “mythos”

important in myths. Myths often contain a symbolic

which means “word of mouth.”

meaning and the stories focus on sharing an

Legends often take place in a denite time period or specic year. Myths, on the other hand, do not usually specify a particular setting. We just know that they took place a very long time ago.

important message. Myths teach people how to behave and other important lessons about life. In legends, the action in the storyline is more important than the message. Readers are captivated

Both myths and legends feature strong

by the exciting events and anxiously follow the hero

characters that perform extraordinary deeds,

as he or she struggles to conquer evil. Some events

but there are also differences. Legends might tell the

might be modied to make the story even more

story of a hero who helps people in need or who

exciting and impressive than it really was.

performs great acts because of their intelligence

Whether you read a myth or a legend, one thing

or strength. Legendary characters are often based

is certain—the stories will keep you entertained and

on people who really existed. However, the

teach you something about life in another time.

character’s actions are usually exaggerated and not completely true.

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363

Name :

Date :

Evaluation Situation 2

Group :

Task 1: Myths Busted!

C2

Handout ES 2.5

Before Listening 1. With a partner, brainstorm and write a list of at least three myths or legends that you know.

While Listening 2. Read the statements below. As you listen, write M or L beside each statement to indicate whether it describes a myth or a legend. Setting

They often take place in a specic time period or year. They do not specify a time but they took place a long time ago. The characters are heroic and help people in need.

Characters

The characters are exaggerated versions of people who really existed. The characters are gods or goddesses or have supernatural powers. The characters include tricksters who break rules and play tricks. The story explains natural phenomena, e.g. how the world began.

Storyline

The story teaches people how to behave or life-lessons. The story’s action is more important than the message. Some events are modied to make the story more exciting.

After Listening 3. List ve similarities between myths and legends.

4. Choose three of the myths or legends you named in Step 1. Determine if each is a myth or a legend based on what you heard. Write your answers below.

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Name :

Date :

Evaluation Situation 2

Group :

Task 2: What a Character!

C1

Handout ES 2.6

1. Read your prole of a mythological or legendary gure and familiarize yourself with the main points. 2. Join your group. Share information about your gure with the other members using your own words. Use the simple past. Do not show them your prole! 3. As you listen to each member share his or her gure’s prole, take notes on the following questions. Complete the information for your gure last. • • • • •

Was the gure a god or a goddess? Was the gure based on someone who really existed? Did the story take place at a specic time in the past? Did the gure have special powers or help people in need? Did the story explain natural phenomena, e.g. how the world began? Robin Hood

Atlas

Grace O’Malley

Hercules

4. Ask the other members of your group questions and ll in any missing information in your chart. 5. As a group, determine if each character was a legendary gure or a mythical gure. Use the information from the chart and from Task 1 to support your answer. Robin Hood:

Grace O’Malley:

Atlas:

Hercules:

6. Discuss the following questions with your group. a. Which gure was the most interesting? Why? b. Which type of story is more captivating: myths or legends? Why?

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Name :

Date :

Evaluation Situation 2

Group :

Task 2: What a Character!

C1

Handout ES 2.6 (cont.)

Prole: Robin Hood

Prole: Atlas

It is believed that Robin Hood was a bandit who

Atlas was a Greek hero who fought with the Titans

lived in Nottingham, England. One of the rst

against the Olympians. When the Titans were

stories of Robin Hood dates back to the 14th

defeated, the god, Zeus, ordered Atlas to stand at

century.

the edge of the earth and hold up the sky with his

Robin Hood was a rebel who fought to protect the poor people of his country. This outlaw supposedly had a group of men who followed

shoulders. The ocean near Atlas was named the Sea of Atlas or the Atlantic Ocean in his honour. One day, Atlas received a visit from Perseus.

him and together they travelled around the land,

Atlas did not welcome his visitor. As punishment,

ghting injustice. He became a hero for the

Perseus showed him Medusa’s head which

citizens of his land because he stole from the rich

turned Atlas into stone. That stone became what

in order to give money to the poor.

we know today as the Atlas Mountains.

