Snapshot. Student workbook : English as a second language, secondary cycle one - year two [1-2, 2nd edition.] 9782765052159, 2765052158

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Secondary Cycle One • Year Two

Snapshot

2nd Edition

Cynthia Beyea Hélène Blanchet Claire Maria Ford

Conforms to the PROGRESSION of Learning

ENGLISH AS A SECOND LANGUAGE STUDENT WORKBOOK

Secondary Cycle One • Year Two

Snapshot

2nd Edition

Cynthia Beyea Hélène Blanchet Claire Maria Ford

ENGLISH AS A SECOND LANGUAGE STUDENT WORKBOOK

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

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

Student Workbook

Cynthia Beyea, Hélène Blanchet, Claire Maria Ford © 2016 TC Media Books Inc. © 2011 Chenelière Éducation inc. Editor (2nd Edition): Jennifer McMorran Editor (1st Edition): Susan Roy Project Managers (2nd Edition): Vanessa Copeland, Philippe Kham Project Manager (1st Edition): Jeanine Floyd Proofreader: Nancy Perreault Photo Researchers: Marie-Chantal Laforge, Rachel Irwin Permissions Researcher: Marc-André Brouillard Book Designer and Typesetter: Pige Communication Printer: TC Transcontinental Printing

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-5215-9

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

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ITIB

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

Table of Contents Units UNIT

1

Uniquely Cool .............................................................1 There are many denitions of cool.

Grammar: Position of adjectives; simple present verbs Project: Make a poster showing what was cool in a past decade. Extra Reading: “What is Cool?” Vocabulary: Cool words through the decades

UNIT

2

Trivia Challenge...................................................19 The word trivia refers to small, unrelated facts.

Grammar: Question words; simple past Project: Produce a class trivia game show. Extra Reading: “Reach for the Top” Vocabulary: Trivia expressions

UNIT

3

Extraordinary Sports ................................ 37 Some sports seem impossible and push the limits.

Grammar: Which / what, can / could, must / have to and should Project: Create a prole for what it takes to be an extreme athlete. Extra Reading: “Who Says You Can’t?” Vocabulary: Action words

UNIT

4

Animation Secrets ..........................................55 Animated movies are no longer just for children.

Grammar: Sequence adverbs and ordinal numbers; present continuous Project: Create a storyboard for an animated movie. Extra Reading: “Virtual Actors Are Here to Stay” Vocabulary: Animation words

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Table of Contents

iii

UNIT

5

The Push and Pull of Advertising ..........................................................75 Wherever we go, we see advertisements.

Grammar: Imperatives; future with will and be going to Project: Create an advertisement for a new product. Extra Reading: “Going Viral” Vocabulary: Advertising lingo

UNIT

6

Weird News ..................................................................93 We read and hear weird and wonderful stories every day.

Grammar: Capitalization of headlines; past continuous Project: Produce a Weird News radio show. Extra Reading: “Famous Internet Hoaxes” Vocabulary: Fact or ction expressions

UNIT

7

Fears and Phobias.........................................111 Some people’s fears and phobias are overwhelming.

Grammar: Prexes and sufxes; comparative adjectives; verb tense review

Project: Use social media to promote information about a fear or phobia.

Extra Reading: “Maddie’s Story” Vocabulary: Fear adjectives

UNIT

8

Travel the World.................................................129 There are many ways to experience the world.

Grammar: Would / could / should Project: Write a travel guide review. Extra Reading: “Jasper, Alberta” Vocabulary: Travel expressions

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Table of Contents

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Grammar and Reference Sections Verbs Simple Present...................................................................... 148 Simple Past ........................................................................... 160 Future .................................................................................... 172 Continuous Tenses............................................................... 179 Modals ................................................................................... 190 Imperatives ........................................................................... 194

Sentence Builders Nouns .................................................................................... 196 Pronouns ............................................................................... 200 Adjectives.............................................................................. 203 Possessives .......................................................................... 207 Demonstratives .................................................................... 209 Adverbs ................................................................................. 210 Sequence Adverbs and Ordinal Numbers .......................... 214 Prepositions .......................................................................... 215 Conjunctions......................................................................... 219 Articles .................................................................................. 221 Question Words .................................................................... 222 Capitalization ........................................................................ 225 Punctuation........................................................................... 227

Reference Section Strategies .............................................................................. 229 Functional Language............................................................ 231 The Response Process ........................................................ 232 The Writing Process ............................................................. 233 The Production Process ...................................................... 234 Verb Tense Overview............................................................ 235 Question Formation.............................................................. 236 Common Irregular Verbs...................................................... 237

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Table of Contents

v

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

Units The Opening Page In the rst section of Snapshot, you will nd eight interesting units. The opening page of each unit explains what you will learn and do. The title gives you an idea of what the unit is about.

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

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

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

The overview section describes the tasks that you will do.

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

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

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

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

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

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

The introduction helps you to understand the purpose of the task. Step-by-step instructions tell you what to do.

A model dialogue gives you an example of the spoken language you need. vi

Overview

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Vocabulary The Project

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

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

The Grammar Close-Up The Grammar Close-Up explains key grammar covered in the unit and includes exercises to practise. The notes help you to understand and use the grammar correctly. The Look Out! box reminds you of an important aspect of the grammar.

The exercises allow you to practise the grammar.

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

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Overview

vii

The Icons

Vocabulary boxes signal new words to learn.

Vocabulary

The tabs tell you the focus of each task.

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

Glossary Starting Point

Watching

Speaking

Grammar Close-Up

Reading

Project

Listening

Extra Reading

The audio icon indicates that there is a listening activity or a recorded text. The watching icon indicates that there is a video to watch.

Writing

The Interactive Workshop icon indicates that there is an associated extra listening, extra reading or grammar interactive workshop.

Strategy Stall for time. Buy time to think of a response by saying, Hmmm or Just a second.

Look Out! With she, he or it, add s to the base verb. See the table below.

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

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write and produce texts.

Time to Talk • Change the Go to pages 203 and 204 of the Grammar Section for more information, practice and access to an interactive workshop.

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

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

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

Time to Talk boxes offer more opportunities to practise speaking.

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

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

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Overview

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

UNIT

Uniquely Cool

There are many denitions of cool. What does it mean to be cool? In this unit, you will:

1

Project Make a poster showing what was cool in a past decade.

• Share your likes and dislikes. • Ask about other people’s preferences.

Extra Reading

• Discover what different generations nd cool.

What Is Cool?

• Write about a cool person.

Read about the evolution of the word cool.

• Review grammar: the position of adjectives and simple present verbs.

One-Minute Challenge Make a list of things you nd cool.

one

1

Starting Point

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

Survey 1 My favourite period in school is a. music b. science c. physical education d. lunch time

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

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

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

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

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

7 My dream destination is a. Woodstock b. Whistler c. the Olympics d. Hollywood 8 My favourite magazines have articles about a. music and musicians b. the environment and green living c. sports and athletes d. fashion and beauty 9 The posters in my room are of a. singers b. outdoor scenes c. top athletes performing their sport d. models and actors

Time to Talk • Change the

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

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Uniquely Cool

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

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

Number of c answers:

Number of b answers:

Number of d answers:

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

Results a l Cool to you is a question of musica r taste. Music inuences who you ere wh ar, we you friends are, what you spend the weekend and what interests you in the media.

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

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

d tion Cool to you is a ques ur Yo of looks and image. nd friends go to you to lours, out the latest on co Shopping . ds styles and bran e and your im is a favourite past volve travelling to daydreams often in brity. g your favourite cele New York or meetin

Glossary taking apart: taking to pieces brands: trademarks

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Unit 1

three

3

Speaking

2. Tic-Tac-Cool

C1

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

Strategy Take risks. It is okay to make errors!

Place

Thing

Event

Pastime

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

The aim of the game is to earn three squares diagonally, vertically or horizontally. Player X starts. Choose a category on the game board on page 5. Ask Player O ve yes / no questions to discover what she or he thinks is cool in this category. If you guess the answer, write an X in the square. Now it is Player O’s turn to play. Player O: Choose a category on the game board. Ask Player X ve questions to nd out what she or he thinks is cool in this category. If you guess the answer, write an O in the square. Continue to play, taking turns.

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Uniquely Cool

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Speaking

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

thing pastime place place

person

event pastime

thing

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event Unit 1

ve

5

Listening

3. Cool Yesterday, Cool Today C2

Do you and your family agree on what is cool? 1. Read the following list. Write down what you nd cool in each category, and what you think your parent nds cool. You

Your Parent

a. music b. clothes

Glossary Peruvian: from Peru user-friendly: easy to use lando: traditional music from Peru

c. restaurants d. movies e. computers 2.

Read the glossary. Then, listen to Emilio’s conversation with his mother. Complete the graphic organizer with each person’s preferences.

emilio

maria

Music:

Music: Peruvian traditional music

Clothes:

Clothes:

Restaurants:

Restaurants:

Movies:

Movies:

Movies:

Movies:

Computers:

Computers:

3. What category do they agree on?

4. Who said the following? a. “Computers must be user-friendly.”: Why? b. “I like Peru Fiesta.”: Why? 6

six

Uniquely Cool

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Speaking

4. Cool Across the Decades

C1

Talk about cool styles from the past. 1. Look at the pictures below. 2. With a classmate, discuss each picture. Answer the following questions. a. What is similar or different from cool styles today? b. What do you nd cool or uncool about these styles?

3. Which decade’s style do you prefer? Explain your answer.

I think this hairstyle is cool. It looks similar to my brother’s hair. It’s not something I like! Look at those pants. They’re not cool at all. They’re really different from what we wear today. Yes, but that shirt is very similar to what I am wearing right now! Reproduction prohibited © TC Media Books Inc.

Unit 1

seven

7

Reading

5. My Favourite Cool Person

C2

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

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

Glossary amazing: fantastic hilarious: very funny

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

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Uniquely Cool

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Reading

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

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

Examples

CAROLINE

JOSHUA

AUNT LEILA

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

4. Which person do you admire? Explain your choice.

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Unit 1

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9

Reading 5. With a classmate, choose two famous people: one who is cool and one who is not. Discuss what makes one person cool and the other person not cool. Justify your opinions. Famous Person

Reason

COOL

NOT COOL

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

The singer is popular.

A. Read the following paragraph. Circle the adjectives. Draw an arrow from each adjective to the noun that it modies.

Some teens like to read the HD screens of their hot new technological gadgets. But others prefer to lose themselves in the imaginary world of an exciting novel. So what is so cool about what teens read today? According to a website that reports on best-selling books for teens, fantasy, war, romance and suspense are the most popular themes. From magic and ghosts to high-tech animal experimentation, today’s cool topics take curious readers away from the dull reality of homework and school bells to explore fresh ideas and new horizons. Are you looking for a cool break? Pick up a book!

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Uniquely Cool

Go to pages 203 and 204 of the Grammar Section for more information, practice and access to an interactive workshop.

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Writing

6. Who Is Cool to You?

C3

Write a prole of someone you think is cool. 1. Choose a person you think is cool. The person can be: • a friend • a member of your family • a relative

• another person you know • a famous person

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

Appearance

•

•

•

•

Cool

•

•

Job / Activities

Other

•

•

•

•

•

•

Qualities • • •

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

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Unit 1

eleven

11

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

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

Writing Checklist Use adjectives. Make sure that they are in the correct position. Use the simple present. Check that verbs are correct.

Use correct punctuation and capitalization. Use your resources: dictionary, model texts, grammar references and classmates.

6. Write the nal copy of your prole. Illustrate it with different fonts and photos. Present it to your classmates. 7. Present your prole to your classmates.

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Uniquely Cool

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Grammar Close-Up Simple Present Verbs Go to pages 148 to 159 of the Grammar Section for more information, practice and access to an interactive workshop.

We use the simple present for: • a fact or a description (Older teens take fewer risks.) • feelings or habits (We have lunch at noon every day.) • present states (It is cold today.) The Verbs To Be and To Have Afrmative

Plural

Singular

Verb To Be

Negative

Verb To Have

I am cool. You are cool.

I have fun. You have fun.

She / He / It is cool.

She / He / It has fun.

We are cool.

We have fun.

You are cool.

You have fun.

They are cool.

They have fun.

Verb To Be

Verb To Have

I am not / I’m not cool. You are not / aren’t cool. You’re not cool. She / He / It is not/isn’t cool. She / He / It’s not cool.

I do not / don’t have fun. You do not/don’t have fun.

We are not / aren’t cool. We’re not cool. You are not / aren’t cool. You’re not cool. They are not/ aren’t cool. They’re not cool.

We do not / don’t have fun.

She / He / It does not / doesn’t have fun.

You do not/don’t have fun. They do not/don’t have fun.

Afrmative

Negative

Singular

I think. You think. She / He / It thinks.

I do not / don’t think. You do not / don’t think. She / He / It does not / doesn’t think.

Plural

Other Verbs

We think. You think. They think.

We do not / don’t think. You do not / don’t think. They do not / don’t think.

Look Out! With she, he or it, add s to the base verb. See the table below.

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

Example

Rule

Example

a consonant + y

y, study, try

Change y to i and add es.

ies, studies, tries

ch, o, s, sh, x, z

buzz, do, dress, mix, push, watch

Add es.

buzzes, does, dresses, mixes, pushes, watches

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Unit 1

thirteen

13

Grammar Close-Up Practise A. Read the text. Underline the main verbs in the simple present.

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

B. Complete the text with the correct form of the simple present.

1

Teens around the world (love) 2

phone subscribers (be) 3

Music (be) (buy)

hot electronic gadgets. Most new mobile

younger than 25.

so important to teens that it (affect)

4

what they

5

6

. Store managers choose the music that they (play)

in

their stores very carefully. Image also (have)

7

a big part to play when it (come) 9

inuencing teens. Companies (hire) products. Teens (want)

10

8

to

the coolest celebrities to represent their

to be as attractive as the celebrities.

C. Write the words in the correct order to form negative sentences. 1. hard / is / many / do / think / work / cool / students / not

2. teens / Shelby / know / possess / does / qualities / not / what / cool

3. to / risks / it / cool / older / not / teens / that / take / do / think / is

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Uniquely Cool

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Project

Cool in the Past

C3

Make a poster showing what was cool in a past decade. Pre-Production

1 2

3

Choose your decade. Refer to the pictures on page 7 for ideas. Research and decide what elements you want to include. Include at least 5 elements. clothing

stars

music

activities

hairstyles

movies

Plan your visuals. Next, plan two to three sentences to describe each visual.

Production

4

Write the rst draft of your text. Include two to three sentences to accompany each image. Revise and edit your work.

5

Create your poster.

Post-Production

6

Present your poster to a group of your classmates. Ask them for their feedback.

7

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

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Unit 1

fteen

15

Extra Reading

Centuries of Cool

C2

Read about the evolution of the word cool. 1. Before you read, brainstorm two denitions of the word cool. Write your answer below.

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

What Is

?

If you look in the dictionary, the rst denition of cool is probably “a low temperature.” If you continue reading, you will see that there are many different denitions of cool. Another way to dene cool is tied to emotions. If you think about it in terms of emotions, hot implies that your temperature is going up: you’re starting to get angry. Cool is just the opposite. When you stay cool, you don’t get emotional. You can also be cool towards someone—not friendly, just as warm means friendly. The most common use of the word cool today is to refer to something positively—something that we like, or something that is in style. Cool is a question of taste. Cool people have a style that people want to emulate. Cool people also show condence. They are above a situation.

The Roots of Cool In Africa in the 15th century, there was a word in the Yoruba language, itutu, that referred to being calm and detached from your circumstances. You had to act nonchalant. You had to hide your desires and emotions. In 15th-century Italy, sprezzatura had a similar meaning. It also referred to acting with nonchalance. You had to look like what you did required no effort. You weren’t supposed to show any emotion and you

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Uniquely Cool

had to act detached. You can see this in the face of the Mona Lisa, who isn’t totally smiling. She isn’t showing much emotion. It is almost like she’s looking down on you, saying,“You’re not as cool as I am.” Today, cool has a similar meaning. When you’re acting emotionally cool, you don’t show emotions like fear, anger or jealousy.

The New Denition of Cool Where did the use of cool as a term to show approval come from? It is believed that African Americans rst used the word cool as a term to say that something was really good. The word cool started to be used more commonly in the mid-20th century, among African-American jazz musicians. It was not long before the word’s popularity as a term to express approval spread and became a common part of American English. Each decade, there are new words that mean cool. They come and go, but the word cool stays. It is the most popular slang term in the English language. The word cool is still cool!

Glossary tied to: connected to taste: style preference century: a period of 100 years nonchalant: not showing any emotion

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Extra Reading 3. What does it mean to be cool emotionally?

4. What is the most common use of the word cool today?

5. How do we react to cool people?

6. Write the denitions for the words below. Word

Denition

a. itutu

b. sprezzatura

7. How does the Mona Lisa shows sprezzatura?

8. What group of peoples rst used cool as a term to show approval?

9. What words do teenagers use today to describe something as cool?

10. In what situations do you think it is important to stay cool emotionally?

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Unit 1

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17

VOCABULARY Learn about cool words from the past. 1. Read the words from each decade in the table below. Then, complete the dialogues with vocabulary words from the table. Decade 1960s 1970s 1980s 1990s 2000s

A Person or People daddy-O cat dude homey peeps

DAVE: Hey

Cool or Good groovy far out wicked da bomb sweet

Not Cool or Bad a drag bogus grody brutal wack

, do you have any burgers?

CAFETERIA WORKER: No, sorry, I just sold my last one. DAVE: What a

! What about a sandwich?

CAFETERIA WORKER: Yes! One sandwich, coming up! DAVE:

. Thanks!

AYO: The

in the cafeteria said there are no more burgers.

JANICE: That’s so

! So what did you get for lunch?

AYO: He made me a sandwich. JANICE:

! That was nice of him. Hope it’s good.

PHILIPPE: Hey

, how’s it going?

MIKE: Things are good. I’m feeling pretty

today. Want to go have lunch?

PHILIPPE: Sure. But not in the cafeteria. The food is AMANDA: Hey

.

. How is your burger?

JERRY: Great! The burger is

. You’ll love it!

AMANDA: I hope you’re right. The pizza is

. I’ll never eat it again.

SAMANTHA: Hey, let’s sit over there with our SMITA: Did you see Jo’s cool new hat? It’s SAMANTHA: There’s no room at the table. That’s

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Uniquely Cool

. ! .

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UNIT

Trivia Challenge

The word trivia refers to small, unrelated facts. How much trivia do you know? In this unit, you will:

Project Produce a class trivia game show.

• Discuss different kinds of trivia questions and games.

Extra Reading

• Learn how to create questions for a game.

Reach for the Top

• Play a radio trivia game.

Read about a popular Canadian trivia game for teens.

• Write questions for a trivia game. • Practise grammar: question words and the simple past.

2

One-Minute Challenge Make a list of all the television game shows you know. nineteen

19

Starting Point

1. Trivia Games 101 Share what you know about trivia games. 1. With a classmate, write down what you know about trivia games in the graphic organizer. The model dialogue below will help you discuss your ideas with your partner.

Places to Find Trivia Games

Trivia Games I Like to Play

Categories of Questions

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

What trivia games do you like to play? I like board games. Me too. Let’s write that down. Next, places to find trivia games. Let’s make a list. Then we can compare them, O.K.? Right! What a team! 20

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Speaking

2. Trivia Time

C1

Test your trivia knowledge against your classmates’ with this multiple choice game. 1. Read the game rules below. 2. Play the Trivia Time game on page 22 with your classmates. The model dialogue below will help you play the game.

Game Rules 1. Decide who goes rst. 2. The rst player picks a question, reads it aloud and chooses an answer. 3. All players circle the chosen answer and write the rst player’s initials in that question box. 4. Continue playing the game with all players. 5. Answer all the questions.

Strategy

6. Listen to your teacher give the correct answers. Correct your answers and add up the points.

Stall for time. Buy time to think of a response by saying, Hmmm or Just a second.