Prole: Grace O’Malley

Prole: Hercules

Grace O’Malley was born in Ireland in 1530. She

Hercules was one of the most famous heroes

was a very determined young girl who wanted to

of ancient times. He was born from a human

be a sailor like her father. In order to convince her

mother and the most powerful Greek god, Zeus.

father to take her along on his expeditions, she

His mother abandoned him at birth and Hera,

cut off all her hair to look like a boy.

queen of the gods, gave him milk to drink to make

Grace spent her youth defending her country

him immortal. However, even as a baby, Hercules

from the English. She eventually married and had

had superhuman strength and he hurt Hera. She

four children. That did not stop her from building

threw him away from her, spilling the milk. This

a reputation as a erce and intelligent pirate who

created the Milky Way. After this, Hera wanted to

had no fear of her enemies. The day after one of

kill Hercules. She sent snakes to kill him, but he

her babies was born, Grace’s ship was attacked.

strangled the snakes before they could hurt him.

Grace led her men to defeat their attackers.

Hercules was known for many extraordinary

Nothing could keep her from protecting her boat

exploits such as defeating Cerberus, the

and from getting what she wanted.

three-headed dog that guarded the Underworld, and killing a lion with his hands.

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Name :

Evaluation Situation 2

Date :

Group :

Task 3: The Legend of the Dearg-Due

C2

Handout ES 2.7

Before Reading 1. What is more important: money or love? Explain your answer.

While Reading 2. Underline the actions that the main character takes to get revenge. The Legend of the Dearg-Due Two thousand years ago, in a small village in Ireland,

bring me wealth. I will own more land and be richer

a beautiful young girl lived with her father. She had

than I could ever have imagined.”

long, golden hair, bright red lips and eyes that sparkled like shining stars. She was kind and loving and everyone in the village adored her. However, the

“But Father, I do not love the chief,” cried the young girl. “Please, allow me to be happy.” Her father would not change his mind. His own

young girl only had eyes for one person. She loved

greed was more important to him than his

a peasant boy from her village. He too was kind and

daughter’s happiness.

caring but he was very, very poor. Every day, they would meet secretly and confess their love for each other. “I will love you forever,” promised the peasant boy.

The poor girl wept with grief and despair but she had no choice but to respect her father’s wishes. Not long after, the girl married the chief. She

“One day, we will be married and we will live happily

soon discovered that like her father, her husband

ever after.”

was a very cruel man. He treated her terribly. He

“I cannot wait for that day,” replied the young girl. “But rst, we must get my father’s blessing.” The young couple promised to love each other forever and to marry as soon as they could. Soon after, the girl approached her father and told

would not let her walk freely through the elds or bathe in the river. He locked her up in the house like a prisoner and kept her away from everyone. The young girl was miserable. Meanwhile, her father enjoyed his new-found

him of her intention to marry the young boy. Her father

riches and barely gave his daughter another thought.

was a cruel man who had other plans for his daughter.

As time went by, the young girl became more and

“I will never allow you to marry a poor boy,” he

more discouraged. She spent many days by herself,

said. “I have already made arrangements for your

crying and hoping that the peasant boy, her true love,

marriage to the chief of the clan. Your union will

would one day come to rescue her.

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Name :

Date :

Evaluation Situation 2

Group :

Task 3: The Legend of the Dearg-Due

C2

Handout ES 2.7 (cont.)

Eventually, the young girl realized that she was

lived so miserably. As she walked up the stairs to the

never going to escape her husband’s cruel treatment.

bedroom, her anger grew stronger and stronger with

She was heartbroken. She could no longer eat or drink.

the memory of every day that she had been forced to

She knew that she would soon die and she swore

spend with him.

that she would take revenge on her father and her husband who had treated her so cruelly.