7. The player with the most points wins the game.

O.K., it’s your turn. What question do you choose? Question X, for five points. First, write my initials. Let me read it to you. Wow! That’s difficult. Do you know the answer? I think so. The answer is Ottawa. O.K., everyone, write it down. I’m the next player. My question is for one point. Reproduction prohibited © TC Media Books Inc.

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Speaking 1 point

2 points

3 points

4 points

5 points

A What is on a pirate ag with a skull? a. two bones b. a skeleton c. a parrot

B Which animal is the most intelligent? a. chimpanzee b. elephant c. pig

C Which prince will become the next king of England? a. William b. Harry c. Edward

D What are you afraid of if you have ailurophobia? a. birds b. cats c. dogs

E What musical instrument does a lute resemble? a. saxophone b. guitar c. drum

Initals:

Initals:

Initals:

Initals:

Initals:

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

G What nationality is the ctional spy James Bond? a. American b. Canadian c. British

H In Ireland, what type of fairy wears green clothes? a. leprechaun b. gnome c. pixie

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

J In what part of the body is the patella bone? a. chest b. face c. leg

Initals:

Initals:

Initals:

Initals:

Initals:

N Approximately how much of the Earth’s surface is covered with water? a. 50% b. 60% c. 70%

O What is the name of the boy wizard in the books by J.K. Rowling? a. Harry Potter b. Merlin c. Gandalf

Initals:

Initals:

L

K

M

What comic book hero lives in Gotham City? a. Spiderman b. Batman c. Superman

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

In what country can you visit the Taj Mahal? a. Ireland b. India c. China

Initals:

Initals:

Initals:

Q What colour is a ruby? a. red b. green c. blue

R What are the RCMP? a. police b. accountants c. athletes

S What type of food is basmati? a. rice b. pasta c. bread

T Where was singer Justin Bieber born? a. U.S.A. b. Canada c. Germany

Initals:

Initals:

Initals:

Initals:

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

Glossary skull: bony case that protects the brain

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Trivia Challenge

most: more than all others

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Reading

3. Asking the Right Question C2

Trivia games ask different kinds of questions. 1. Read about different types of game questions. 2. Write the name of a game that uses each type of question. Use your list of trivia games in Task 1 for help.

Type of Question: Multiple Ch

swer n: Give the An Type of Questio answer this information to ve gi to ed ne u Yo . type of question

oice

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

Game:

ion Give the Quest Type of Question: swer. You is actually the an n tio es qu of pe This ty n to show propriate questio have to ask the ap e information. that you know th

Type of Question: Different Levels Some games use different types of questions but they get more difcult after each question. Game:

Game:

Type of Question: True or False? In this kind of game, you have to say if a

statement is true or false.

Game:

3. Read the Quick Facts on pages 24 to 26. Choose a category. Write questions about each text on the question cards. Use the types of questions mentioned.

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Reading

1.

Multiple-Choice Questions About Skateboarding

Category: 1.

QUICK FACTS

a.

b.

c.

a.

b.

c.

a.

b.

c.

2.

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

2.

3.

QUICK FACTS

True-or-False Statements About Great White Sharks

Category:

True

1.

False

Great White Sharks Adult great white sharks can swim at speeds of 42 km / h. They can weigh up to 2000 kg. They are at the top of the food chain. Shark attacks on humans are rare, but three types of sharks are dangerous: great white sharks, bull sharks and tiger sharks. A great white shark’s tooth can measure up to 6 cm long.

2.

3.

Glossary waves: pattern of moving water speeds: how fast 24

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Reading

3.

QUICK FACTS

Give-the-Answer Questions About the World Trade Center

Category: 1. Q.

A.

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

4.

2. Q.

A. 3. Q.

A.

Give-the-Question Questions About the Olympics in Canada

Category:

QUICK FACTS

1. Answer

The Olympics in Canada

Question What is

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

2. Answer

Question What is

Glossary collapsed: fell down

hosted: held

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25

Reading

5.

Different-Level Questions About London, England

Category:

QUICK FACTS

1. Q.

London, England

A.

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

2. Q.

A. 3. Q.

A.

Glossary landmarks: attractions to visit

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

1. Q.

A.

2. Q.

A.

3. Q.

A.

4. Q.

A.

5. Q.

A.

Grammar Flash

Go to pages 222 to 224 of the Grammar Section for more information, practice and access to an interactive workshop.

Question Words Who: person When: time

What / Which: thing Why: reason

Where: place How: manner or way

Whose: possession How much / How many: quantity

A. Complete the questions with the correct question word.

26

1.

invented ice cream?

4.

did you have for lunch?

2.

did you study all night?

5.

did you get to school?

3.

did you last see Joe?

6.

were you born?

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Trivia Challenge

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Speaking

4. The Question Game

C1

Practise asking questions in this trivia game. 1. Read the game rules below. 2. Play the game with your classmates. The model dialogue below will help you play the game.

1. The rst player chooses a category, formulates 3. The player on the left chooses the next category. a question and asks it to the player on the left. Play until all the questions are answered. 2. The player on the left gives an answer. All players circle the chosen answer and write this player’s initials in that question box.

3 points

2 points

1 point

Who?

4. Listen to your teacher give the correct answers. Correct your answers and add up the points. 5. The player with the most points wins the game.

What?

Where?

Which?

Canadian performer a. Drake b. Rihanna

Largest mammal a. elephant b. whale

Buy a book a. library b. bookstore

Lives in the Arctic a. polar bear b. penguin

Initals:

Initals:

Initals:

Initals:

King of rock and roll a. Elvis b. Michael Jackson

Longest number a. pi b. innity

Eiffel Tower a. Paris b. London

Capital of Canada a. Toronto b. Ottawa

Initals:

Initals:

Initals:

Initals:

Sold more records a. The Beatles b. Michael Jackson

Big Ben a. a grizzly bear b. a clock in London

Stonehenge a. Ireland b. England

Capital of China a. Beijing b. Shanghai

Initals:

Initals:

Initals:

Initals:

I choose , for four points. What is our galaxy’s name? It’s the Milky Way. Write my initials. My turn. I choose , for five points. Where is Mount Everest? Reproduction prohibited © TC Media Books Inc.

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27

Listening

5. Is That Your Final Answer?

C2

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

I don’t know anything.

I know a little.

2.

1

a. 8 b. 10 c. 13

2

True

I’m average.

6

a. Long Bridge b. Green Gables Bridge

False

c. Confederation Bridge

a. Alberta and Saskatchewan

7

True

8

a. Nunavut

b. British Columbia and Saskatchewan

a. British Columbia

False

b. the Northwest Territories

c. British Columbia and Alberta 5

I’m a pro.

Listen to the trivia quiz. You will hear the questions twice. Write your answers in the spaces below.

3 4

I know more than most people.

c. the Yukon 9

b. Ontario c. Newfoundland and Labrador

10

True

False

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

5. What three new facts did you learn?

28

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Writing

6. It’s Your Turn

C3

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

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

different levels

give the answer

give the question

multiple choice

true or false

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

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

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

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

6. Write the rules of your game.

Time to Talk • Play the game with a

partner. • Give feedback to your partner about his or her trivia questions. Were some questions too hard? Too easy?

Writing Checklist Brainstorm ideas to write your questions. Use different question words. Review the verb tenses you use.

Use your resources to check your work: grammar ash, grammar close-up, dictionary, information and models from tasks.

Check the word order of your questions.

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Trivia Challenge

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

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

Irregular Verbs

Check the list of irregular verbs on pages 237 and 238.

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

We won the game. Verb To Be

Use was or were.

Place not after the verb or use the contraction wasn’t / weren’t.

He was slow to answer. They were the 2015 champions.

He was not / wasn’t a good player. They were not / weren’t wrong.

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

Go to pages 160 to 171 of the Grammar Section for more information, practice and access to an interactive workshop.

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

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Grammar Close-Up Practise A. Complete the sentences with the simple past of the verbs in parentheses.

1. TOASTERS 1

A British company (invent) 2

(toast, negative) 3

the electric toaster in 1893. The rst toasters

both sides of the bread. When the rst side (be) 4

ready, you (turn) 5

Charles Strite (create)

the bread over to toast the other side.

the rst pop-up toaster with a timer in 1919.

2. SANDWICHES 1

John Montagu (be)

3

beef between slices of bread when he (play) 4

2

the Earl of Sandwich. He (like)

to stop. He (be)

5

to eat roast

cards because he (want, negative)

the rst person to eat sandwiches.

3. CHEWING GUM A long time ago, people (have, negative) 2

tree resin. In 1848, a man (make) 4

gum. It (taste) 5

1

chewing gum. They (chew) 3

the rst commercial chewing

like spruce, a kind of tree. A few years later, he (start)

to make gum with fruit avours. It (become)

6

very popular.

B. Write two trivia questions about each of the texts above. Use give-the-answer and true-or-false questions.

TOASTERS 1. 2.

SANDWICHES 1. 2.

CHEWING GUM 1. 2.

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Trivia Challenge

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Project

Trivia Show

C1

Produce a class trivia game show. Pre-Production

1

Plan your game show. Give your show a name. Determine the number of participants. List the material you need.

Decide if you need a game host to coordinate the game and ask the questions. Other

2

Decide on your categories. With your team, choose fteen questions from Task 6.

3

Decide on the responsibilities of each teammate. Responsibility

Strategy Plan your work. Visualize the nal product you want and plan carefully to help you meet your goal.

Teammate

Writing question cards

Writing answer key

Production

4

Write the script for your show. Include an introduction and explain the rules. Use the vocabulary from page 36 to help you.

5

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

Post-Production

6

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

7

Evaluate your work. Write notes on what you can do to improve your show.

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Extra Reading

Take a Guess

C2

Read about a popular Canadian trivia game for teens. 1. How often do you watch television game shows? What do you like or not like about them?

2. While you read the text, highlight the verb to be in the simple past and underline the irregular verbs in the simple past.

Reach for the Top Reach for the Top was a long-running television quiz show for high school and college students. It rst aired on the CBC in Vancouver in 1961, and continued on television until 2009. The show is no longer a regularly televised series; however, it remains popular throughout Canadian schools. In fact, many schools continue to form Reach for the Top quiz clubs that compete in competitions at the provincial and even national levels. Today there are 355 teams and 3000 students from across the country that play Reach for the Top in lunchrooms and regional leagues throughout the school year thanks to a program called Schoolreach. The best teams compete in regional tournaments for the opportunity to participate at the provincial level. Provincial winners go to the national Reach for the Top tournament and the winning team becomes the national champion. In 2010, a team from Dawson College in Montréal won the Québec championships and took part in the national tournament. Students of 19 and under can play Reach for the Top. A team of four players from one high school or college plays against a team from another school. The host asks questions from many different categories, which players cannot choose. To win, players must press a buzzer and answer questions as quickly as possible. Sometimes team members

34

thirty-four

Trivia Challenge

can discuss the answer, but usually one player must answer alone. If a team gives the wrong answer, the other team can respond and win the points. Points are not deducted for a wrong answer. Participating schools have clubs with a teacher coach who helps students to prepare for inter-school matches and championships. From the 1970s to the 1990s, there was a French-language version of the show called Génies en herbe. Sometimes, Reach for the Top and Génies en herbe made shows together. Teams from English schools answered questions in French, and teams from French schools answered questions in English. In 2011, there was a pan-Canadian version of Génies en herbe where four teams travelled to seven different Glossary cities around Canada. aired: played on television For some Canadian high CBC: Canadian school and college students, Broadcasting knowing your trivia can get Corporation you right to the top! buzzer: device that makes a loud sound Reproduction prohibited © TC Media Books Inc.

Extra Reading 3. What happens during Reach for the Top? Write down the steps.

4. Who competes in Reach for the Top competitions today?

5. What are the three levels of competition? •

•

•

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

7. What happens if a team does not know an answer?

8. How do teams prepare for the game?

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

10. What do you think are positive and negative aspects about preparing for a quiz competition? Compare your answers with a classmate’s. Good

Bad

11. Discuss with a classmate: Would you like to participate in a quiz competition like this? Why or why not? Take notes below.

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Unit 2

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VOCABULARY Use these words and expressions when you play your trivia games. 1. Read the words and expressions below. Write them into the categories in the table. Some words and expressions can go in more than one category. Use a dictionary for help. Congratulations, that’s right! • Sorry, wrong answer. • Fantastic! Hang in there. • Better luck next time! • Don’t give up! • Is that your nal answer? You win some, you lose some. • You’re the big winner! When a player’s answer is correct, you can say . . .

When a player’s answer is incorrect, you can say . . .

To encourage a player during the game, you can say . . .

To conrm a player’s response, you can say . . .

When a player wins the game, you can say . . .

When a player loses the game, you can say . . .

2. Complete the dialogue with words and expressions from above. Lily: The question is: What is the largest planet in the solar system? Luiz: My answer is B, Saturn. 1

Lily: (To conrm a response) Luiz: Yes!

2

Lily: No. (When a player’s answer is incorrect) Sorry, (To encourage a player)

3

Time for the next question. What is

the capital of Québec? Luiz: I know that one. It’s Québec City. 4

Lily: (When a player’s answer is correct) That was the last question. (When a player wins the game)

5

3. Practise reading the dialogue with a classmate.

36

thirty-six

Trivia Challenge

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UNIT

Extraordinary Sports

Some sports seem impossible and push the limits. What does it take to be an extreme athlete? In this unit, you will: • Find out about extreme sports and how they evolve.

3

Project Create a poster for a new extreme sport.

Extra Reading

• Read about risks and equipment. • Play a game. • Watch a video about a rock-climbing prodigy. • Write about an extreme sport. • Practise grammar: which / what, can, could, must, have to and should.

Who Says You Can’t? Learn how some teens redene the word impossible.

One-Minute Challenge Make a list of challenging and dangerous sports you know. thirty-seven

37

Starting Point

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

38

a

b

c

d

e

f

g

h

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Extraordinary Sports

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Starting Point 3. Read the sports cards. Which of the sports mentioned match your denition of extreme sports?

Skurng is a water sport. It combines water skiing and surng and is practised on a skim board with no bindings. It began as wakeboarding.

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

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

4. Answer the questions. a. Which sport is used by armies?

Glossary

b. Which sport includes running, climbing

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

and jumping over obstacles? c. Which sport started as wakeboarding? d. Which sports are not really extreme sports? Why?

Grammar Flash Which Use which when there is a dened choice. Which sport do you prefer: skurng or parkour?

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

A. Complete the questions with which or what. 1.

of these extreme sports would you try?

2.

do you have for lunch?

3.

activity do you prefer: kayaking or canoeing?

4.

plans do you have for the weekend?

Reproduction prohibited © TC Media Books Inc.

Unit 3

Go to pages 222 to 224 of the Grammar Section for more information, practice and access to an interactive workshop.

thirty-nine

39

Speaking

2. Extreme Athletes

C1

Talk about qualities extreme athletes must possess. 1. Look at the extreme sports in Task 1. With a partner, decide which qualities and skills below an athlete must possess to succeed at these sports. Use the model dialogue below for help. Look up words that you don’t know in the dictionary. brave

strong

courageous

determined

in control

fearless

persistent

exible

adventurous

athletic

focused

hard-working

ambitious

talented

skilled

motivated

coordinated

2. Discuss which sports from Task 1 you could imagine trying. Explain your choices. Use the model dialogue below for help.

Strategy If you don’t know a word, make an intelligent guess based on cognates.

3. Name two sports in Task 1 that seem difcult to you. Compare your answer with your partner’s.

This sport looks technical. An athlete in this sport has to be skilled and strong. I agree. The athlete must also be adventurous. Could you imagine trying it? No, I couldn’t. It looks too scary for me. 40

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Extraordinary Sports

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Reading

3. Five Risky Sports

C2

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

b. What risks do participants take?

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

Five Extreme Adventure Sports

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

Glossary rope: cord tangled: twisted around

ZORBING Do you want to know what it is like to roll around inside a huge ball? Then you should try zorbing. This sport started in New Zealand. Individuals climb inside a big transparent plastic ball and roll down a hill. Riders can wear a

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

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

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Unit 3

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41

Reading

VOLCANO BOARDING Are you tired of regular snowboarding? This could be for you. Boarders race down slopes of volcanic ash. They can reach speeds of 80 kilometres per

BASE JUMPING

hour. The only equipment they use is a

BASE jumpers do not jump out of planes.

board and helmet. The helmet should

They throw themselves off xed objects:

protect them from head injuries, but

buildings, antennas, bridges or precipices.

they have no protection from fractures

Adventure sport fanatics consider this

and bruises. Think of the adrenaline

activity very dangerous, but they like to do

rush when you arrive at the foot of a

it anyway for fun. BASE jumping is much

1000‑metre high volcano!

riskier than skydiving. BASE jumpers are closer to the ground and do not have room for mistakes. One jump could be their last. Jumpers have to wear helmets and shoulder and knee pads for safety. The best protective equipment does not eliminate the risks of serious fractures or even death. You should avoid this sport!

Time to Talk • Which extreme

adventure sport do you like the best? • Why do you think people are ready to risk their lives doing extreme sports?

LIMBO SKATING This unbelievable sport comes from India. First, contestants skate very fast. Then, they bend down to 20 centimetres above the ground to skate under a line of cars. The skaters wear no protective equipment. This sport can leave skaters with scrapes, bruises and

Glossary slopes: mountain sides fractures: broken bones scrapes: skin damage

42

forty-two

severe or even fatal injuries. The current record‑holder can roll under 57 consecutive cars in 45 seconds. And you thought in‑line skating was fun!

Extraordinary Sports

Reproduction prohibited © TC Media Books Inc.

Reading 3. Complete the information in the chart. Sport

Protective Equipment

Risks

1. Crocodile Bungee Jumping 2. Zorbing 3. Volcano Boarding 4. BASE Jumping

5. Limbo Skating

Grammar Flash Modals Can, Could, Must, Have To and Should We use can, could, must, have to and should to change the meaning of the main verb. • Use can (present) and could (past) to express ability or possibility. • Use must and have to to express obligation. • Use should to express advice or strong possibility. Place can, could, must, have to and should before the base form of the verb. A. Complete the sentences with can, could, must, have to or should. 1. Liz (possibility)

be disqualied because she was late.

2. Gabriel 3. The racers

The negative forms are cannot, could not, must not, should not, do / does / did not have to.

participate in the race. (ability, negative) register at 8:00 a.m. (advice)

4. The skateboarder twice. (obligation, negative) 5. The rules say that you of two parachute jumps. (obligation)

Reproduction prohibited © TC Media Books Inc.

Look Out!

perform the same trick do a minimum

Unit 3

Go to pages 190 to 193 of the Grammar Section for more information, practice and access to interactive workshops.

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43

Watching

4. Defying Gravity

C2

Watch a video about a young rock climber. 1. Check four characteristics you think an exceptional young rock climber should have. Compare your choices with a classmate. in control

athletic

hard-working

exible

ambitious

motivated

brave

coordinated

demanding

2. Look at the words in the vocabulary box and nd a synonym for the underlined words below. Write your answer on the line. a. I excel when I am under pressure.

Vocabulary

b. I did not take the same path when I came back.

challenge failure

c. The black-diamond ski run was a real test.

route

d. Not winning is difcult to accept.

thrive

3.

Read the statements below before you watch. While you watch, decide if the statements are true or false. Statement

True

False

a. Brooke feels in control and happy when she’s climbing. b. Brooke is the only 11 year old to set climbing records. c. Brooke loves climbing because it’s scary. d. Brooke is unique because of her very strong ngers. e. Average climbers are as exible as babies. f. Brooke’s mother and coach have to be hard on Brooke. g. To be a good climber you have to train hard. h. Rock climbing is a dangerous sport. 4. After you watch, describe what Brooke does when she reaches a place where she doesn’t think she can continue.

Glossary phenom: short form of phenomenal, outstanding individual itty-bitty: small

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5. Brooke’s mother says difcult situations can make us stronger. Do you agree with this? Why?

Extraordinary Sports

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Speaking

5. Ready, Set, Action!

C1

Play a fun game with a classmate to review what you know about extreme sports. 1. Read the game instructions below.

Materials

Time to Talk

1. dice

• Are extreme sports

2. markers

Instructions 1. Roll the dice. Move your marker. 2. Read and answer the question. If you answer correctly, stay on that square. If your answer is not correct, go back to your original square.

appropriate for kids your age or should they be for adults only? • Do you think that the fun of extreme sports is worth the risks?

2. Play the game on page 46 with a classmate. The model dialogue below will help you play the game and answer the questions.

The answer is . You must have a harness.

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

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45

Speaking

21

22

Name the sport.

Name the sport.

23

Name the sport.

24

Name three sports where you must wear a helmet.

END Which extreme sport pushes this sport to What activity is it the limit? based on?

Name the sport.

20

19

Name the sport.

What are the risks?

18

You win a free pass! Advance 4 squares Do you think you could do it? Give a reason.

What are its risks?

Name the sport.

11

12

13

17

What is this extreme sport?

16

Name a sport that is not an extreme sport now. Is it high risk or low risk? Name the sport.

14

Name the extreme sport that combines running and obstacle jumping.

15 You need to practise. Miss a turn.

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

How is it extreme?

What sport uses this equipment?

You are an extreme sports champion.

10

9

Name the sport.

8

What pushes a person to do this sport?

7

What protective equipment do you need for this sport?

6

Name the sport.

4

Name the sport.

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

2

Name the sport. Is it risky?

3

5

START Justify your answer.

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Extraordinary Sports

What can make it an extreme sport?

What protective equipment should you wear?

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Writing

6. A Unique Extreme Sport

C3

Write about an extreme sport that you want to try. 1. Choose an extreme sport that interests you.

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

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

What are the risks?

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

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

Writing Checklist Add other ideas and opinions. Make sure that your text is well organized and that your message is clear. Check your grammar.

Check that your word order and punctuation are correct. Use your resources to check your work: dictionary, grammar ash, information from tasks, peers.

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

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Grammar Close-Up Formation of Questions with Can, Could, Must, Have To and Should

Look Out! Use do / does / did with have to for questions.

• Use can and could to ask about ability and possibility. • Use must and have to to ask about obligation. • Use should to ask for advice. Yes / No Questions

Information Questions

Can

Can you do a 360 o turn?

What skateboarding trick can you do?

Could

Could you teach me an extreme sport?

Which extreme sport could you teach me?

Must

Must you wear protective equipment?

What protective equipment must you wear?

Have To

Do you have to wear protective equipment?

What protective equipment do you have to wear?

Should

Should I try zorbing?

What should I wear to go scuba diving?

Practise

Go to pages 190 to 193 of the Grammar Section for more information, practice and access to interactive workshops.

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

1. Yes, riders can wear a helmet.

2. No, you don’t have to buy gloves.

3. No, the team from France cannot continue.

4. Yes, a wakeboard can t inside a small car.

5. No, the date of the event could not change.

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Grammar Close-Up

6. Yes, the champion can rollerskate 42 kilometres in a day.

7. No, the twins could not attend the training camp last month.

8. Yes, Myra has to land exactly where she aimed.

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

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

2. The students must bring a bag lunch.

3. Teachers have to supervise their own students.

4. Parents can park their cars in the parking lot by the mountain.

5. The rain and lightning could cause the outing to be cancelled.

6. Students must dress warmly.

7. Mr. Tessier can take care of the water supply.

8. Lily and Charles could take photos during the outing.

9. The students have to choose the trail up the mountain.

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Project

New and Extreme

C3

Create a poster for a new extreme sport. Pre-Production

1

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

2

Brainstorm ideas to include on your extreme sport poster. Think about: actions place and season

protective equipment risks

3

Brainstorm which skills and qualities an athlete who practises your sport must have.

4

Design the layout and look for images. Show your layout to a classmate for ideas and feedback to help you improve it. Add or remove information.

Production

5

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

6

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

Post-Production

7

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

8

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

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Extra Reading

Extraordinary Teens

C2

Learn how some teens redene the word impossible. 1. Name three things that you think are impossible for you to do.

2. While you read, underline the qualities and character traits of the two athletes.

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

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

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Extraordinary Sports

discover that it can be a toy, not a restriction. Meghan Fink is a great surfer, even though she cannot see the waves or the sunshine—she is visually impaired. After her rst lesson with an instructor, she went surng for the rst time. She was excited just to stand on her board and feel the wind in her hair. She practises every day, even if it is raining.

Meghan learned to surf thanks to the Surf for All program at Camp Ability. This camp offers special athletic programs for visually impaired teens. Meghan sees herself as having no limitations. “Even though I’m visually impaired,” she says, “what’s really stopping me? ” Bungee jumping and skydiving are on her to-do list. What is it about an extreme sport that can change a life? Cooperation, courage, determination and perseverance can redene the word impossible. All you have to do is believe in yourself.

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

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Extra Reading 3. Which extreme sports are mentioned in this article?

4. Write down one way that Aaron and Meghan demonstrate the following character traits: a. Courage Aaron Meghan b. Determination and Perseverance Aaron Meghan 5. What does Aaron hope to show young children with disabilities?

6. Which sports are on Meghan’s to-do list?

7. How can Aaron and Meghan inspire other teens?

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

9. Look at your answer to Step 1. What would it take to make those things possible?

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

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VOCABULARY Idioms are expressions whose meanings are not always predictable from their individual words. 1. Match each sports idiom with its denition. Write the letter on the line. Idiom

Denition

1. hold your horses

a. begin successsfully

2. risk your neck

b. focus on achieving a positive result

3. get off to a ying start

c. ready and excited about something

4. raring to go

d. do something dangerous

5. blow away the competition

e. win by a big margin

6. keep one’s eye on the prize

f. wait

2. Complete the dialogue with the correct idioms from Step 1. KAREN:

Hurry up, Shawn. This is my rst kayaking race and I can’t wait to get there. 1

SHAWN: KAREN:

! I’m coming.

I want to get there early to prepare myself mentally and make sure 2

I

. 3

PAULA:

You are really

, aren’t you, Karen?

KAREN:

You bet!

PAULA:

Are your parents coming to watch the race?

KAREN:

No. They are afraid I will hurt myself. My mother said to me last night, 4

“I wish you wouldn’t

so often.”

SHAWN:

She shouldn’t worry. You practise so much, I’m sure you will be ne.

PAULA:

That’s right. You are so good, you will probably 5

KAREN:

!

We will see! For now, I am simply going to focus 6

and

.

3. Practise reading the dialogue with your classmates.

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UNIT

Animation Secrets

Animated movies are no longer just for children. How are animated movies created? In this unit, you will:

Project Create a storyboard for an animated movie.

• Read about different techniques used in animation.

Extra Reading

• Talk about what makes a good character.

Virtual Actors Are Here to Stay

• Watch a video about life at Pixar Animation Studios. • Learn about the world of stop motion animation. • Practise grammar: sequence adverbs and ordinal numbers and the present continuous.

4

Read about the rise of virtual characters.

One-Minute Challenge Make a list of cartoons and animated movies and characters that you know. fty-ve

55

Starting Point

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

2. Which movie is your favourite?

3. Read how anyone can make clay-animated movies. Use the pictures and the words in the vocabulary box to complete the text.

Vocabulary background clay gures digital camera frames modelling clay movie software

+

+ +

+

1

First, you need

to create your characters. You can use different 2

colours to make your

4

on the cardboard. Then,

to take pictures. Take many pictures of your gures 5

in different positions. Next, edit ther 6

interesting. Second, nd a piece of 3

cardboard or a cereal box. Paint a set up your

=

with the help of computer

. Then, show the frames to a friend to get more ideas and use the 7

ideas to improve your

. Finally, you’re ready to show your creation!

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

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Speaking

2. What Makes a Great Character? C1

Talk about the qualities of memorable animated characters. 1. Read the character traits below. Match the vocabulary words with their denitions. Write the letter on the line. Vocabulary

Denition

1. loveable

a. silly

2. clumsy

b. awkward

3. goofy

c. easy to adore

4. heroic

d. showing empathy towards others

5. sensitive

e. brave, determined

6. frightening

f. scary, mean

2. Choose two of the cartoon characters below. Don’t tell your partner the characters you chose.

a

c

b

d

e

3. Take turns describing your characters. Use the vocabulary words and the model dialogue below for help. 4. Identify your partner’s characters.

My character is goofy and loveable. Does he have a giant smile? Yes. I think it’s character f? You’re right. It’s your turn. Reproduction prohibited © TC Media Books Inc.

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Reading

3. Animation Projects

C2

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

1

Clay Animation

TECHNIQUE

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

I chose to make my movie with clay gures. In my movie, the characters walk and move their little arms and

TECHNIQUE

2

legs. To make them do this, rst, I have to take a photograph every time I move a character’s arm or leg. Then, each photograph becomes a frame in my Cut-Out Animation

movie. I really like to use stop motion animation.

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

TECHNIQUE

3

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

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4

CGI Animation

TECHNIQUE

Reading

I am good with computers and love to create and animate 3-D characters. I chose computer-

TECHNIQUE

5

Classical Animation I use a graphic tablet to create all the illustrations needed for classical drawing

generated imagery (CGI) animation

animation. First, I draw 2-D

because it looks a lot like

characters to create my

traditional animation. I am using

cartoon. Then, I photograph

special software for this project.

each frame and play the

The main difference is that I start

frames non-stop.

by drawing 3-D models on my computer. Then, I make my movie.

TECHNIQUE

6

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

3. Match each instruction with an animation technique. Use the key words in the texts in Step 2 to help you. Write the letter on the line. Animation Technique

Instructions

1. clay animation

a. Trace over lm images repeatedly. Then, photograph each drawing to create a video clip.

2. cut-out animation

b. Take hundreds of pictures of a real person moving.

3. pixilation animation

c. Draw 3-D models on the computer.

4. CGI animation

d. Move modelling-clay gures and take photographs of each movement.

5. classical animation

e. Cut out people and objects from paper, move them and take photographs of each movement.

6. rotoscoping

f. Draw 2-D characters to create cartoons.

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Reading 4. Use letters from the word ANIMATION to complete the words used in the project descriptions in Step 2.

C H

R

C

D R G E

E R S persons, creatures W

E R

E D produced, made

S O F

W

C

O

R

N G sketching, illustrating R E program, application S movies made using animation instead of live actors

5. Which two techniques use photos or videos of real-life characters to produce animated movies?

6. Which technique requires exceptional skills with computers?

7. Which technique starts with a video sequence?

8. Which technique do you think is the most interesting? Why?

9. Which technique do you think is the most time-consuming? Explain your answer.

10. With a partner, think of ve animated movies and identify the techniques used to create each. Movie

Technique

a. b. c. d. e.

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Reading

4. Creating a Stop Motion Movie C2

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

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

Glossary

it three times to make three frames of the same photo. I name it Shot 1 A-B-C.

beginner: novice

For this movie, I am planning to take 40 pictures to create the three scenes.

amazing: remarkable

Finally, load your images into a movie program and add a title to your movie.

snapshots: photographs cardboard: material used to make boxes

You can edit it by deleting or adding frames to get a nal version.

single: distinct

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Reading 2. Write down the six steps to create an animated movie. Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 3. Read the three scenes on Daniel’s storyboard. Pay attention to the description of the action in each frame. SCENE 1

A boy is skateboarding.

SHOT 1 A-B-C

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

SCENE 2

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

Suddenly, a dinosaur appears out of nowhere and eats the boy.

SHOT 7 A-B; 8 A-B; 9 A-B; 10 A-B I am pushing the dinosaur to the right. The cut-out cloud is moving to the right. The boy is moving to the left.

SHOT 11 A; 12 A; 13 A; 14 A; 15 A; 16 A; 17 A; 18 A; 19 A; 20 A I am tilting the dinosaur toward the boy. The cut-out cloud is moving to the right.

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

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Reading SCENE 3

Suddenly, another dinosaur appears and eats the rst dinosaur.

SHOT 24 A-B; 25 A-B; 26 A-B-C; 27 A-B-C I am pushing the large dinosaur to the right. The cut-out cloud is moving to the right.

SHOT 28 A; 29 A; 30 A; 31 A; 32 A; 33 A; 34 A; 35 A; 36 A; 37 A I am tilting the large dinosaur toward the small dinosaur. The cut-out cloud is moving to the right.

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

Time to Talk

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

• Use the illustrations on

the storyboard to tell a classmate a story. • With a partner, imagine and discuss what happens in Scene 4.

Estimated time for the movie: 2 minutes

4. Why is it important to create a storyboard?

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

Go to page 214 of the Grammar Section for more information, practice and access to an interactive workshop.

Ordinal numbers include rst, second, third, fourth, etc. A. Place these steps in order. Use the words in the vocabulary box.

Vocabulary write a story. characters. photograph the characters.

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create your

design the background. create your movie.

Unit 4

nally rst next second then

sixty-three

63

Speaking

5. Fun Animations

C1

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

2. Look at the illustrations from an incomplete storyboard below and on page 65. 3. With a classmate, describe the actions in the illustrations of this stop motion movie project. Take turns. The model dialogue on page 65 will help you describe the actions. SCENE 1

1

2

SCENE 2

3

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5

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Speaking SCENE 3

6

7

SCENE 4

8

9

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

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Watching

6. Studio Secrets

C2

Go behind the scenes at Pixar. 1. Before you watch the video, test your knowledge of a digital animation studio. Read the statements below and decide if they are true or false. Statement

T

F

a. Real actors are giving their voice to animated characters. b. Characters are moving, jumping or running in an animated movie but the actors are not. c. Animators are controlling everything; every lip, arm or eye movement. d. Animation requires a lot of energy from actors. e. Animators at Pixar never draw on paper.

Glossary requires: necessitates put on the map: made popular design: create cast: assign an acting role to someone record: tape a person’s voice trash: garbage

Strategy Read the questions before you watch and pay selective attention to key information as you watch.

2.

While you watch the video, correct your answers in Step 1.

3. After you watch, describe the main difference between a live-action lm and an animated movie according to the director.

4. Name four parts of the body that the animators control.

5. Why is the Toy Story lm series so important?

6. Why did the director ask animators to walk through garbage?

7. What did you nd the most surprising about the tour? Explain your answer.

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Writing

7. A Good Story

C3

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

b. Who is your audience? Young children: age

Teens: age

Adults: age

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

Appearance

Personality

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

Story First,

Then,

At the end,

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

3. Revise your text, using the writing checklist.

Writing Checklist Make sure that your story has a beginning, a middle and an end. Use the present continuous to describe the action, where appropriate. Use sequence adverbs and ordinal numbers. Use correct capitalization and punctuation. Use your resources for help: a dictionary, your notes and the Grammar Flash. 4. Write the nal copy of your story. Save it to use in your project.

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Grammar Close-Up Present Continuous We use the present continuous to refer to an event or a situation that is in progress at the time of speaking. I am reading a book about animation techniques right now. To form the present continuous, use the simple present of the verb to be and add ing to the base form of the main verb. You can also use the negative contracted form of the verb to be with not: She / He / it isn’t reading.

You / We / They aren’t reading.

Afrmative Verb To Be

Main Verb + ing

Negative Verb To Be + Not

Main Verb + ing

I am (I’m)

reading.

I am not (I’m not)

reading.

You are (You’re)

reading.

You are not (You’re not)

reading.

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

reading.

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

reading.

We are (We’re)

reading.

We are not (We’re not)

reading.

You are (You’re)

reading.

You are not (You’re not)

reading.

They are (They’re)

reading.

They are not (They’re not)

reading.

Yes / No Questions To form yes / no questions in the present continuous, use this word order: Verb to be in the simple present + subject + main verb (base form) + ing + the rest of the question? Are you doing your homework? Information Questions To form information questions in the present continuous, use this word order: Question word + verb to be in the simple present + subject + main verb (base form) + ing + rest of the question? Why are you running so fast? Go to pages 179 to 183 of the Grammar Section for more information, practice and access to an interactive workshop.

Reproduction prohibited © TC Media Books Inc.

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Grammar Close-Up Practise A. Underline the present continuous form of the verbs. Write the base form of the main verbs.

1. Jersey is creating a clay animation movie with modelling clay. 2. We are reading a novel about Walt Disney’s life. 3. They are painting the set. 4. We are writing notes in our journal. 5. Louise is installing the camera. 6. They are deleting some frames to accelerate the action. 7. Troy is planning the lighting.

B. Put the words and phrases in the right order to create yes / no questions.

1. are / about the movie / talking / they

?

2. is / a camera / buying / he

?

3. are / folding / paper / you

?

4. is / a long story / writing / she

?

5. is / the background / painting / Jack

?

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

?

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

?

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

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

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

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

5. they / shots / 25 / taking / are

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Project

Rolling, Action!

C3

Create a storyboard for your own animated movie. Pre-Production

1

Look at the events in the story you wrote in Task 7 and choose four scenes to include in your storyboard. Describe each of the scenes you plan to include below. Use the model storyboard on pages 64 and 65 to help you.

2

Plan your visuals for the illustrations in your storyboard. Get feedback and ideas from your classmates.

Production

3

Produce the storyboard for your animated movie. Below each scene in your storyboard, write a brief description of the scene. Use the present continuous and sequence adverbs and ordinal numbers in your descriptions.

Post-Production

4

Post your nal storyboard on the classroom wall. Ask your classmates for feedback.

5

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

Reproduction prohibited © TC Media Books Inc.

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Extra Reading

What a Character!

C2

Read about the rise of virtual characters. 1. Before you read, name two movies in which virtual characters appear.

2. Do you prefer movies with real actors or virtual characters? Why?

3. While you read the text, underline the virtual characters mentioned.

Virtual Actors Are Here to Stay Did you know that virtual characters exist? In the past, lmmakers used articial backgrounds, articial crowds and stunt doubles. Real actors acted in an imaginary jungle near imaginary dinosaurs. It was quite a challenge to perform well when they just sat on a black box and imagined that it was a huge rock. Now lmmakers are getting closer to being able to replace human actors with virtual characters. These characters are created using computer-generated imagery (CGI). They are not recorded by photographic means and they do not exist in reality, but they look real and move like real live creatures do. There are two kinds of CGI virtual characters. The rst are creatures that are not human, but they behave exactly like the human actors in a movie. King Kong in King Kong, Scooby in Scooby-Doo, Gollum in The Lord of the Rings movie trilogy and the inhabitants of Pandora in Avatar are examples of this kind of character. The second kind are characters that look and act exactly like humans, such as the many Agent Smiths in The Matrix Revolutions or the dancing babies in the Evian water commercial. Animators create human-looking characters with 3-D facial modelling technology. The actor in

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this photo is a virtual creation. To make her look human, her creators used a technique that captures the smallest details of a person’s facial expression. They programmed, analyzed and reproduced each facial movement the actor made during the lming session. They also recreated those small imperfections that make virtual actors look real. For example, people’s faces are not symmetrical: the right side is different from the left. Making characters look slightly imperfect makes them look completely real. One of the challenges for CGI animators is making characters’ eyes seem real. For a long time, these virtual characters had what are called “dead eyes.” New technology developed by researchers for big studios like Disney looks at the specic parts of the eye and how they move independently. This allows them to recreate eyes more realistically. One day, we may not be able to tell the real characters from the virtual ones.

Glossary crowds: masses of people stunt doubles: replacement actors modelling: posing symmetrical: equal Reproduction prohibited © TC Media Books Inc.

Extra Reading 4. What is the denition of a virtual character?

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

6. What does the lm industry use to create a virtual character?

7. What are lmmakers getting closer to doing?

8. What is one of the challenges for making a character look real?

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

Disadvantages

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

Reproduction prohibited © TC Media Books Inc.

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VOCABULARY All about animation movies!