She found her husband sleeping in their bed. As she looked at him, she was lled with such deep

When the young girl died, the villagers were

hatred for all the suffering he had put her through

overcome with grief. They felt responsible because

that she not only sucked the breath out of him, she

they had not saved her from her terrible fate. The

drained him of his blood as well. His blood lled her

girl was buried in the church graveyard, surrounded

dead body, making her feel strong and alive again.

by people who had loved her but who had done nothing

From that moment, the girl knew that this would be

to help her when she needed them the most. When

her fate. She would spend the rest of eternity as a

someone died, it was tradition for the villagers to pile

vampire.

rocks on the grave to prevent the person from rising

“I am the Dearg-Due, the red blood sucker. I will

again. However, because of the terrible guilt they felt

suck the life from people in revenge for what my

for the young girl’s death, they failed to carry out the

people did to me. Nobody will ever be safe again.”

ritual.

From then on, the Dearg-Due roamed the village

That night, the young girl rose from her grave to take revenge on the villagers. “It is time to seek my vengeance. I will make them

at night. She used her beauty to prey on unsuspecting young men, luring them away to a quiet place to sink her teeth into their necks and feast on their blood.

suffer like they made me suffer. I will punish them for leaving me with that cruel man and abandoning me when I needed them the most. They will pay for

VOCABULARY

what they have done.”

peasant > poor farm worker

She rst visited her father’s house where she found him sleeping peacefully. “You, my father, are the cause of my suffering,”

blessing > approval clan > group of families or people with a common bond wealth > money, riches

she whispered. “You kept me from my true love. You

greed > extreme desire for wealth

are the reason for my death.”

wept > cried

She then leaned over her father and sucked every breath of life out of him.

grief > extreme sadness fate > destiny carry out > perform

The girl then visited her husband. She entered the house that she had shared with him, where she had

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Name :

Date :

Evaluation Situation 2

Group :

Task 3: The Legend of the Dearg-Due

C2

Handout ES 2.7 (cont.)

After Reading 3. Complete the story map with information from the story. Characters

Setting

Who:

Where: When:

Storyline

Lesson

Ending

4. Check the characteristics of a legend from Task 1 that are found in this story. Support your answer with information from the story. a.

The story takes place in a denite time period or a specic year.

b.

The character is a hero who helps people in need.

c.

The character is based on someone who really existed.

d.

Some events are modied to make the story more exciting and impressive.

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369

Name :

Date :

Evaluation Situation 2

Task 4: A Tale to Tell

Group :

C2

C3

Handout ES 2.8

Write your own myth or legend using information from the previous tasks to help you. Think about the characteristics of the text type as you plan the setting, characters and storyline. 1. Choose your text type. I will write

a myth

a legend.

2. Choose your hero from the list of characters in Task 2 or choose your own. My hero will be: Robin Hood

Atlas

Grace O’Malley

Hercules

Other:

3. Plan your text in the story map below. Create an original story including the hero you chose in Step 2. Be creative! Characters

Setting

Who:

Where: When:

Problem

Event 1

Event 2

Event 3

Ending

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Zipline Year One  Evaluation Situations

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Name :

Evaluation Situation 2

Date :

Task 4: A Tale to Tell

Group :

C2

C3

Handout ES 2.8 (cont.)

4. Write the rst draft of your myth or legend. Follow your plan from Step 3. Respect the characteristics of the text type. Use the information from Tasks 1 and 2 to help you. Use the simple past and the prepositions at, in and to.

Writing Checklist I used information from Tasks 1 and 2 when writing my text. I included the characteristics of a myth or a legend. I used the simple past of the verb to be and regular verbs correctly. I used the simple past of irregular verbs correctly. I used the prepositions at, in and to correctly.

5. Revise and edit your text. Use the writing checklist.

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I checked my spelling and punctuation.

Zipline Year One  Evaluation Situations

371

Name :

Date :

Evaluation Situation 2

Task 4: A Tale to Tell

Group :

C2

C3

Handout ES 2.8 (cont.)

6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.

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Zipline Year One  Evaluation Situations

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Digital Tools from Chenelière Éducation The Zipline collection is offered in digital ipbook on Chenelière Éducation’s

platform.