Vocabulary

1. Read the vocabulary words in the table below. Then, nd and circle each word in the word search grid. They can be found horizontally, vertically, diagonally. background

motion

snapshots

camera

movement

steps

capture

personality

storyboard

cartoon

photograph

tablet

clay

picture

trait

draw

script

virtual

frames

sequence

voice

P

M

O

V

E

M

E

N

T

V

B

T

E

C

N

E

U

Q

E

S

I

A

N

A

R

P

S

R

P

L

T

C

C

N

O

B

S

I

T

T

H

U

A

K

A

O

I

L

O

C

E

L

O

P

G

U

C

O

T

E

N

T

P

V

T

R

A

I

T

T

O

T

A

U

S

U

O

F

Y

H

W

R

M

A

L

R

R

U

G

I

R

B

R

A

I

A

I

E

N

Y

R

C

C

A

O

C

R

V

T

D

A

T

A

A

R

E

M

A

C

D

Y

L

E

T

P

I

R

C

S

E

R

R

C

S

T

O

H

S

P

A

N

S

S

D

2. Circle the remaining letters. Write the letters below to nd the mystery words. The letters are already in the correct order in the grid. Mystery Words:

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Animation Secrets

Reproduction prohibited © TC Media Books Inc.

UNIT

The Push and Pull of Advertising

Wherever we go, we see advertisements. Are you under the inuence of advertising? In this unit, you will:

5

Project Create an advertisement for a new product.

• Read how people can be vulnerable to ad campaigns. • Listen to a media expert giving advice about ads.

Extra Reading

• Learn about online advertising techniques.

Going Viral

• Write a description of an ad.

Read about online marketing.

• Practise grammar: imperatives and the future with will and be going to.

One-Minute Challenge Make a list of your favourite advertisements.

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Starting Point

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

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

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

b.

Time to Talk

Your computer is infected! Download our antivirus software for free. Full version $29.99 XT 60 MINUTES CALL WITHIN THE NE E A FREE REFILL! AND WE WILL INCLUD

• Look at the list you

made in the OneMinute Challenge. Describe these ads to your classmates. What pitch and strategies do they use? • If possible, bring your favourite ads to show your classmates. • Do you buy products because of advertising? • Did you buy anything you are wearing because of advertising?

c.

d.

3 OUT OF 4 DENTISTS ODUCT. RECOMMEND THIS PR

e.

Enriched, contains more vitamins.

Weekly Specials!

f.

Because YOU deserve the best

g.

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Do you want to have beautiful hair?

New! Helps control bad breath!

The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

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

1

SCIENTIFIC OR STATISTICAL CLAIM These ads tell you that scientists proved that the product works. The ad will refer to scientic studies or mention a mystery ingredient that sounds impressive. Example: Acne medication developed by scientists to deliver prescription-level results. Pitch:

2

UNFINISHED CLAIM These ads claim that the product is better, or has more of something, but do not nish the comparison. Example: Power-X eliminates more dirt. Pitch:

3

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

4

5

WEASEL CLAIM These ads use words that suggest specic information. In fact, the claims are very vague. Example: Helps control allergy symptoms. Pitch:

URGENCY TACTIC These ads create the impression that you have to act fast. Example: Buy now! Supplies are limited! Everything must go! Order now and receive another free! Pitch:

“COMPLIMENT THE CONSUMER”

6

These ads compliment consumers and make them feel that they deserve the product. Example: A unique scent for a unique person—YOU! Pitch:

7

FEAR TACTIC These ads imply that if you do not buy the product now, something bad will happen. Example: Buy Wintersafe tires today. Snow is on the way. Pitch:

5. a. What pitches do your favourite ads use?

b. What ad strategy inuences you the most?

Reproduction prohibited © TC Media Books Inc.

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Speaking

2. Are Brands Important?

C1

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

Glossary trendy: fashionable t in: be accepted tease: annoy as a joke

School bans visible clothing logos Paul Smith High School is the rst school in Canada to ban visible logos on students’ clothes, shoes and other equipment. Why do so many teens try to wear the same styles as their favourite athletes and pop stars? Some teens think that they need to look trendy to t in. They believe that they cannot be cool unless

they wear the same clothes or shoes as their idols. Brand names give them a false sense of condence. For other teens, it is important to own the most popular cellphone and other electronic gadgets. Sadly, teens sometimes tease or exclude schoolmates who do not pay attention to the latest brands or own the latest gadgets. Banning visible logos is the rst step to stop this kind of behaviour.

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

STUDENT’S ANSWER AND INITIALS 1. wears a special brand of shoes. 2. wears clothing with a visible brand logo. 3. buys only brand-name jeans. 4. buys a bicycle because it looks good. 5. asks his or her parents to buy a specic brand of food. 6. buys a particular brand of personal music player. 7. dislikes wearing pieces of clothing with a visible logo. 8. never pays attention to brands.

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The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

Speaking 3. Share the results of your survey with a classmate. What is your conclusion? I think that most teens pay attention to brands. I think that some teens pay attention to brands. I think that very few teens pay attention to brands. 4. Read the question below. Prepare two arguments to support your answer. Then, discuss the question with a classmate. Read the model dialogue to help you use appropriate language during the discussion.

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

5. Write down the two best arguments.

1 2 Reproduction prohibited © TC Media Books Inc.

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Reading

3. Slogans That Work

C2

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

TIPS FOR WRITING SLOGANS The purpose of a slogan in an advertisement is to leave a message in the mind of the customer or buyer. Here are some tips on how to write a good slogan. First, make your slogan short and snappy—usually about seven words long. Make it simple and easy to remember. The motto is: “If you don’t remember the ad, at least remember the slogan!” Second, try to make the product sound effective and special. Give people a reason to remember it. Communicate positive feelings about the brand and give people a warm feeling. A good slogan differentiates one product from another. Make sure that your slogan does that.

Third, good slogan creators use the imperative form to catch the reader’s or listener’s attention. Be direct when you write your slogan. People will memorize a catchy slogan and will also be excited about a new product because of it. Fourth, use the brand name in your slogan. Use images of your brand. Finally, a good way to publicize a brand name is to make the slogan rhyme with it. That is why it is very difcult to translate a slogan into another language and obtain the same result.

Glossary snappy: fun differentiates: distinguishes catchy: attracts attention

3. Complete the characteristics of effective slogans with information from the text. a. A good slogan is

and snappy.

b. A good slogan makes the product sound

.

c. The verb form in a good slogan is usually the d. A good slogan usually includes the

. name.

e. A good way to publicize the brand name is to make the slogan with it.

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The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

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

Don’t get mad. Get GLAD.

b. The Quicker Picker-Upper c. Just do it! d. Melts in your mouth, not in your hands e. EAT FRESH ! 5. Choose an object in your life. Brainstorm ideas for a slogan to sell it. Create the slogan. Use four of the characteristics described in “Tips for Writing Slogans.”

Characteristics:

Grammar Flash Imperatives Use imperatives to give invitations, orders, commands, warnings and instructions. Add please to form polite requests. To form the imperative, use the base form of the verb without a subject. Read this text. Please wait here. To make a negative imperative, put do not or don’t before the verb. Don’t go there.

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

A. Circle the imperatives in the text “Tips for Writing Slogans.” B. Complete the sentences with the imperative form of the verbs in parentheses. 1. Please (buy, negative) 2. (go)

this product. It is not very good. to the store, I want to see the new computer.

3. (read)

this ad carefully.

4. Please (believe, negative)

everything you hear.

5. Never (buy) 6. (send) 7. (talk)

something under pressure. your answer via email. about the brand.

Reproduction prohibited © TC Media Books Inc.

Unit 5

Go to pages 194 and 195 of the Grammar Section for more information, practice and access to an interactive workshop.

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81

Listening

4. Print Ads

C2

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

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

Denition

target audience

group of people who will buy a product or service

customer or buyer

person who buys a product or service

logo

symbol or image

brand name

recognizable label

idealize

romanticize, make look better than reality a. The ad

Time to Talk • Discuss your answer

in Step 1 with a partner. • Do you agree with the expression “a picture is worth a thousand words”? Explain your answer.

students’ lives. Everyone looks

so happy. b. The company uses a

for its products.

c. If the aim of an ad is to sell shoes to 14-year-old boys, the boys are the

.

d. The client who purchases a product is a or a e. This company’s

. is a bird holding a pen.

3. Examine the ad on page 83. Answer these questions. a. How do the images in the ad make you feel?

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

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

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Listening Listen to the expert’s explanation of the concepts behind the ad. Identify the concept for each step.

4.

Step 1: Step 2: Step 3: Step 4: Step 5: 5. Identify the concepts in the ad.

5

2 3

6

4

1

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

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83

Speaking

5. Picture This!

C1

Advertising can be very visual. 1. Find two partners. Look at the eight pictures below and imagine they are part of ads. What kinds of products or services do these images make you think of? Use the model dialogue below for help.

2. With your group, discuss how the following products are advertised. Think of good visual elements for advertising these products. a. Bread: b. Gum:

Strategy

c. Headache medication:

Ask for more time if you are not sure what to say.

d. Running shoes: e. Jeans: f. Video games:

That snowy picture makes me think of being on a ski vacation. Really? It makes me want a cup of hot chocolate.

It reminds me of the last big cold I had. 84

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Writing

6. What Makes a Good Ad?

C3

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

2. Describe the purpose of the ad.

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

Notes

SLOGAN

PITCH

IMAGE

LOGO

BRAND NAME

Reproduction prohibited © TC Media Books Inc.

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

5. Write the rst draft of your text. Describe the advertising strategies used. Use your notes and your outline for help.

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

Writing Checklist Organize your information. Add new ideas and opinions to improve your rst draft. Make sure that your message is clear. Remove unnecessary ideas and words.

Check your verb tenses and use of punctuation. Use your resources to check your work: dictionary, grammar notes, model texts and your peers.

7. Write your nal copy. Place your ad and text on a poster board. 8. Post your work for your classmates to read. 86

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The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

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

Look Out! The contracted form of will not is won’t. I won’t eat that.

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

Go to pages 172 to 178 of the Grammar Section for more information, practice and access to interactive workshops.

• To form yes / no questions in the future with be going to, follow this word order: Verb to be (present) + subject + going to + main verb (base form) + rest of the question? Is Anne going to write about that new cellphone ad? • To form information questions in the future with be going to, follow this word order: Question word + verb to be (present) + subject + going to + main verb (base form) + rest of the question? When are you going to buy new shoes?

Reproduction prohibited © TC Media Books Inc.

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Grammar Close-Up Practise A. Re-order the words to form sentences. 1. will / tomorrow / they / create / ad / an 2. buy / brand / this / will / Paul / not 3. going / parents / a / to / car / next / buy / her / are / weekend 4. me / this / will / inuence / campaign 5. to / I / going / next month / magazine / not / this / am / read

B. Write yes / no questions that correspond to the answers. 1. Q. A. Yes, I will talk about slogans 2. Q. A. Yes, a famous athlete is going to endorse this product 3. Q. A. Yes, my mom is going to join the group. 4. Q. A. No, they will not cut out pictures. 5. Q. A. No, teenagers are not going to like this message.

C. Rewrite the questions with will or be going to. 1. Where do you see billboards? (will) 2. When do you watch TV? (be going to) 3. How do they create bus ads? (will) 4. Why do you buy this kind of cereal? (be going to)

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

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Project

For Sale!

C3

Create an advertisement for a new product on the market. Pre-Production

1

2 3

Choose what kind of product you will advertise. clothing

music

sporting equipment

other

Choose your target audience. Decide where you will place your ad. on a billboard

on a bus

in a magazine

online

4 5

Find images that will convince consumers to buy your product.

6

Combine the ideas from the slogan and the images to make a pitch. Write two sentences that will convince consumers that your product is good.

Write a slogan that will help consumers to remember your product.

Production

7

Create the rst draft of your ad. Get feedback from another student and make changes.

8

Create the nal copy of your ad. Add images, colour and appropriate fonts.

Post-Production

9

10

Post your ad in class. Ask your classmates for feedback.

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

Reproduction prohibited © TC Media Books Inc.

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Extra Reading

Viral Marketing

C2

Read about online marketing. 1. Before you read, think of three things that you “liked” or shared on social media recently. Write your answers below.

2. While you read the text, underline all instances of the future with will.

Going Viral Marketers are the people who design ad campaigns. They present their clients’ products and services to consumers in attractive ways so that they will buy them. Marketers are now taking advantage of social media and hoping you will help them, too. One of the latest ways of promoting those products and services is to create exciting and memorable ads and then hope they will go viral. A viral ad is an advertisement that is shared repeatedly and quickly through social media platforms. It is called viral because it spreads the way a computer virus or human virus spreads. Many viral ad campaigns promote products, but they also promote and raise awareness of social causes or movements. Marketers believe that the more memorable and popular an ad is, the more people will click “like” on social media platforms and will want to share it. This will spread the ad’s message farther. Marketers know that there is a lot on social media these days; they also know that people usually focus on the things that their friends “like” and share. “Liking” and sharing something is a way of recommending it to your friends. That is one thing marketers are counting on. Marketers make their ads for a specic target audience. That audience might be made up of people like you. Once someone in that target audience takes an interest in an ad and shares it with their friends,

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even more people in that target audience will see the ad. This is another thing the marketers are counting on. Do you remember the ad for Evian water with the dancing babies or the ads in the Dove Beauty campaign? What about the “Ice Bucket Challenge” for research into the disease ALS? Those were all ad campaigns that went viral. The “Ice Bucket Challenge” helped raise over $114 million. The Glossary campaign reached campaigns: activities millions of people and to achieve a goal educated them about latest: most recent, this illness. There is a trendy good chance you and spreads: travels a lot of people will counting on: remember these depending on campaigns and will talk ALS: short for about them for a long Amyotrophic lateral sclerosis, a neurological time to come. disease that affects muscles

The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

Extra Reading 3. What does going viral mean?

4. Read the statements below and decide if they are true or false. Statement

True

False

a. Marketers want our help to design good viral ads. b. Marketers want their ads to go viral. c. We help marketers by clicking “like” or by sharing ads. d. People pay less attention to things that their friends “like” and share on social media. 5. What do viral ads promote?

6. What are two things marketers count on when they are trying to make an ad go viral?

7. Which social network websites or services do you use?

8. Do you look at the things that your friends share on social media more than the other things you see there? Explain your answer.

9. Do you think about whether something is an ad before you “like” it or share it on social media?

10. With a partner, think of three viral ad campaigns.

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VOCABULARY Advertisers have their own lingo. Lingo is another way of saying language. 1. Read the list of vocabulary words and place them in the correct category.

Vocabulary billboard • brand • campaign • client • consumer designer • logo • researcher • slogan • visuals Tools in Advertising

People Involved in Advertising

2. Complete the sentences below with the vocabulary words from Step 1.

a. The

combines words and text into an attractive ad.

b. The running shoe company’s

is “Just do it!”

c. Ads are designed to get

to buy a product.

d. Most teenagers have a preferred

of jeans.

e. Colourful

are important when an ad appears on a bus.

f. The pizza

is a drawing of a blue and red domino.

g. There are four

at the intersection of Main Street and 4th Avenue.

h. The spring

included ads in the newspaper, coupons in

magazines and radio ads. i. The

hired the ad agency to redesign their logo.

j. Before starting the ad design process, the to study the market.

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sent out surveys

The Push and Pull of Advertising Reproduction prohibited © TC Media Books Inc.

UNIT

Weird News

We read and hear weird and wonderful stories every day. Do you believe everything you read or hear? In this unit, you will: • Talk about which stories you think are true and which are not. • Practise writing catchy headlines. • Watch an unbelievable news story. • Learn how a news story is constructed.

6

Project Produce a Weird News radio show.

Extra Reading Famous Internet Hoaxes Read about popular Internet hoaxes.

• Practise grammar: capitalization of headlines and the past continuous.

One-Minute Challenge Make a list of places where you can get the news. ninety-three

93

Starting Point

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

Denition

1. hoax

a. pieces of metal that attract other metal

2. kernels

b. untrue story

3. magnets

c. seeds or grains of a plant

4. mall

d. overowing

5. spilling

e. shopping centre

2. Read each headline with a classmate. Discuss if the story is true or a hoax. Give a reason for your answer. Write it below the story.

ry Fire in popcorn facto millions factor y caused A large re at a popcorn p last night. Popcorn of kernels of corn to po windows of the building was spilling out of the for two hours.

True

Hoax

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

True

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Hoax

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Starting Point

Fridge magnets a cancer risk

British school uses nger scans to take attendance

magnets on The decorative or can emit your refrigerat your food, a radiation into study claims.

True

In this school, teachers don’t call names. Computers scan students’ ngers when they arrive.

Hoax

True

Laptop kills man in house re

People nd red clothing more attractive

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

True

Hoax

Hoax

If you want to attract someone’s attention, then red is the colour to wear.

True

Hoax

I think this is true. What do you think? I disagree. It sounds like a hoax. What is your reason? I don’t think it is possible because it sounds too extreme. Reproduction prohibited © TC Media Books Inc.

Unit 6

ninety-ve

95

Speaking

2. I Saw It in the News

C1

We get news from many sources. But can we believe everything we see? 1. Work with a classmate. Choose one of the statements below. Give your opinion and a reason to support your opinion. Use the model dialogue below for help. 2. Agree or disagree with your classmate’s opinion. Give a reason. Statement Reading a newspaper is interesting. People believe everything they see online. Journalists only report the facts. Everything on the Internet is true.

Glossary fool: trick

Some news sources are more reliable than others. It is easy to fool people. 3. Discuss the following questions with your partner. Answer the questions and support your opinions. Use the model dialogue below for help.

Strategy Support your opinion with a reason or an example. It is important to communicate your ideas clearly when discussing a topic.

Is it okay for a journalist to invent information to make a story more interesting? When you see something strange online, is it important to ask yourself if it is real? How do you know if a website is reliable? Which are more interesting: real videos or fake videos? Why do people put fake stories online?

I disagree with this first one. I prefer to read news online.

I don’t agree because I enjoy the Saturday newspaper.

But the Internet is more up to date. You are right about that, but I like to do the crossword puzzle with my parents. What about this one?

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Reading

3. Extra, Extra, Read All About It!

C2

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

BROTHERS FIND EACH OTHER IN HOSPITAL

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

BERLIN INSTALLS TALKING TRASH CANS

r British frogs Expensive tunnel fo

MAN’S FINGER STUCK IN PH ONE

FROGS CROSS THE ROAD IN SPRING 2 1 ying almost $300 000 A village in Wales is pa s. gs and other amphibian to build a tunnel for fro d trie t tha als reds of anim Cars were killing hund t to a lake each spring. ge to d to cross the roa

3

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

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

Glossary

4 Paramedics took a man and a pub lic telephone to the hospital after the man’s nger got stuck in the coin return slot. The man was trying to get his money back. Doctors used a lubricant and released the man’s nger.

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Unit 6

headlines: titles of news articles trash: garbage checked into: registered at

ninety-seven

97

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

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

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

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

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

Look Out! Always capitalize the rst letter of a headline and any proper nouns.

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

1

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

2

Time to Talk

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

• Form teams and

create a skit based on one of the stories on pages 97 and 98. • Perform your skit for another team.

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Speaking

4. Did You See the News?

C1

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

Skunk gets lift home

The headline

Main idea: rst sentence

A skunk that accidentally travelled 3500 km in the back Important of a transport truck will get a free ride home. The female information skunk was sleeping in a pipe in California when workers loaded it onto a truck last week. It spent seven days without food and water before it arrived in Mississauga, Ontario.

Quote from a witness or expert

The skunk could not stay in Ontario. As Nathalie Kavonen of the Toronto Wildlife Centre explained,“Skunks are very territorial animals. They won’t accept a stranger in their territory, so there would be a big skunk ght.”Airlines often return lost animals for free, but in this case they refused because of the risk of odour. Finally, the host of a radio Less important show in California agreed to travel to Ontario to drive information the skunk home.

ARTICLE 2

Glossary

Careless car thief is captured Police in Montréal caught a car thief in an unusual way last night. As the man was driving away in a woman’s new sports car, the owner called the police from a nearby public telephone. She told the police ofcer that her cellular phone was in the car. The ofcer called the woman’s phone and the thief answered. The ofcer told him that there was an advertisement in the newspaper for the car, and that he wanted to buy it. The thief arranged to meet the ofcer, who then arrested him. The ofcer said,“I wish all my cases were that easy.”

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Unit 6

skunk: small black and white animal pipe: cylinder host: announcer unusual: not ordinary

ninety-nine

99

Speaking ARTICLE 3

Glossary retrieve: get stuck: trapped freed: released jail: prison extort: trick nd out: discover

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

ARTICLE 4

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

3. Write notes on the article you chose in the chart below or on page 101. Prepare to report the information to your classmates. ARTICLE 1 Who What Where When Why

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Speaking ARTICLE 2 Who What Where When Why ARTICLE 3 Who What Where When Why ARTICLE 4 Who What Where When Why 4. Form a team with classmates who read different articles. a. Take turns to report information. As you listen to your classmates, complete the chart with key information from the other articles. b. Decide which articles you think are true and which are hoaxes. Use the model dialogue to help you express your opinions.

I think that story is a hoax. Do you believe it? I’m not sure. I think it could be true. Why? Well, I heard a story like that on TV. I think it could happen because . . . Reproduction prohibited © TC Media Books Inc.

Unit 6

one hundred and one

101

Watching

5. Eyes on the Sky

C2

A plane? A UFO? Some news reports leave you wondering. 1. There are many stories of people seeing unidentied ying objects (UFOs). Do you believe in UFOs? Why or why not?

Strategy Pay selective attention to information related to the question words. It’s normal to not understand every word.

2.

As you watch the video, write important information in the graphic organizer below. Then, write down the main idea of the news report.

Who Main Idea

Why

When

Glossary straight: not bending blurry: unclear sighting: instance of seeing paranormal: not explained by science

What

Where

3. After you watch, write down the evidence that supports that this was a UFO.

4. What do the experts say?

5. Write a headline for this story.

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Writing

6. Your Weird News Story

C3

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

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

Who

Main Idea

Why

What

When

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Where

Unit 6

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103

Writing 3. Write the rst draft of your story. Refer to your ideas in the graphic organizer as you write. Use the stories on pages 99 and 100 as models.

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

Writing Checklist Be sure to follow the instructions. Make sure that your text is well organized and the message is clear. Check your verbs. Use the past continuous and the simple past. Use your resources to check your work: dictionary, model texts and information from tasks and your peers. 5. Write the nal copy of your weird news story. Write a headline and include a picture if you can. 6. Read your story to your classmates and ask them if they think that it is true or false.

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Grammar Close-Up Past Continuous We use the past continuous to: • refer to an action that was in progress in the past

Go to pages 184 to 189 of the Grammar Section for more information, practice and access to an interactive workshop.

Joe was working on his project all morning. • refer to an action that was happening at a specic moment At 3 p.m., we were sitting in our English class. • refer to two actions that were happening at the same time While we were playing soccer, Joe was studying. • refer to an action that was interrupted by another action

Look Out!

Jill was watching TV when the phone rang. Form the past continuous in the same way as the present continuous, but use the past form of the verb to be: was or were.

Time markers include yesterday, last night, this morning, at 7 p.m.

Afrmative

was / were + verb + ing

I was working last night.

Negative

was / were + not + verb + ing

We were not having fun.

(contracted form: wasn’t / weren’t)

We weren’t having fun.

was / were + subject + verb + ing

Was he looking for me?

Yes / No Questions

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

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

9:00 a.m. play against Roger Federer

7:30 a.m. eat breakfast

11:00 a.m. beat Rafael Nadal

8:00 a.m. drive to the tennis club

2:00 p.m. win against Andy Roddick

1. At 7:15 a.m., 2. At 7:30 a.m., 3. At 8:00 a.m., 4. At 9:00 a.m., 5. At 11:00 a.m., 6. At 2:00 p.m.,

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105

Grammar Close-Up B. Rewrite these sentences in the negative. 1. June was listening to the teacher.

2. Peter was doing his homework.

3. Ilke was talking with friends.

4. Sam was asking a question

C. Complete these sentences in the past continuous. Use phrases from the vocabulary box. Write afrmative or negative sentences as indicated.

1. (afrmative) At 7:00 a.m.,

.

Vocabulary

2. (negative) At 9:00 a.m.,

.

watch television

3. (afrmative) At 12:00 p.m.,

.

sit in class

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

.

study English

5. (afrmative) At 4:30 p.m.,

.

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

.

eat dinner

7. (afrmative) At 8:30 p.m.,

.

clean my bedroom

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

.

play video games

9. (afrmative) At 10:00 p.m.,

.

take out the garbage ride my bike

talk with friends

D. Use the prompts to write yes / no questions in the past continuous. 1. Kyle / talk on the phone when you arrived? 2. you / study when the phone rang? 3. Julie / work on the computer when the electricity went off? 4. they / have a picnic when it started to rain? 5. we / work on our project when you remembered it was due yesterday? 106

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Project

Weird News

C1, C3

Produce a Weird News radio show. Pre-Production

1

Choose a story from the unit, or the story you wrote in Task 6, for your radio show. In your teams, decide who will be the host and who will present each news story. Place your stories in the order you wish to present them. News Story

Presenter

1. 2. 3. 4.

Production

2

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

3

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

4

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

Post-Production

5

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

6

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

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107

Extra Reading

Misinformation

C2

Read about popular Internet hoaxes. 1. What do you think about hoax stories? Are they fun or a waste of time? Explain your answer.

2. While you read the text, underline the facts that made each story believable.

Famous Internet Hoaxes With technology today, it’s really easy to trick others with a great hoax story. Our news feeds are full of giant animals, extraterrestrials, bizarre stories and we love to share them with our friends. The weirder the better! The following are four hoaxes that pulled the wool over a lot of people’s eyes.

Charge Your iPod with an Onion This video explained how you could use an onion to charge an iPod. First, you had to soak the onion in a sports drink for 30 minutes. Then, you could plug the USB cord directly into the onion. The idea was that the electrolytes in the drink would react with enzymes in the onion, creating power. This video was so popular that it was viewed over 10 million times! Many people fell for the trick because of the scientic-sounding explanations, and were frustrated that their device was not getting any real juice from the vegetable!

Teenage Millionaire Seventeen-year-old Mohammed Islam certainly made a fool of many–including some major New York nancial magazines–when they believed that he had made $72 million by trading on the stock market during his lunch hours. When he was questioned, he showed a fake bank statement. Reporters thought that something smelled shy, though. Mohammed was soon exposed as a fraud.

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Weird News

The Derbyshire Fairy Pictures of what looked to be a mummied fairy circulated all over the Internet a few years ago. A man said that he had found the fairy while walking his dog. The article said that scientists X-rayed the fairy and found that it had bones like a bird. It turns out that the fairy and the story were invented by a man who created props for magicians, and it was published just before April Fool’s Day. Oops!

Hercules, The Giant Dog In a photo published online, a woman walking beside a horse is next to a man walking next to a Glossary dog. The dog and the horse news feeds: are about the same size! It updates on social turned out that the photo media websites was digitally altered, but juice: slang for Hercules was still a really electrical power big dog: a Neapolitan stock market: nancial system Mastiff that weighed more selling parts of than 127 kg and had a neck companies that measured 97 cm in mummied: dried diameter! To be the size he and preserved appears in the photograph, props: objects he would have to weigh used in theatre more than 300 kg. April Fool’s Day: April 1st Reproduction prohibited © TC Media Books Inc.

Extra Reading 3. What was supposed to give power to the iPod?

4. How did Mohammed say he made his money?

5. Who did Mohammad make a fool of?

6. What was the job of the man who created the fairy?

7. How much would Hercules have to weigh to be as big as he looked in the photo?

8. Rank the stories in order from most possible to least possible (1 = most possible, 4 = least possible). Give a reason. Story

Ranking

Reason

Charge Your iPod with an Onion Teenage Millionaire The Derbyshire Fairy Hercules, The Giant Dog 9. Why do you think people like hoax stories so much?

10. Imagine your own idea for a hoax story. Write the title below.

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VOCABULARY We often use expressions when discussing whether something is true or not. 1. Look at the expressions used to discuss fact and ction. a. If you want to deceive someone, you possibly try to . . . • pull the wool over their eyes. • take them for a ride. • make a fool of them. b. If you believe a hoax, you denitely . . . • fall for it. • fall for it hook, line and sinker. c. If you’re not sure, you probably . . . • think something smells shy.

Glossary

• are scratching your head. d. If something wasn’t true at all, you can say it was clearly a . . . • pack of lies.

deceive: make someone believe something that is not true wool: hair of sheep

2. Read the sentences below with the expressions in context. Check the correct meaning of each sentence. a.

Something denitely smells shy about Luc’s weird shing story. The story might be true.

b.

The story might be a hoax.

I knew right away that story was a pack of lies! I believed the story.

c.

I didn’t believe the story.

You did a good job pulling the wool over my eyes. I believed everything.

d.

I believed nothing.

Jonathan really took us for a ride. We believed him.

e.

We didn’t believe him.

She fell for it hook, line and sinker. She believed everything.

f.

Joey completely fell for your story. He believed it.

g.

She believed nothing.

He didn’t believe it.

His story left me scratching my head. I was sure about the truth.

h.

Liz really made fools of us. We believed her.

110

I was not sure about the truth.

one hundred and ten

We didn’t believe her.

Weird News

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UNIT

Fears and Phobias

Some people’s fears and phobias are overwhelming. How can you face and control a phobia? In this unit, you will: • Talk about what scares you and your classmates. • Read messages about irrational fears.

7

Project Find information about phobias or anxiety and young people and use social media to promote that information.

• Listen to advice about how to deal with a phobia. • Write emails to ask for and give advice about a phobia.

Extra Reading

• Practise grammar: prexes, sufxes, comparative adjectives and a verb tense review.

Maddie’s Story Read about a girl’s experience with anxiety.

One-Minute Challenge Make a list of things that people nd scary. one hundred and eleven

111

Starting Point

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

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

Glossary

Meaning of Prex

Phobia

dark: without light

Phobia

Meaning of Prex

ailurophobia

cat

coulrophobia

clown

ataxophobia

without order

galeophobia

shark

aviophobia

ying

hydrophobia

water

brontophobia

thunder

nyctophobia

dark

chiclephobia

gum

ovophobia

egg

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

112

1. Actor Johnny Depp is afraid of clowns. Stay away from the circus, Johnny.

2. Singer Madonna is afraid of thunder. She’s very careful in storms.

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

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

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

6. American television star Oprah Winfrey is afraid of chewing gum. Her grandmother used to keep old gum in the cabinet.

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Starting Point

7. Anne Rice, who writes books about vampires, is afraid of the dark, perhaps because vampires like it.

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

8. Soccer player David Beckham likes everything to be organized. He fears disorder.

10. American singer and music producer Justin Timberlake is afraid of sharks, even in an aquarium.

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

Time to Talk • Describe to a

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

Model Answer

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

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

6. misunderstand

11. mispronounce

2. unafraid

7. slowly

12. prex

3. fearless

8. irrational

13. supernatural

4. disorder

9. reasonable

14. careful

5. unhappy

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10. teacher

15. inspector

Unit 7

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113

Speaking

2. How Scary Is This?

C1

Rate your fears. 1. Read the situations below. Rate each situation from not scary to extremely scary. Check the rating that applies to you. 2. Add three things you wrote in the One-Minute Challenge. Rate the situations.

Glossary Somewhat: moderately Quite: signicantly

Strategy Think of ideas or examples that build on what your classmate says to help maintain the conversation.

Not Scary

Situation a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r.

Somewhat Scary

Quite Scary

Extremely Scary

alone in a new city the electricity goes off babysitting ve kids doing an oral presentation a bumpy airplane ride losing your cellphone watching a horror movie swimming in the ocean being at a great height getting old travelling alone having three tests in one day trying a strange food seeing a mouse being followed by a stranger

3. With a classmate, discuss and compare your answers. Use the model dialogue to help you.

What did you write for the rst one? I said that it was quite scary. I don’t like cities. I don’t like being alone! How do you feel about that? I think it’s not scary. If I have a map, I’m okay. Just stay on busy streets. That’s a good idea. Okay, let’s discuss the next situation. 114

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Reading

3. Dear Simon

C2

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

Vocabulary 1. sick to your stomach 2. get the chills 3. trouble breathing

4. heart pounds 5. shake / tremble 6. faint

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

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

Address and subject line

Greeting

I have trouble with crowds. I hate being surrounded by a lot of people.

Describe the fear and the situation.

Every time I have to go to class, there are hundreds of students all Describe the symptoms.

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

Explain the consequence of the fear.

I think I’m enochlophobic. What should I do?

Glossary Small Fish

crowds: groups of people squeezed: jammed, pressed

Pen name

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115

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

From: [email protected] To: [email protected] Subject: re: I feel like a sardine. Dear Small Fish, Mention the phobia.

Address and subject line

Greeting

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

Suggest strategies.

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

Glossary deep: profound blood: red liquid in humans and animals fail: not succeed worried: anxious stare: look

Good luck, Simon

Closing

4. Read the other three letters to Simon. Complete the chart on page 117.

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

From: [email protected] To: [email protected] Subject: Scared of failing

Dear Simon,

Dear Simon,

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

School was always easy for me, but this year I nd

It happened again yesterday. I was babysitting my

it more difcult.

little brother and he cut his nger. It was only a small

My marks are still good, but I’m always scared that

cut but I felt sick to my stomach and I almost fainted.

I’m going to fail. There is a lot of homework. Plus,

I had to call a neighbour to come and help my brother.

exams start in a couple of weeks. I am so worried

My parents say that I can’t

that I get the chills and I can’t sleep. When it’s time

babysit anymore. I think

to study, I can’t do any work. I don’t even know how

I’m hemophobic.

to begin. I just sit there and stare at my books.

Please help me.

Am I atychiphobic? Can you help me?

Bandaid Bozo

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Panicky

Fears and Phobias

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Reading

Glossary

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

freak out: lose control lightning: electric storm

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

Person

Name of Phobia

Fear of

Symptoms

Consequence

Bandaid Bozo

Panicky

Lightning Chicken

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Speaking

4. Fears or Phobias?

C1

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

Strategy Make comparisons. Think about and discuss the similarities and differences of the situations.

3. Compare your answers with a classmate’s. Give reasons for your answers. Use the model dialogue to help you compare the situations.

Which is scarier? Being vaccinated

Which is scarier? Jumping from an airplane

OR Encountering a large spider

Which is scarier? Giving a presentation in front of the class

OR

OR Going deep into a dark cave

Which is scarier? Being lost in a forest at night

OR cave: large space in a rock or the earth germs: bacteria or microbes Encountering: meeting

Facing a large barking dog

OR Going to the dentist

Glossary

Which is scarier?

Being lost in a city at night

Which is scarier? A lot of germs

OR A lot of blood

Which is scarier?

Writing a major nal exam

Which is scarier? Telling the truth

OR Telling a lie

Which is scarier? Being alone

OR Being in a huge crowd

Which is scarier?

Being trapped in an elevator

OR

OR

Being outside in a thunderstorm

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Speaking

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

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

Add the sufx er + than.

The dog is bigger than the cat.

slow

December is colder than July.

slower

My room is neater than yours.

Adjectives Change the y to i and add er + than. ending with y dry drier

This exam was easier than the last one. My brother is funnier than I am.

Adjectives with two or more syllables

Add more + adjective + than.

The book was more interesting than the movie.

A. Complete the sentences with comparative adjectives. 1. hard

This text was

2. boring

History was

3. tidy

My sister’s bedroom is

4. small

That dog is

5. good

The book was

6. fast

An airplane is

7. crazy

Your idea is

8. dry

This summer was

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than the other one.

Go to pages 205 and 206 of the Grammar Section for more information, practice and access to an interactive workshop.

than biology. than my bedroom. than my dog.

Look Out!

than the movie. than a train. than my idea. than last summer.

Unit 7

Note these exceptions: good better bad worse fun more fun far farther

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Listening

5. Getting Over a Fear

C2

Learn about strategies that can help you face your fears. 1. Write down the meaning of the following vocabulary words and expressions. Vocabulary

Denition

a. afraid b. avoid c. freak out d. get over e. panic f. overcome g. scared to death h. scary 2. What can you do to control extreme fears? Write down strategies you know for dealing with phobias.

3.

Listen to the podcast. Check the strategies that Camille mentions.

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

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Writing

6. Phobia Advice

C3

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

2. Plan your message. Complete the graphic organizer. Phobia

Describe the situation.

Explain the symptoms.

List the consequences.

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

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Writing 4. Write your email message.

From: To: Subject:

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

Writing Checklist Organize your ideas logically. Make sure that your message is clear. Add new ideas and remove ideas that are not pertinent. Check your verb tenses. Use your resources to check your work: dictionary, grammar ash, information from tasks, model texts and peers. 6. Send your email to your classmate and your teacher. 7. Read and respond to your classmate’s email. Use the steps above to help you write and revise your email. 8. Send your response to your classmate and your teacher. 122

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Grammar Close-Up Verb Tense Review at a Glance

Look Out! See the list of irregular verbs on pages 237 and 238.

The Verb To Be Tense Simple Present

Simple Past

Future with Will

Afrmative

Negative

I am (’m) happy.

I am not (’m not) happy.

You are (’re) happy.

You are not (’re not, aren’t) happy.

She / He / It is (’s) happy.

She / He / It is not (’s not, isn’t) happy.

We / You / They are (’re) happy.

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

I was happy.

I was not (wasn’t) happy.

You were happy.

You were not (weren’t) happy.

She / He / It was happy.

She / He / It was not (wasn’t) happy.

We / You / They were happy.

We / You / They were not (weren’t) happy.

I / You / She / He / It will (’ll) be happy.

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

We / You / They will (’ll) be happy.

We / You / They will not (won’t) be happy.

Other Verbs Tense Simple Present

Afrmative I work.

I do not (don’t) work.

You work.

You do not (don’t) work.

She / He / It works.

She / He / It does not (doesn’t) work.

We / You / They work.

We / You / They do not (don’t) work.

Simple Past I worked. (regular You worked. verbs) She / He / It worked. Present Continuous

Negative

Go to pages 148 to 189 of the Grammar Section for more information, practice and access to interactive workshops.

I did not (didn’t) work. You did not (didn’t) work. She / He / It did not (didn’t) work.

We / You / They worked.

We / You / They did not (didn’t) work.

I am (’m) working.

I am (’m) not working.

You are (’re) working.

You are (’re) not working.

She / He / It is (’s) working.

She / He / It is (’s) not working.

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

I was working.

I was not (wasn’t) working.

You were working.

You were not (weren’t) working.

She / He / It was working.

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

We / You / They were working.

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

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Grammar Close-Up Practise A. Complete each sentence with the verb in the simple present, the simple past or the future with will. Use the time markers for help. 1. Yesterday, Julie (be)

at the basketball tournament.

2. She (love)

basketball.

3. Last year, Julie (have)

a problem with tournaments.

4. Before, she (become)

very anxious before games.

5. She (learn)

to control her fear last summer.

6. Now, she (control)

her anxiety.

7. Julie (use)

her stress as positive energy.

8. Her teammates (see)

Julie as a role model.

9. Next week, she (explain) 10. Soon, they (become)

how she does it to the other players. the best team in the league.

B. Use the prompts to write sentences in the present continuous or the past continuous. Use the time markers for help. 1. Right now / Joe / eat an apple

2. Last night at eight o’clock / I / watch TV

3. This morning / we / sit on the bus

4. This year / Jill / learn to dance

5. Last year / we / live in Florida

6. Today / I / do a grammar exercise

7. One hour ago / Frank / train in the gym

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Project

Social Media Campaign

C1, C3

Find information about phobias or anxiety and young people and use social media to promote that information. Pre-Production

1

Decide what problem you will present. Write your topic.

2

Research social media and ways that you can spread your message. What social media platform will you use?

3

Research your topic. Look for resources that can help teens: articles, videos or websites.

4

With your team, choose three resources you will promote on social media.

5

Each team member will present one resource. Take notes on how your resource can help with your chosen problem and how you will attract attention to your resource on social media.

Production

6 7

Produce the rst draft of how you will present your chosen resource. Combine your team’s three resources. Revise and edit your work until you are satised with the results.