The following pages provide an overview of the platform’s functionalities and of the specics of the Zipline 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 / 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 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

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The “Table of Contents” button leads to the ipbook’s table of contents and allows you to explore the book. It is also possible to access the Additional Material in just one click. 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 the teacher. 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.

1. The digital flipbook The digital ipbook of the Zipline 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. Video

Reproducible document (handout)

Interactive workshop

Audio clip

Hyperlink

Page link

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As with the workbooks, the digital ipbook of the teacher’s guide of Zipline (which brings together all of the additional material) allows teachers to project reproducible documents using an inter­ active 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 Zipline collection contains 30 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 else 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 10 questions, with two additional tries/attempts (true or false, multiple choice, ll­in­the­blank, matching, drag­and­drop, drop­down menus, etc.). In learning mode, 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

Hint Answer Next try

Navigation tabs

Accumulated points

Go to the next question

User­friendly learning management tools are also available to teachers with the interactive work­ shops. 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 / 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 (in French) tutorial 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 tab / Guides de l’utilisateur and / Tutoriels.

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DIGITAL TOOLS OFFERED WITH ZIPLINE The Zipline 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 30 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) • 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 structure and progression of the collection, to be completed as a group or individually, comprised of 30 workshops related to the workbook’s themes and grammar notions • 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 24 hyperlinks • Access to 22 CD tracks (recorded texts and pronunciation activities) • Access to 99 audio tracks containing hundreds of vocabulary words • Access to six videos with and without English subtitles

OVERVIEW OF INTERACTIVE WORKSHOPS Completion time for each workshop is approximately 20 to 30 minutes. A workshop is offered for each of the grammar notions presented in the Grammar Point rubrics of the workbook. In addition, other workshops cover the grammar notions included in the Grammar Section of the workbook. For each unit, therefore, workshops covering the notions presented in the Grammar Point rubrics of the unit are supplemented by workshops covering other grammar notions from the Grammar section of the workbook. You can assign these workshops in any order you like directly from the Table of Contents of the Grammar Section or from the “Interactive Workshops” button. See the following pages for a list of all the workshops offered with Zipline Secondary Cycle One, Year One.

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Unit 1 I Want Candy! Workshop Title

Workshop 1: Simple Present, Afrmative and Negative, To Be

Notion Covered in Grammar Points of the Unit

Simple present of to be and Simple present, afrmative to have (likes and dislikes), and negative, verb to be, p. 178 p. 12 Simple present, afrmative and negative, other verbs, pp. 184, 186

Workshop 2: Simple Present, Afrmative and Negative, Other Verbs Workshop 3: Nouns, Plural Forms of Countable and Uncountable Nouns

Notion Covered in Grammar Section

Plural nouns, countable and uncountable nouns, p. 16

Plural nouns, countable and uncountable nouns, pp. 227, 228

Workshop 4: Articles

Articles, p. 239

Workshop 5: Present Continuous, Afrmative and Negative

Present continuous, afrmative and negative, pp. 190, 192

Unit 2 Good Guys and Bad Guys Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

Workshop 6: Pronouns

Subject pronouns, p. 40

Subject and object pronouns, pp. 230, 231

Workshop 7: Adjectives

Possessive adjectives, p. 40 Possessive adjectives, position and order, pp. 232, 233

Workshop 8: Simple Present, Question Formation and There Is / There Are

Yes / no questions in the simple present, p. 43

Question formation in the simple present, there is / there are, pp. 181, 182, 183, 188, 189

Workshop 9: Present Continuous, Question Formation

Question formation in the present continuous, pp. 193, 194

Workshop 10: Punctuation and Capitalization

Punctuation and capitalization, pp. 241, 242

Unit 3 Sticky Situations Workshop Title

Notion Covered in Grammar Points of the Unit

Workshop 11: Imperatives

Imperatives, p. 67

Imperatives, p. 220

Workshop 12: Modals Should and Could

Modals should and could, p. 67

Modals should and could, pp. 222, 223

Workshop 13: Imperatives and Modals Should, Could and Can

Imperatives and modals, p. 67

Imperatives, p. 220

Workshop 15: Discourse Markers

Zipline Year One  Digital Tools

Modals should, could and can, pp. 221, 222, 223 Adverbs of time and frequency, pp. 234, 235