Post-Production

8

Present your social media campaign to another team of students. Ask for their feedback.

9

Evaluate your teamwork.

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Extra Reading

Stress Story

C2

Read about a girl’s experience with anxiety. 1. Do you ever feel stressed or anxious? What makes you feel that way?

2. While you read the text, highlight ve comparative adjectives.

Maddie's Story Last spring, my schedule was like it always is: busy. Somehow, I felt busier than ever. It was harder to get everything done. I was in the school play, I was playing in the orchestra and was on the soccer team. My boyfriend complained that he didn’t see me very often. One night at rehearsal for the school play, I started thinking about all my responsibilities: music, soccer, theatre, boyfriend, homework and I started panicking. I couldn’t concentrate on my lines. I started breathing hard and trembling. I felt like my world was falling apart. I felt like I was out of control. I had to leave the room and go to the bathroom, where I threw up. I didn’t go to school for the next three days. I couldn’t even sleep. I just stayed in bed and worried. I broke up with my boyfriend but it didn’t make me feel better. I quit my soccer team. I felt worse. I felt like a quitter. When I returned to school I couldn’t concentrate. I kept worrying and wondering if I was normal. I thought that everyone would think I was weird. Was I crazy? I didn’t feel like eating anything. My parents tried to make me eat but I had no appetite. They were worried about me and sat me down to talk it over, but when they asked me what was wrong

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I didn’t have an answer. Finally, they forced me to go see a psychologist, even if I refused at rst. To my surprise, I discovered that the psychologist was very kind. She was just there to listen and help me, and everything I said was condential. She would not tell my parents or my teachers. So we talked. She helped me nd words to explain how I was feeling. I learned strategies to help me combat my anxiety, like slow, deep breathing and not jumping to conclusions. Eventually, she suggested medication could help me calm my anxiety because I couldn’t stop worrying. At rst, I didn’t want to take medication. However, after seeing my doctor, I decided to try it. After a couple of weeks, I started feeling like myself again. Now I understand that I’m not perfect, but I know I’m not crazy. I learned that millions of young people ght anxiety. Learning about anxiety made me understand that I am not alone. I’m a stronger person now, and I know that I can ask for help if I need it.

Glossary play: theatre performance rehearsal: practice threw up: vomited quitter: person who often stops participating in activities

wondering: thinking about kind: nice

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Extra Reading 3. What were all the things that Maddie worried about?

4. What were Maddie’s symptoms of anxiety? Emotional Symptoms

Physical Symptoms

5. What two events made Maddie feel like a quitter?

6. What strategies did the psychologist suggest to Maddie?

7. Can a psychologist report what you say to your parents and teachers?

8. How did it help Maddie to know that many young people feel anxious?

9. You have a friend who feels anxious and worried. Write a paragraph giving advice to your friend. Use at least three examples from Maddie’s story.

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VOCABULARY Use adjectives to describe your fears. 1. The verbs below all have similar meanings: to scare someone. Place the verbs on the scale of least intense to most intense. Use your dictionary for help. • alarm

least intense

most intense

• frighten • horrify • scare • terrify

2. Use your dictionary to nd adjectives based on the verbs. Write your answers in the table below. Verb

Adjective that describes how someone feels (– ed)

Adjective that describes someone or something (– y or – ing)

a. scare b. alarm c. frighten d. terrify e. horrify 3. Circle the correct adjective to complete each sentence.

128

a.

I felt very (scared / scary) when I saw the horror movie.

b.

My mother was (horried / horrifying) when she saw the mess in the kitchen.

c.

The woman gave a (terried / terrifying) scream.

d.

I am (frightened / frightening) of the dark.

e.

My sister is (terried / terrifying) of spiders.

f.

Everyone was (alarmed / alarming) when Jo suddenly jumped up.

g.

We saw a (horried / horrifying) accident on the way to school.

h.

I wore a very (scared / scary) Halloween costume this year.

i.

That was the most (frightened / frightening) movie ever!

j.

The teacher made an (alarmed / alarming) announcement.

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UNIT

Travel the World

There are many ways to experience the world. What’s your travel style? In this unit, you will: • Think about different places around the world. • Read about various travel styles.

8

Project Present your dream destination in a multimedia presentation.

Extra Reading

• Watch a video with travel tips. • Talk about dream destinations and virtual travel. • Write about a favourite destination.

Jasper, Alberta Read about an exciting Canadian destination.

• Practise grammar: would / could / should.

One-Minute Challenge Make a list of countries you would like to visit. one hundred and twenty-nine

129

Starting Point

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

2

3

4

1 7

5

6

Time to Talk • With your classmates,

identify the nationality of the people who live in each country and the language(s) they speak.

8

a. Machu Picchu

: photo #

.

b. The Eiffel Tower

: photo #

.

c. The Roman Coliseum

: photo #

.

d. The Statue of Liberty

: photo #

.

e. The CN Tower

: photo #

.

f. Tower Bridge

: photo #

.

g. The Great Wall

: photo #

.

h. The Taj Mahal

: photo #

.

2. Choose two places that you would like to visit. Explain why you would like to visit them to a classmate.

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Speaking

2. Dream Destinations

C1

Where would you prefer to travel? 1. Read the travel options below. Check the option you prefer. 2. With a partner, discuss each choice and give a reason. Agree or disagree with your classmate’s choices. Use the model dialogue for help.

Camp in the Canadian Rocky Mountains

OR Stay in a luxury hotel in Vancouver

Take a road trip across Canada and the United States

OR Enjoy a beach vacation in Florida

Kayak with beluga whales in the Canadian Arctic

OR Scuba dive in Mexico

Go on a safari in Africa

OR Volunteer to build a school in Central America

Take an organized tour of European cities

OR Travel inexpensively with a friend in Europe

Visit small villages in the Amazon jungle

OR Visit the wildlife on the Galapagos Islands

Glossary whales: large animals that live in the ocean Scuba dive: sport of swimming under water with a container of air on your back Volunteer: provide help without receiving pay

Strategy 3. With your partner, determine the top two most interesting vacation options. Write your answers below.

Agree and disagree with your classmate’s ideas to maintain the discussion, but always give a reason to support your answer.

I would prefer to go camping. It is more interesting because I love to be outdoors. I don’t agree with you at all. I think a luxury hotel is more pleasant than a sleeping bag. I like comfort! I agree that comfort is nice, but I don’t like cities. There are too many people! Reproduction prohibited © TC Media Books Inc.

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Reading

3. Your Travel Style

C2

When you visit a new destination, you’ll nd activities to please everyone. 1. When you are on vacation, do you prefer a lot of action or time to relax? Give an example.

2. Read the text about travel styles below. Underline the activity suggestions that appeal to you.

Travel Styles There are travel destinations and adventures to suit every personality. If you understand what your style is, it can help you choose which destinations are best for you.

Adventurous

Intellectual

The adventurous traveller might go helicopter skiing in Banff, bungee jumping in New Zealand or boating down a river in the Amazon.

The intellectual traveller wants to know more about everything they visit, from archeological sites to famous museums and galleries.

Luxury

All-Around

The luxury traveller likes comfort and luxury above all else. They appreciate a fancy hotel and ne dining and don’t want to have to work too hard.

The all-around traveller likes a little bit of everything, from adventure to exploring to relaxing. It all depends on the mood they’re in!

3. Which travel style most resembles you? Why?

4. Look at the activities you chose in Step 3 on page 131. How do they match the travel style you chose?

5. Read about activities you can do on the island of Aruba, a small country in the Southern Caribbean, near the coast of Venezuela. Answer the questions that follow the texts on pages 133 and 134.

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Reading

TRAVEL ARUBA! Atlantis Submarines All aboard! Take an exciting voyage 130 feet below the Caribbean Sea on one of the largest passenger submarines in the world, the Atlantis Submarine. The sub was voted Aruba’s most outstanding attraction! You’ll see the remains of a shipwreck, abundant coral reefs, and colourful sh aboard the US Coast Guard-approved spacious submarine. a. What tells you that people enjoy this activity?

b. How do you know the submarine is safe?

Pelican Adventure Tours Unleash your inner Indiana Jones! Snorkel the famous Antilla shipwreck, explore mysterious caves with ghostly legends or join a jeep safari through Aruba’s unique countryside, complete with wildlife and ancient gold mines. Friendly expert guides, like award-winning Robertson Thomas, will accompany you safely on your adventures as you discover the island’s treasures. Or just relax on a luxury boat as you cruise Aruba’s spectacular coast past deserted beaches and lighthouses. You could also try Pelican’s sunset sail. It allows you to enjoy a tropical dinner while listening to the relaxing rhythms of the Caribbean. c. How do you know that the tour guide is good?

Glossary

d. What activities could you do to relax?

VIP Tours Get ready for an unforgettable island experience! VIP Tours offers private tours in the comfort of the latest, air-conditioned 4 x 4 vehicle. Explore Aruba’s fascinating history and heritage with friendly, professional guides. Customize your own itinerary with choices that include old gold mines, beautiful beaches, snorkelling havens, mysterious caves and many other scenic wonders. The fun starts the moment you’re picked up.

shipwreck: destroyed boat under water coral reefs: colourful plant-like creatures under water Unleash: release Snorkel: swim under water with a special tube to breathe VIP: abbreviation for “very important person” havens: safe places

e. What tells you that this tour might be expensive?

f. What words are used to describe the guides on this tour?

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Reading

Aruba Aloe Tour Experience one of Aruba’s oldest industries as a fun and informational daytime activity. Let the friendly local staff guide you through the rich history of aloe vera, its importance to Aruba’s economy and the rich, healing properties of this miracle plant. You will get to experience how the world-famous Aruba aloe products are made and what makes them so unique. g. How do you know this is an educational tour?

h. What do you learn on this tour?

6. Scan the texts for activities that would suit each travel style. For each of the travel styles, suggest three activities from the tours. Travel Style

Suggested Activities

Adventurous

Luxury

Intellectual

All-Around 7. Plan one day of activities for yourself using information from the travel magazine. Each activity can last from one to three hours. Time

Activity

Morning Afternoon Evening 134

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Watching

4. Where to Travel?

C2

Listen to expert travel tips. 1. Match each vocabulary word or expression with its denition. Vocabulary

Denition

1. break it down

a. make something clear

2. cheap

b. negative aspect

3. chill out

c. become calm

4. con

d. positive aspect

5. pro

e. not expensive

2. Complete the sentences below with the words from Step 1. a. There are ights every hour to Toronto. That is a of travelling there. b. I don’t like spicy food, so that is a

of travelling

in Mexico. c. This math problem is confusing. We need to work together to . d. The restaurant had a two-for-one offer so our lunch was really . e. The people in Tulum are really relaxed so it was easy to . 3. Label the regions on the map using the place names. Africa Asia Australia and New Zealand Europe Latin America Middle East North America

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Watching 4.

As you watch the video, write at least one pro and one con of travelling to each region.

Europe Pro: Con: Latin Pro: America Con: North Pro: America Con: Africa Pro: Con: Australia & New Pro: Zealand Con: Middle Pro: East Con: Asia Pro: Con: 5. After watching, compare your answers for Step 4 with a partner. Add any pros and cons you missed.

Strategy Compare the pros and cons of each destination to help decide which one suits your travel style.

6. Rank your interest in visiting each destination listed above from 1 (most interested) to 7 (least interested). Write the numbers in the circles in the table above. 7. Justify your ranking. Use the pros and cons from Step 4 to support your choices.

8. Which two regions t your travel style the most? Why?

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Speaking

5. Wide World or World Wide Web?

C1

Can the Internet really show you the world? 1. Read about the ways you can travel virtually. Photo Albums: View incredible photos of any destination you choose.

Podcasts: Listen to these to learn about the history and culture of your destination.

Webcams: Live camera footage shows you what is happening, right now!

Video Clips: Online videos can show you what a place looks like.

Google Earth: View photos of almost any location on the planet.

Virtual Tours: You’re in control as you guide yourself through famous museums and monuments.

2. Which methods of virtual travel do you already use?

3. Discuss your answer to Step 2 with a partner. 4. Read the statements below about real travel versus virtual travel. Check agree or disagree. Agree

Disagree

a. Virtual travel is a good way to see the world. b. Virtual travel can be interactive. c. Virtual travel opens up the world to more people. d. Virtual travel makes you feel like you visited a place. e. Virtual travel is better for the environment. f. In the future, people will only travel virtually. g. You can get a good idea of the food with virtual travel. h. Virtual travel gives you a good idea of new cultures. i. Virtual travel shows the good and bad sides of new destinations. 5. With your partner, discuss each choice in Step 4 and give a reason. Agree or disagree with your partner’s choices.

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Speaking 6. What are two advantages and two disadvantages of virtual travel? Write your answers below. Advantages

Disadvantages

7. Discuss this question with your partner:

Question: Do you think that virtual travel could ever replace real travel? a. Read the model dialogue to help you ask questions and express your opinions. b. Use the information from the chart in Step 6 to support your answer. c. Take notes to be ready to report your opinions to your classmates.

8. Form groups of four. Take turns giving your opinions. Use your notes from Step 7 for help.

I think that virtual travel could replace real travel.

Why?

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

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O.K.

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Writing

6. Share Your Favourite Places

C3

Write about a place that you would like to visit for a travel website. 1. Identify two places that you would like to visit. Write down what you would like to see or hear. • Destination 1: • See: • Hear:

• Destination 2: • See: • Hear:

2. Look for travel websites about the destinations you chose. 3. Scan the websites and choose one destination. Then, select two websites about this place. Write them below. • Destination: • Website 1: • Website 2:

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

ASPECT

WHAT MAKES THIS DESTINATION INTERESTING?

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

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Writing

ASPECT

WHAT MAKES THIS DESTINATION INTERESTING?

2. Activities (sports, culture, etc.) 3. Local Food and Drinks

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

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

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

Writing Checklist Add new ideas and remove ideas that are not important or interesting.

Use your resources to help you: dictionary, grammar ash, information from tasks, websites.

Check your verbs. Use would, should and could where necessary. 7. Include photos and website links in your revised copy. 8. Send your text to a classmate and your teacher. 140

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Grammar Close-Up Would, Could and Should Use would, could and should to change the meaning of the main verb. • Use would to express desire or request. • Use could to express possibility or ability. • Use should to express advice or strong possibility.

Go to pages 190 to 193 of the Grammar Section for more information, practice and access to interactive workshops.

The Afrmative Use would, could and should before the base form of the main verb. I would like to visit Spain. The passengers could see out of the window. You should book your ight online. The Negative Add not between would, could and should and the main verb. I would not like to visit Spain. The passengers could not see out of the window. You should not book your ight online. Yes / No Questions To form yes / no questions, follow this word order: Would / Could / Should + subject + main verb (base form) + rest of the question? Would / Could / Should you visit a new place every day? Information Questions To form an information question, follow this word order: Question word + would / could / should + subject + main verb (base form) + rest of the question? Where would / could / should we go tomorrow?

Practise A. Imagine a destination. Describe what you would: 1. see I would see . . . 2. hear 3. feel

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Grammar Close-Up B. Write advice to friends leaving on vacation. Use should to suggest two things that they should take and should not to suggest two that they should not take. 1. New York a. b. 2. Camping in the Saguenay a. b. 3. Montréal a. b.

C. Write an appropriate question for each answer. Use the underlined words as clues. 1. Q. A. You should bring an umbrella. 2. Q. A. Yes, I would call to make a reservation. 3. Q. A. No, the cruise ship couldn’t capsize. 4. Q. A. The bus should arrive at 3:15 p.m. 5. Q. A. Yes, the students would be allowed to visit Manhattan. 6. Q. A. Two teachers and one parent should accompany the group. 7. Q. A. The ight could be cancelled because of the heavy snow. 8. Q. A. I would travel by plane.

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Project

Dream Destination

C3

Present your dream destination in a multimedia presentation. Pre-Production

1

Use a destination you chose in Task 6 or another destination that interests you.

2

Plan the contents of your multimedia presentation. Write the texts and captions you want to include for these categories: sights activities local food and drinks

3 4

local products other

Choose images and music to support your presentation. Discuss your ideas with your teacher. Follow your teacher’s suggestions and add or remove ideas.

Production

5 6

Produce the plan of your presentation. Using software or a web tool, create your presentation.

Post-Production

7 8

Edit and revise your work until you are satised with the results.

9

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

Share your presentation with your classmates. Ask them for feedback.

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Unit 8

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Extra Reading

Three Days in Jasper

C2

Read about an exciting Canadian destination. 1. What do you know about the Canadian Rocky Mountains?

2. While you read the text, underline the recommended attractions.

Jasper, Alberta Jasper is a small, relaxed mountain town that makes a good base for exploring surrounding Jasper National Park. The main road through the town is Connaught Drive. One block up from that is Patricia Street where you will nd the grocery store, sports stores, gift shops and restaurants, including Loulou’s Pizza where you should stop for lunch at least once. Here you will also nd the main tourist ofce where you can pick up maps of the area and brochures for the surrounding sights and attractions.

Once you have familiarized yourself with the area, it’s time to get out of town and explore the extraordinary mountain scenery. Our recommendation for day one is the Mount Edith Cavell Hike. To reach the trailhead, drive about 28 kilometres south of the town of Jasper. You can choose a short 30-minute hike from the parking lot to Kettle Lake at the base of the Cavell Glacier, or you can hike the four to ve-hour loop to the summit of Cavell Meadow and enjoy breathtaking views of Mount Edith Cavell, Angel Glacier, and Cavell Glacier. The rst part of the trail passes

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through a moraine, the rocks and soil left behind when the glaciers retreated. It continues up through beautiful mountain meadows. On day two, it’s time to get wet. Rafting trips offer an exciting and different perspective of the mountain landscape. There are many trips on the mighty Athabasca and Sunwapta rivers. The calmer sections of Athabasca will suit those who prefer to stay dry. For more excitement, choose the Sunwapta River. Sunwapta is a Stoney Indian word meaning“turbulent river,” and it really lives up to its name. Take it easy on day three, with a ride in the Jasper SkyTram up to the top of Whistlers Mountain. The comfortable tramway will whisk you up more than 300 metres in just a few minutes. Tour guides on board the tram will point out the surrounding peaks and the sights in the town of Jasper below. When you get off the tram, there is a café and gift shop and a trail leading up to the summit. It takes about 45 minutes Glossary to get to the top and sights: things to see there are spectacular scenery: natural views in every direction. surroundings If it’s a clear day, you trailhead: beginning can see Mount Robson, of a foot path the highest peak in the meadows: area covered in grass and Canadian Rockies. owers Take it easy: relax whisk: transport you quickly Reproduction prohibited © TC Media Books Inc.

Extra Reading 3. a. What activity is the suggested activity for day one?

b. What are the two options for day one’s activity? Option One Option Two c. Name three sights you can see on day one’s activity.

4. a. What is the suggested activity for day two?

b. For a calm experience, which river should you choose?

c. For an exciting experience, which river should you choose?

5. a. What is the suggested activity for day three?

b. Where does this activity take you?

c. What can you see and do during this activity?

6. Plan activities for your own three-day trip to Jasper. Remember to consider your travel style.

Day One

Day Two

Day Three

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VOCABULARY Learn new expressions to use during your travels. 1. Match each expression with its denition. Write the letter on the line. Expression

Denition

1. tourist trap

a. wait patiently

2. jet lag

b. want to travel

3. get away from it all

c. leave

4. catch some rays

d. being tired from changing time zones

5. hang tight

e. a business that takes advantage of travellers

6. bright and early

f. stop what you are doing

7. have itchy feet

g. not known or popular

8. call it a day

h. leave your regular life and stress

9. off the beaten path

i. get some sun

10. hit the road

j. in the morning

2. Complete the text with travel expressions from the chart above.

The Tour Guide 1

Good morning, everybody! So, you

and need a nice

vacation? Welcome to the sunny islands where you can leave your troubles behind and 2

really

! I am here to make sure that you have a great time. 3

I know some of you might be suffering from

because of the

time difference, so I suggest you go to bed at a reasonable hour because tomorrow we 4

leave

5

. We’ll 6

places that are 7

usual

at 9:00 a.m. We’ll visit

that other tourists don’t visit. We won’t visit the

that travellers always see. You don’t want to see those!