Workshop 14: Adverbs of Time and Frequency

378

Notion Covered in Grammar Section

Discourse markers, p. 68

Discourse markers, p. 236

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Unit 4 The History of Video Games Workshop Title

Workshop 16: Simple Past, Afrmative and Negative, To Be and Regular Verbs

Notion Covered in Grammar Points of the Unit

Simple past of to be and regular verbs, p. 95

Notion Covered in Grammar Section

Simple past, afrmative and negative, pp. 195, 197, 201, 205

Workshop 17: Past Continuous, Afrmative and Negative

Past continuous, afrmative and negative, p. 209

Workshop 18: Past Continuous, Question Formation

Past continuous, question formation, p. 211

Workshop 19: Modals Must and Have To

Modals must and have to, p. 104

Modals must and have to, p. 224 Simple and compound sentences, p. 225

Workshop 20: Simple and Compound Sentences Unit 5 Twisted Tales Workshop Title

Workshop 21: Possessive Forms of Nouns

Notion Covered in Grammar Points of the Unit

Possessive forms of nouns, Possessive forms of nouns, p. 229 p. 124 Simple past of to be and regular verbs, question formation, pp. 198, 199, 207, 208

Workshop 22: Simple Past, Question Formation, To Be and Regular Verbs Workshop 23: Simple Past of Irregular Verbs

Notion Covered in Grammar Section

Simple past of irregular verbs, afrmative and negative, p. 134

Simple past of irregular verbs, afrmative and negative, pp. 203, 205

Workshop 24: There Was and There Were

There was / there were, p. 200

Workshop 25: Question Words

Question words, p. 240

Unit 6 Enter at Your Own Risk Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

Workshop 26: Prepositions

Prepositions at, in and to, p. 151

Prepositions of place, time, date and duration, pp. 237, 238

Workshop 27: Simple Future With Will, Afrmative and Negative

Simple future (with will), afrmative and negative, p. 161

Simple future with will, afrmative and negative, pp. 212, 214

Workshop 28: Simple Future With Will, Question Formation

Simple future with will, question formation, pp. 215, 216

Workshop 29: Future With Be Going To, Afrmative and Negative

Future with be going to, afrmative and negative, pp. 217, 218

Workshop 30: Future With Be Going To, Question Formation

Future with be going to, question formation, p. 219

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The most complete workbook for enriched English!

Student Workbook

Teacher’s Guide and Answer Key

Review Unit plus six unique, high-interest themes In every unit, varied reading, viewing, speaking and writing tasks A nal writing project that gathers information learned in the unit in a nal written production An extra reading text and activity to explore the unit’s theme further Contextualized and decontextualized grammar exercises A grammar section presenting grammar notions and numerous exercises A useful reference section that offers functional language, strategies, tips for writing and production processes and other grammar references

Answer key Multiple handouts that include extra reading activities, grammar quizzes and exercises and evaluation tools Two evaluation situations A CD with pronunciation activities and recorded texts A DVD offering videos with and without English subtitles

Digital Resources With Chenelière’s new platform, available online and downloadable, you can display, create, personalize and share pedagogical content and so much more! For students

For teachers

Digital Student Workbook includes a Chenelière Éducation app for iPad Access to a large number of interactive exercises and workshops with automatic feedback that can be done in class, in the lab or at home Additional documents and digital content that can be made available by teachers

Digital versions of all the printed material A large number of interactive exercises and workshops with automatic feedback that follow the progression of the workbook and can be done in class or individually Classroom management tools to monitor your students’ progress All handouts in both PDF and Word formats Answers that appear one-by-one and numerous hyperlinks

The components of Print Version • Student Workbook • Answer Key • Teacher’s Guide

Secondary Cycle One Digital Version • Student Workbook (Chenelière Éducation app for iPad)

• Teacher’s Guide and Answer Key • platform