After lunch, we’ll go to a sunny beach where you 8

can

and surf. The bus

will pick you up at the end of the day. If it’s late, just 9

. It’ll arrive eventually. 10

So, for now, let’s

.

See you tomorrow! 146

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Grammar Section Verbs Simple Present Verb To Be, Afrmative, Negative .... 148 Verb To Be, Yes / No Questions ....... 149 Verb To Be, Information Questions ............................................... 151 There Is and There Are ...................... 152 Other Verbs, Afrmative, Negative ..... 154 Other Verbs, Yes / No Questions ...... 157 Other Verbs, Information Questions ............................................... 159 Simple Past Verb To Be, Afrmative, Negative .... Verb To Be, Yes / No Questions ........ Verb To Be, Information Questions ... There Was and There Were............... Other Verbs, Afrmative, Negative... Other Verbs, Yes / No Questions ...... Other Verbs, Information Questions ................................................

160 161 164 165 166 169 171

Future Future with Will, Afrmative, Negative ................................................. 172 Future with Will, Yes / No Questions ............................................... 174 Future with Will, Information Questions ............................................... 175

Future with Be Going To, Afrmative, Negative ............................ 176 Future with Be Going To, Yes / No Questions ............................................... 177 Future with Be Going To, Information Questions ........................ 178 Continuous Tenses Present Continuous, Afrmative, Negative ........................... Present Continuous, Yes / No Questions .............................. Present Continuous, Information Questions ........................ Past Continuous, Afrmative, Negative ................................................. Past Continuous, Yes / No Questions ............................................... Past Continuous, Information Questions ........................

179 182 183 184 187 189

Modals Afrmative, Negative ........................... 190 Yes / No Questions .............................. 191 Information Questions ........................ 193 Imperatives .......................................... 194

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

196 197 198 199

Pronouns Subject and Object .............................. 200 Indenite .................................................. 202 Adjectives Position and Order ............................... 203 Comparatives and Superlatives ...... 205 Possessives Pronouns and Adjectives ................... 207 Demonstratives Pronouns and Adjectives ................... 209

Adverbs Time and Frequency ............................ 210 Manner ..................................................... 212 Sequence Adverbs and Ordinal Numbers................................................. 214 Prepositions Place ......................................................... 215 Direction................................................... 216 Time .......................................................... 217 Conjunctions ........................................ 219 Articles .................................................... 221 Question Words .................................. 222 Capitalization ....................................... 225 Punctuation .......................................... 227

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Grammar Section

Simple Present Verb To Be Affirmative and Negative We use the verb to be in the simple present for facts and present states. Negative

To form negative sentences, add not after the verb.

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

Plural

VERBS

Singular

Afrmative

Negative

I am (I’m) cold.

I am not (I’m not) cold.

You are (You’re) cold.

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

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

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

We are (We’re) cold.

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

You are (You’re) cold.

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

They are (They’re) cold.

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

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

My Favourite Subject is

Science 3

1

difcult, but the experiments

friends think that I relaxed. My teacher

2

my favourite subject. I

5

4

good at it. Sometimes it

really interesting. Some of my

too serious in class, but I think that they 7

really dynamic. That

8

6

too

why I like science.

B. Write three sentences about your favourite subject. Use the verb to be. Favourite Subject: 1. 2. 3.

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

VERBS

10. A dog is man’s best friend.

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

Plural

Singular

Question

Look Out!

Short Answers

Am I tired?

Yes, you are.

No, you are not.*

Are you tired?

Yes, I am.

No, I am not.

Usually, we answer questions with short answers or with Yes or No.

Is she / he / it tired? Yes, she / he / it is. No, she / he / it is not. Are we tired?

Yes, we are.

No, we are not.

Are you tired?

Yes, we are.

No, we are not.

Are they tired?

Yes, they are.

No, they are not.

* For the contracted forms, see the table on page 148.

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

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Grammar Section

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

E. Write three yes / no questions in the simple present with the verb to be. Ask your classmates to answer them. 1.

VERBS

Answer: 2. Answer: 3. Answer:

F. Complete the dialogue. are

Jade: Hi Mahir! How Mahir: I

3

(negative) great. I

Jade: Why? What

5

Mahir: My aunt

6

He

7

you today? That

1

2 4

a cute dog!

upset.

up?

on vacation and she left her dog with me.

(negative) very friendly with me.

Jade: Why? What

8

the problem?

Mahir: I think he

9

lonely. Maybe he misses my aunt. He

He Jade:

11 13

always at the door. 12

really annoying.

he bored? Do you play with him?

Mahir: Not really. I

14

Jade: You Mahir: Hey,

(negative) cooperative at all. In fact, he

10

too busy with my video games. 15

16

(negative) a very good dog-sitter.

you busy? Can you take him for a walk for me?

Jade: O.K. Poor dog! Come with me.

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Information Questions To form information questions in the simple present with the verb to be, follow this word order: Question word + am / is / are + subject + rest of the question? Where is the book? Why are your parents upset?

Why am I always late? When are you on vacation? Where is she / he / it on Saturdays? How late are we? How are you? Where are they right now?

VERBS

Plural

Singular

Question

Practise G. Write information questions to go with the answers in bold. Use who, what, where, when or why and the verb to be in the simple present. 1. Q. When is lunch?

A. Lunch is at noon.

2. Q.

A. Maryse and Sarah are in Vancouver.

3. Q.

A. Marcie is upset because she is late.

4. Q.

A. The rehearsal is over at 3:00 p.m.

5. Q.

A. Our new coach’s name is Robert.

6. Q.

A. The new players are Max and Albert.

7. Q.

A. The name of the song is “Let it Be.”

8. Q.

A. The sports store is next to the hardware store.

H. Complete the questions with how many or how much and the simple present of the verb to be. 1.

How many

eggs

are

in this omelet?

2.

snow

on the ground?

3.

kittens

in the barn?

4.

owers

in the bouquet?

5.

water

6.

pieces

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in the jug? in the puzzle? Verbs

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Grammar Section

Simple Present There Is and There Are We use there is and there are to identify things. When a sentence begins with There is or There are, the verb must agree with the noun (the subject) that follows. There is a book on the shelf. There are books on the shelf. Yes / No Question

There is (There’s) a dog outside.

There is not (isn’t) a dog outside.

Is there a dog outside?

There are two dogs outside.

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

Are there two dogs outside?

Look Out! We often use the contracted forms: isn’t and aren’t.

VERBS

Singular

Negative

Plural

Afrmative

Practise A. Underline the rst noun in each sentence. Complete the sentences with there is or there are. Then, rewrite the sentences as yes / no questions (Q) and in the negative (N). There are

1.

ten new students in our French class.

Q: Are there ten new students in our French class? N: There are not / aren’t ten new students in our French class. 2.

a re in the cafeteria. Q: N:

3.

a football practice tonight. Q: N:

4.

a lot of exams this week. Q: N:

5.

money on the table. Q: N:

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Grammar Section

Vancouver

B. Write sentences to describe Vancouver. Use there is and there are and the following words and expressions. 1. many large buildings There are many large buildings. 2. ocean

VERBS

3. sailboats 4. bridge 5. mountains 6. aquarium 7. beluga whale 8. totem poles in Stanley Park

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

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

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Grammar Section

Simple Present Other Verbs Affirmative and Negative We use other verbs in the simple present to describe facts, habits and feelings. Afrmative Use the base form of the verb. (I like hamburgers.) Add s to form the third person singular. (Martin likes tofu.) Negative Add do not or does not before the verb. Do not add s to the verb. (I do not like tofu. Martin does not like hamburgers.) Contracted Forms

don’t, doesn’t

Singular Plural

VERBS

Afrmative

Negative

I swim well.

I do not (don’t) swim well.

You swim well.

You do not (don’t) swim well.

She / He / It swims well.

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

We swim well.

We do not (don’t) swim well.

You swim well.

You do not (don’t) swim well.

They swim well.

They do not (don’t) swim well.

Spelling Rules

Look Out! Do not add s to the main verb when you use do or does.

Follow these rules to create the third person singular: Verb

Rule

Examples

Add s.

Most verbs (eat, read, swim)

eats, reads, swims

Verbs that end with a consonant + y Change the y to i and add es. (cry, hurry, study) Verbs that end with ch, o, s, sh, x, z (watch, go, pass, wash, tax, whizz)

Add es.

cries, hurries, studies watches, goes, passes, washes, taxes, whizzes

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

fries

eggs.

2. The bee (buzz)

around

the owers. 3. Terry (reach)

154

for the ball.

4. Carolyn (ride)

horses.

5. William (sh)

for trout.

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Verbs

6. Jade (hurry) 7. Chantal (love)

to school. movies.

8. Nadia (do)

her homework.

9. He (wash)

his car.

10. My cat (watch) 11. Jay (worry)

TV. a lot.

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

What I Think Everybody (enjoy)

enjoys 2

as we all (look) 3

1

different. Maybe you (prefer)

your friends (share) 7

5 6

often the case that you and

similar preferences and (want)

to spend time together. In some ways, this (be) 9

understandable. We (get) 10

to know

new friends when we (do)

activities with them. But sometimes you (need)

12

to make an effort to meet new people. They (be)

13

worth it!

VERBS

people and we (make) 11

4

sports, but your brother (enjoy)

music and art. It (be)

8

different things, just

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

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

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

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

√

Things Ann Thu Li reptiles rainy days to clean the house

kes

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

√ √

√

√

VERBS

√

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

1. Ann Thu doesn’t like reptiles.

Ann Thu

2. 3.

Ann Thu and Mick 1. 2. 3.

Mick

1. 2. 3.

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

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Grammar Section

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

Do I run fast?

Yes, you do.

No, you do not (don’t).

Do you run fast?

Yes, I do.

No, I do not (don’t).

Does she / he / it run fast?

Yes, she / he / it does.

No, she / he / it does not (doesn’t).

Do we run fast?

Yes, we do.

No, we do not (don’t).

Do you run fast?

Yes, we do.

No, we do not (don’t).

Do they run fast?

Yes, they do.

No, they do not (don’t).

Practise F. Put the words in the correct order to form yes / no questions. Start with do or does.

VERBS

Plural

Singular

Question

1. Jim tennis play Does Jim play tennis? 2. you sports prefer music or 3. haircut have Nancy new a 4. understand you question the 5. to brother I have to my bring 6. Sian help need some 7. problem have a Murray Alix and 8. the want go to dog outside

G. Write questions to go with the following answers. 1. Q. Do you want to go to a movie?

A. Yes, I want to go to a movie.

2. Q.

A. Yes, Charles wants to come.

3. Q.

A. Yes, we need money for popcorn.

4. Q.

A. Yes, the movie starts at 7:30 p.m.

5. Q.

A. Yes, the theatre has an arcade.

6. Q.

A. Yes, I want to meet at your house.

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

Name: ______________ Hair colou

__________ __________________ Occupation: ________ __________ __________________ Home town: ________ _________ __________________ Likes: ______________ __________ __________________ Doesn’t like: ________

1.

VERBS

2. 3. 4. Q1: Q2:

Name: __________

________________

Hair colour: ______

____ Age: ______

________ Eye colou

r: ____________

Occupation: ______ Home town: ______

________________ ______________

________________

______________

Likes: ____________

________________

Doesn’t like: ______

_____________

________________ ______________

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

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Grammar Section

Information Questions To form information questions in the simple present with other verbs, follow this word order: Question word + do / does + subject + base form of the main verb + rest of the question? Where do you keep your chocolate chips? When does Stella want to go to the mall?

What do I want? Why do you like to read? When does she / he / it arrive home? How do we save money? Why do you sleep late? How many books do they have?

Look Out! The question words who and what can sometimes be the subject of a question. In such cases, the word order is different: Who / What + 3rd person singular verb + rest of the question? What happens now? Who swims the fastest?

PROFILE 1

Practise I. Read the Teen Helper proles. Write four information questions in the simple present about each teen. Write the answers below using information from the proles.

VERBS

Plural

Singular

Question

1. Where does Tara live?

2. When Tara lives in Red Deer, Alber ta. Every Saturda y she coaches younger kids who play socc er.

3. Who

4. What

PROFILE 2

1. Where does Max live?

2. When

3. How ngley, B.C. Max lives in La , he helps On his holidays bank. He at a local food baskets for prepares food eed help. families who n

4. Why

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Grammar Section

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

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

VERBS

Plural

Singular

Afrmative

Negative

I was angry.

I was not (wasn’t) angry.

You were angry.

You were not (weren’t) angry.

She / He / It was angry.

She / He / It was not (wasn’t) angry.

We were angry.

We were not (weren’t) angry.

You were angry.

You were not (weren’t) angry.

They were angry.

They were not (weren’t) angry.

Practise A. Complete the sentences with the afrmative of the verb to be. Then, write the sentences with the negative contracted form. 1. Last year, I

was

in Grade 6.

Last year, I wasn’t in Grade 6. 2. You

in the principal’s ofce yesterday.

3. Meg

on vacation last week.

4. Jill and I

5. Last year, I

6. Last month, I

7. You

160

one hundred and sixty

on the same hockey team last winter.

in a different school.

in China.

very good last night.

Verbs

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Grammar Section

8. She

really sick yesterday.

9. We

so happy last year.

10. They

late for the meeting yesterday.

B. Underline the time markers. Complete the text with the afrmative or negative of the verb to be. Dear Diary, 1

3

supposed to give a presentation in French. Last weekend, Zack 4

at Mont Ste-Anne. He 5

7 8

library but it

6

closed for renovations. All our other classmates 10 11

12

broken and I

able to nish my research. Last Sunday, I wanted to go to the

prepared and, of course, we (negative)

away skiing

sure that I would do all the work. I (negative)

ready because my computer

(negative)

2

the best day. First of all, Zack and I

VERBS

Yesterday (negative) was not / wasn’t

9

the ones the teacher called rst! She

happy with us when I told her that we (negative)

ready. Now we have to go to detention for the week.

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

Plural

Singular

Question

Short Answers

Was I happy?

Yes, you were.

No, you were not (weren’t).

Were you happy?

Yes, I was.

No, I was not (wasn’t).

Was she / he / it happy?

Yes, she / he / it was.

No, she / he / it was not (wasn’t).

Were we happy?

Yes, we were.

No, we were not (weren’t).

Were you happy?

Yes, we were.

No, we were not (weren’t).

Were they happy?

Yes, they were.

No, they were not (weren’t).

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

was / were

verbs

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

subjects

VERBS

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

Question

adjectives

Short Answer

1. Were the students friendly?

Yes, they were / No, they weren’t.

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

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

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

Hey Jasmine!

were

Yesterday, my friends and I a blast! We

3

schools. I

4

1

on a TV game show. It

2

in competition against students from other

very nervous, but we

5

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

always tough. The questions

8

difcult. For the most

important question, Toby answer, but he guessed and he 11

close, but we

7

9

10

VERBS

6

sure about the

right! At the end, the score

12

the winners. Cooooool!

JP

1. Q. Were JP and his friends on a TV game show?

A. Yes, they were.

2. Q.

A.

3. Q.

A.

4. Q.

A.

5. Q.

A.

6. Q.

A.

7. Q.

A.

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Grammar Section

Information Questions To form information questions in the simple past with the verb to be, follow this word order: Question word + was / were + subject + rest of the question? Where was the cat? When was Diane’s birthday?

VERBS

Plural

Singular

Question Why was I so angry? When were you at the game? Where was she / he / it after the movie? How late were we? How were you after the accident? Who were they?

Practise E. Write information questions to go with the answers in bold. Use who, what, where, when or why and the verb to be in the simple past. 1. Q. Why were you angry?

A. I was angry because she forgot to call me.

2. Q.

A. Her name was Sam.

3. Q.

A. I was on the phone with Stephanie.

4. Q.

A. Gus was sad because he missed his cat.

5. Q.

A. I was in France last summer.

6. Q.

A. Joe’s party was at the water park.

7. Q.

A. David was happy because he found a dollar.

8. Q.

A. Your running shoes were under the couch.

F. Complete the questions with how many or how much and the simple past of the verb to be. 1.

164

How many

people were

at the party?

2.

snow

3.

money

4.

days

5.

trouble

you in?

6.

players

on your team?

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on the ski hill? in the purse? you absent?

Verbs

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Grammar Section

Simple Past There Was and There Were We use there was and there were to refer to things in the past. When a sentence begins with There was or There were, the verb must agree with the noun (the subject) that follows.

Look Out! We often use the contracted forms: there wasn’t and there weren’t.

There was a coat on the oor. There were coats on the oor.

Yes / No Question

There was a soccer match.

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

Was there a soccer match?

There were two penalties.

There were not (weren’t) two penalties.

Were there two penalties?

VERBS

Singular

Negative

Plural

Afrmative

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

1. Q. Were there a lot of people? 2. Q.

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

3. Q. Was there a clown game? A. 4. Q. Was there a baseball game? A. 5. Q.

A. No, there weren’t long lineups.

6. Q. Was there a haunted house? A. 7. Q.

A. No, there wasn’t an animal show.

8. Q.

A. Yes, there were things to eat.

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

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Grammar Section

Simple Past Other Verbs Affirmative and Negative We use other verbs in the simple past for completed actions. Regular Verbs To form the simple past of most regular verbs, add d, ed or ied to the base form. (loved, enjoyed, carried) Negative

To form the negative, add did not before the base form of the verb.

Plural

VERBS

Singular

Afrmative

Negative

I loved the movie.

I did not (didn’t) love the movie.

You loved the movie.

You did not (didn’t) love the movie.

She / He / It loved the movie.

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

We loved the movie.

We did not (didn’t) love the movie.

You loved the movie.

You did not (didn’t) love the movie.

They loved the movie.

They did not (didn’t) love the movie.

Spelling Rules

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

Verb

Rule

Most verbs ending with a consonant

Add ed.

work → worked, stay → stayed

Most verbs ending with e

Add d.

agree→ agreed, hope → hoped

Most verbs ending with a consonant + y

Change y to i and add ed.

try → tried, hurry → hurried

Most verbs ending with a vowel + a consonant

Double the last consonant and add ed.

hop → hopped, t → tted

Pronunciation

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

166

Examples

Pronunciation

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

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

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

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

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

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

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Grammar Section

Irregular Verbs These have different forms in the past tense. (buy → bought, go → went) Use the list on pages 237 and 238 to learn the past tense of irregular verbs.

Plural

Singular

Afrmative

Negative

I went home.

I did not (didn’t) go home.

You went home.

You did not (didn’t) go home.

She / He / It went home.

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

We went home.

We did not (didn’t) go home.

You went home.

You did not (didn’t) go home.

They went home.

They did not (didn’t) go home.

Look Out! Use the base form of the main verb when you use did not or didn’t.

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

VERBS

Practise

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

Afrmative had

Negative

Afrmative

Negative

did not / didn’t have

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Grammar Section B. Write the irregular verbs in the simple past. Copy the numbered letters into the message to nd out what it says. steal: S 1 become:

T

O

L 2

E

teach: 19 understand:

3

20

wake:

lie (down): 4

5

23 24

throw:

sell: 6

7

25 26

come:

read: 8

27

spend:

28

build: 9

29 30

light:

choose: 10 11

VERBS

21 22

31

32

cost:

run:

33 34

12 buy:

drink: 13

14

35

leave:

36

hit: 15 16

37

catch: 17

18

Message

“ S1 “ 36

168

5 32

12

19

one hundred and sixty-eight

24 34 13

4

6

30 3

37 10 8

Verbs

14 16 7

, 33

,

28 15

2

11 17 23 18 22 27

20 21 31 25 35 29 26

9

!”

!”

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Grammar Section

Yes / No Questions To form yes / no questions in the simple past with other verbs, follow this word order: Did + subject + base form of the main verb + rest of the question?

Look Out!

Plural

Singular

Question

Short Answers

Did I help her?

Yes, you did.

No, you did not (didn’t).

Did you help her?

Yes, I did.

No, I did not (didn’t).

Did she / he / it help her?

Yes, she / he / it did.

No, she / he / it did not (didn’t).

Did we help her?

Yes, we did.

No, we did not (didn’t).

Did you help her?

Yes, we did.

No, we did not (didn’t).

Did they help her?

Yes, they did.

No, they did not (didn’t).

Practise

Phrases

C. For each age, write a question in the simple past. Use the phrases below to help you.

VERBS

Use the base form of the main verb when you use did.

Did Lena tidy her room? Did they help her?

go to school • read books • sleep over at a friend’s house • have homework • eat your vegetables • have a pet • watch cartoons • play video games • speak English • make your own lunch • ski • live in Québec

Question

Short Answer

1. When you were four, did you go to school?

Yes, I did / No, I didn’t.

2. When you were ve, 3. When you were six, 4. When you were seven, 5. When you were eight, 6. When you were nine, 7. When you were ten, 8. When you were eleven, 9. When you were twelve,

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Grammar Section D. Ask yes / no questions in the simple past about Joanne’s soccer tournament last weekend. Use the information in parentheses. Did Michael score

1. (Michael, score)

a goal?

2. (Vanessa, bring)

a snack?

3. (Teresa, hurt)

her leg?

4. (Siena, play)

defence?

5. (your team, win)

the tournament?

6. (you, celebrate)

your win?

E. Complete the dialogue with the simple past or simple present of the verbs in parentheses. cleaned

VERBS

Adam: I (clean)

1

3

Barrack: No, you (do, negative) 5

before I (go)

7

8

10

9

out the 11

me with that! What (do)

today to help? 13

Barrack: I (wash)

the dishes. 14

Adam: You (wash)

the dishes. Mom always (do) 16

Barrack: She (do, negative)

20

21

them. 17

19

, you (be, negative)

Adam: Maybe I (see, negative)

15

them by herself! I (help)

18

You (know, negative)

her.

there!

you, but I know that you (do, negative)

them by yourself. 22

Barrack: O.K., maybe I (wash, negative) 23

24

. You (do, negative)

(be, negative)

25

them by myself, but I (help)

very much. Taking out the garbage

a big help. 26

Adam: Uh, Mom (look)

tired. 27

Barrack: Maybe she (need)

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the kitchen 6

. Every day, I (take)

garbage. You (help, negative)

170

you?

lazy!

Adam: No, I (be, negative)

12

4

. I (clean)

to baseball. You (do, negative)

anything! You (be)

you

2

the kitchen, this morning. Where (be)

Verbs

a cup of tea!

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Grammar Section

Information Questions To form information questions in the simple past with other verbs, follow this word order: Question word + did + subject + base form of the main verb + rest of the question? Whose homework did the dog eat? When did they visit Ottawa?

What did I do? Why did you listen? When did she / he / it go there? How did we rank? Who did you invite? How many bottles did they get?

Practise F. Complete the dialogue with information questions in the simple past that match the underlined words. Choose question words from the box. You can use the question words more than once.

VERBS

Plural

Singular

Question

Question Words

1. A: What did you do last weekend?

how

B: I went skiing last weekend.

how many how much

2. A:

what

B: We went to Owl’s Head.

where

3. A: B: I liked it a lot. The conditions were fantastic! 4. A: B: We got about 30 cm of snow. The powder was amazing! 5. A: B: They opened 21 trails. We didn’t have time to get bored. 6. A: B: We stayed at the hotel at the mountain. 7. A: B: We spent three days there. 8. A: B: I liked the snow park the best. Reproduction prohibited © TC Media Books Inc.

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Grammar Section

Future With Will Affirmative and Negative We use the simple future for future actions or states. Afrmative

To form afrmative sentences in the future with will, follow this word order:

Subject + will + base form of the main verb + rest of the sentence. I will leave home when I turn 18. My brothers will stay at home. Negative To form negative sentences, add not after will. Matt will not go to a new school next year. His family will not move to Ontario.

Singular

Afrmative

Plural

VERBS

Time Markers Words like later, tonight, tomorrow, next week, in a day / week / month, next week / month / year

Look Out! The contraction of will not is won’t.

Negative

I will (I’ll) practise every day.

I will not (won’t) practise every day.

You will (You’ll) practise every day.

You will not (won’t) practise every day.

She / He / It will (She’ll / He’ll) practise every day.

She / He / It will not (won’t) practise every day.

We will (We’ll) practise every day.

We will not (won’t) practise every day.

You will (You’ll) practise every day.

You will not (won’t) practise every day.

They will (They’ll) practise every day.

They will not (won’t) practise every day.

Practise A. Match each resolution with a name. Use will to write a resolution for each person. Then, write two resolutions for yourself. New Year’s Resolutions eat fewer hotdogs study harder

1. Alex: 2. Mari:

ask for help with math

3. Ali:

be nice to his/her sister

4. Dori:

practise more often exercise more get more sleep

5. Emily: 6. Tim: 7. Ming: 8. 9.

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Grammar Section B. Choose activities for Vladimir for Activity Day. Write sentences about what he will and won’t do.

Name: Vladimir

√ relax in a yoga class

play volleyball in the gym do weight training

10:30–12:00 show your skills at oor hockey in the gym take a walk in the woods compete in a trivia challenge

12:00–1:00

1:00–2:15

2:30–4:00

do theatre improv. in the drama room climb the climbing wall jam in the music room

participate in a mini basketball tournament in the gym create a masterpiece in the art room

VERBS

9:00–10:15

ENJOY A DELICOUS LUNCH

Activity Day

watch a movie in the auditorium

1. At 9:00, he will relax in a yoga class. He won’t play volleyball. He won’t do weight training. 2. At 10:30,

3. At 12:00, 4. At 1:00,

5. At 2:30,

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Grammar Section

Yes / No Questions To ask yes / no questions in the future with will, follow this word order: Will + subject + base form of the main verb + rest of the question? Will Andrew come? Will the whole class go?

VERBS

Plural

Singular

Question

Short Answers

Will I pass the exam?

Yes, you will.

No, you will not (won’t).

Will you pass the exam?

Yes, I will.

No, I will not (won’t).

Will she / he / it pass the exam?

Yes, she / he / it will.

No, she / he / it will not (won’t).

Will we pass the exam?

Yes, we will.

No, we will not (won’t).

Will you pass the exam?

Yes, we will.

No, we will not (won’t).

Will they pass the exam?

Yes, they will.

No, they will not (won’t).

Practise C. Re-order the words to form yes / no questions in the future. 1. rain tomorrow it will Will it rain tomorrow? 2. soon they arrive will

3. Josh party will invite to us the

4. global affect will warming us

5. life in successful will they be

6. will nish we on work this time ever Yes/No Questions

7. homework you help my with me will

8. I will coat my need

9. computers rule will some the world day

10. mess please you will up clean your

174

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Grammar Section

Information Questions To form information questions in the future with will, follow this word order: Question word + will + subject + base form of the main verb + rest of the question? When will I see you again? How often will Ingrid go to town?

What will I do? Why will you leave? When will she / he / it return? Where will we go? Who will you ask to dance? How long will they run?

VERBS

Plural

Singular

Question

Practise D. Re-order the words to form information questions. 1. do next

your vacation you what summer will during

What will you do during your vacation next summer? 2. leave Jack when on will holiday

3. where trip Jack go his will on

4. when get job will a you

5. you how your spend will money

6. why help Jane need will

7. will much save next how you summer

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Grammar Section

Future With Be Going To Affirmative and Negative To talk about the future, we can also use the verb to be in the present + going to. Follow this word order: Subject + am / is / are + going to + base form of the main verb + rest of the sentence. I am going to visit my friend. We are going to see a movie.

Plural

VERBS

Singular

Afrmative

Negative

I am (I’m) going to run fast.

I am (I’m) not going to run fast.

You are (You’re) going to run fast.

You are (You’re) not (aren’t) going to run fast.

She / He / It is (She’s / He’s / It’s) going to run fast.

She / He / It is (She’s / He’s / It’s) not (isn’t) going to run fast.

We are (We’re) going to run fast.

We are (We’re) not (aren’t) going to run fast.

You are (You’re) going to run fast.

You are (You’re) not (aren’t) going to run fast.

They are (They’re) going to fast.

They are (They’re) not (aren’t) going to run fast.

Practise A. For each prompt, write one thing that you are going to do and one thing that you are not going to do in the future. 1. If I meet a bear, I am going to play dead. I am not going to run. 2. When I learn to drive,

3. When it’s time for nal exams,

4. When school nishes in June,

5. When I get a job,

6. When I nish high school,

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Grammar Section

Yes / No Questions To ask yes / no questions with be going to, follow this word order: Am / Is / Are + subject + going to + base form of the main verb + rest of the question? Are we going to watch a movie? Short Answers

Am I going to do well?

Yes, you are.

No, you are (you’re) not (aren’t).

Are you going to do well?

Yes, I am.

No, I am (I’m) not.

Is she / he / it going to do well?

Yes, she / he / it is.

No, she / he / it is (’s) not (isn’t).

Are we going to do well?

Yes, we are.

No, we are (we’re) not (aren’t).

Are you going to do well?

Yes, we are.

No, we are (we’re) not (aren’t).

Are they going to do well?

Yes, they are.

No, they are (they’re) not (aren’t).

VERBS

Plural

Singular

Question

Practise B. Complete the dialogue with yes / no questions. Use be going to. Are you going to come

Jake: Hi Jenny. (you, come)

1

to the meeting tonight? 2

Jenny: Hi Jake. Yes, I am. (you, be) 3

Jake: Yes. (we, talk)

about the new soccer stadium 4

project? (the teachers, help)

there?

us get organized? 5

Jenny: Yes, they are. (you, bring)

the pamphlet you

made? We have to show the mayor how important this project is. 6

Jake: For sure. (your mother, write)

a letter to the

newspaper? I think it‘s a good idea. 7

Jenny: Yes, she is. (parents, go)

to the town

council meeting next week? Jake: Yes, they are. We are going to put a lot of pressure on them. (we, succeed) 8

?

Jenny: Yes, we are!

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Grammar Section

Information Questions To form information questions with be going to, follow this word order: Question word + am/is/are + subject + going to + base form of the main verb + rest of question? Where is Henri going to buy his shoes? When are Nathalie and Miles going to leave? Question Singular

Who am I going to believe? How long are you going to stay with your sister? Where is she / he / it going to go?

VERBS

Plural

When are we going to eat? Why are you going to read? What are they going to do?

Practise C. Use words and phrases from the chart and add am going to, is going to or are going to to form information questions in the future. Question Word

Subject

Verb

Rest of the Question

How far When Why How long Where How busy How hard How often

the hockey players the boys the practice I we you your mother the school

study be sign run close last bake practise

in the race next week autographs some cookies tomorrow with the team

1. How far are the boys going to run in the race? 2. 3. 4. 5. 6. 7.

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Grammar Section

Continuous Tenses Present Continuous Affirmative and Negative We use the present continuous to express an action that is in progress in the present. Afrmative

To form afrmative sentences in the present continuous, follow this word order:

Subject + am / is / are + base form of the main verb + ing + rest of the sentence. The dog is barking. The cats are sleeping. Negative verb to be.

To form negative sentences in the present continuous, add not after the

His mother is not driving. His sisters are not being quiet. Time Markers

Words like right now, at the moment, today

Plural

Negative

I am (I’m) leaving now.

I am (I’m) not leaving now.

You are (You’re) leaving now.

You are (You’re) not leaving now. (or You aren’t)

She / He / It is (She’s / He’s / It’s) leaving now.

She / He / It is (She’s / He’s / It’s) not leaving now. (isn’t)

We are (We’re) leaving now.

We are (We’re) not leaving now. (aren’t)

You are (You’re) leaving now.

You are (You’re) not leaving now. (aren’t)

They are (They’re) leaving now.

They are (They’re) not leaving now. (aren’t)

Spelling Rules

VERBS

Singular

Afrmative

Follow these rules to create the ing form of verbs:

Verb

Rule

Examples

Most verbs

Add ing.

talk → talking, read → reading

Verbs ending with e

Remove the e and add ing.

take → taking, lose → losing

Most verbs ending with a short vowel + a consonant

Double the last consonant and add ing.

sit → sitting, win → winning

Verbs ending with ie

Replace the ie with y and add ing.

lie → lying, tie → tying

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Grammar Section Practise A. Complete the sentences with the present continuous of the verbs in parentheses. Then, write two sentences about what you are doing right now. 1. Marnie (put)

is putting

on makeup.

2. Kelly and Heather (read)

a book.

3. Alex (work out)

in the gym.

4. Ian (vacuum)

the oor.

5. Suzy and Rachel (dance)

.

6. Fred (make)

supper.

7. Monica and Jose (argue)

.

8. Adam and Chris (wrestle)

.

VERBS

9. 10.

Phrases

B. Amber and Liz are hanging out. What are they doing? Use the present continuous and the phrases below. sit on the couch eat a sandwich watch TV send text messages paint her toenails

lie on the bed surf the Internet talk on her phone listen to music do homework

1. Amber is painting her toenails. 2. Liz 3. Liz and Amber 4. Amber 5. Liz 6. Liz and Amber 7. Amber 8. Liz and Amber 9. Liz 10. Amber

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Grammar Section C. Rewrite the following sentences in the negative. Use the contracted forms. 1. Sunni is working very hard. Sunni isn’t working very hard. 2. We are watching a movie. 3. I am getting hungry. 4. They are leaving the city. 5. You are riding a scooter. 6. The principal is calling your dad. 7. You are growing very tall. 8. It is snowing very hard. 9. I am studying math. 10. Joe is skiing in Tremblant today.

VERBS

11. The museum is closing now. 12. My ice cream is melting. 13. They are running a marathon tomorrow. 14. I am reading a really good book. 15. We are making hummus for the party.

D. Complete the dialogue with the present continuous. Use the contracted forms. Charlie: Mom! Frank is hitting me. Frank: (I, hit, negative)

I’m not hitting

1

2

him. (We, play) 3

Charlie: (We, play, negative) 4

(He, pick on)

.

me. 5

Frank: (I, pick on, negative) 7

Charlie: (I, lie, negative)

.

6

him. (He, lie) 8

. (I, tell) 9

Frank: (You, tell, negative)

.

the truth.

the truth! (You, exaggerate)

10

! 11

Charlie: (I, exaggerate, negative) Frank: (I, joke, negative)

13

!

14

. (I, tell)

Mom.

15

Charlie: (You, tell, negative)

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12

! (You, joke) . She isn’t home!

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Grammar Section

Yes / No Questions To ask yes / no questions in the present continuous, follow this word order: Am / Is / Are + subject + base form of the main verb + ing + rest of the question? Am I working hard enough? Are you studying tonight?

VERBS

Plural

Singular

Question

Short Answers

Am I talking loudly?

Yes, you are.

No, you are (you’re) not (aren’t).

Are you talking loudly?

Yes, I am.

No, I am (I’m) not.

Is she / he / it talking loudly?

Yes, she / he / it is.

No, she / he / it is (’s) not (isn’t).

Are we talking loudly?

Yes, we are.

No, we are (we’re) not (aren’t).

Are you talking loudly?

Yes, we are.

No, we are (we’re) not (aren’t).

Are they talking loudly?

Yes, they are.

No, they are (they’re) not (aren’t).

Practise E. Write yes / no questions in the present continuous. Use the prompts. 1. you – listen to me Are you listening to me? 2. the baby – cry 3. I – talk too loudly 4. they – get a haircut 5. the train – leave soon 6. we – go to Manitoba 7. your dog – bark 8. my sister – go out with your brother 9. I – play in this game 10. the teacher – correct the exam 11. Luke and Laura – watching a movie 12. I – bother you 13. you and Tracy – learn Spanish 14. you and I – talk about the same person 15. Isaac – get angry with the boys

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Information Questions To form information questions in the present continuous, follow this word order: Question word + am / is / are + subject + base form of the main verb + ing + rest of question? What is he eating for lunch? Who are you calling on the computer?

Plural

Singular

Question Who am I speaking with? What are you doing? Why is she / he / it playing chess? When are we going to school? What are you wearing?

VERBS

How many games are they buying?

Practise F. Write the words in the correct order to form information questions in the present continuous. 1. Stephanie / enjoying / her new job / how / is

2. in my locker / Louise and François / why / looking / are

3. ringing / is / the doorbell / who

4. right now / what / reading / you / are

G. Write three information questions to ask a classmate. Use the present continuous and the prompts in parentheses. 1. (what, watch) 2. (where, walk) 3. (who, talk)

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Grammar Section

Continuous Tenses Past Continuous Affirmative and Negative We use the past continuous to express an action that was in progress at a certain moment in the past. Afrmative

To form afrmative sentences in the past continuous, follow this word order:

Subject + was / were + base form of the main verb + ing + rest of the sentence. Serena was washing her hair. Her parents were watching TV. Negative To form negative sentences in the past continuous, add not after the verb to be. She was not making supper. They were not setting the table. Words like at, when, while

Singular

Afrmative

Plural

VERBS

Time Markers

Negative

I was talking too fast.

I was not (wasn’t) talking too fast.

You were talking too fast.

You were not (weren’t) talking too fast.

She / He / It was talking too fast.

She / He / It was not (wasn’t) talking too fast.

We were talking too fast.

We were not (weren’t) talking too fast.

You were talking too fast.

You were not (weren’t) talking too fast.

They were talking too fast.

They were not (weren’t) talking too fast.

Practise A. Complete the sentences with the past continuous of the verbs in parentheses. 1. Mr. Desroches (teach)

was teaching

students how to use the dictionary and

Ms. Perrier (explain)

how to do algebra when the bell rang.

2. At 2:30 p.m., Mr. Chelico and Mr. Valiquette (prepare)

a laboratory

experiment. Ms. Desrochers (demonstrate) 3. Mr. Gagnon and Mr. Bellart (show) Ms. Arsenault (unpack)

a lesson on the past continuous in the third period,

and Miss Giroux (talk)

about Les Patriotes.

5. Mr. Gilbert (have)

a meeting with a parent after school.

6. At 10:45 a.m., Mr. Pasquale (make)

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the students how to stretch while some new books.

4. Ms. Bill (give)

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how to paint.

Verbs

cabbage rolls for lunch.

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Grammar Section B. Write sentences about what Joe was doing during the day. Use his schedule.

Joe’s Garage Schedule – Tuesday 8:00 9:00 10:00 11:00 12:00

(with Jack) Change oil – Mazda Put snow tires on – Mercedes Do engine diagnostic – Ford (with Jack) Repair mufer – Dodge truck Have lunch with Emily

1:00 2:00 3:00 4:00 5:00

(with Jack) Replace transmission – BMW Fix windshield wipers – Toyota (with Jack) Check oil pump – Chevrolet Clean spark plugs – Honda Go home

1. At 8:00, Joe and Jack were changing the oil of a Mazda. 2. At 9:00, Joe 3. At 10:00, Joe 4. At 11:00, Joe and Jack

VERBS

5. At 12:00, Joe 6. At 1:00 Joe and Jack 7. At 2:00, Joe 8. At 3:00, Joe and Jack 9. At 4:00, Joe 10. At 5:00, Joe and Jack

C. Re-order the words to form sentences in the past continuous. Use the negative. 1. snowing

yesterday

wasn’t

hard

very

it

It wasn’t snowing very hard yesterday. 2. to

listening

3. my

hard

4. wasn’t

5. Jay

6. going

you

working

team

weren’t

Luc

me

on

training

forward

to

up

weren’t

I

the

wasn’t

the

Monday

give

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project

eld

to

on

Amid

and

looking

wasn’t

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185

Grammar Section D. Complete the discussion with the past continuous of the verbs in parentheses.

weren’t listening

The players (listen)

1

to their coach. Their coach (push)

2

them hard enough. They (practise)

3

They (train) 4

intensively enough. They (make)

1

opportunities to score.

often enough. The coach

They (skate)

2

(put) 1

pressure on them. The coach (make) 3

VERBS

fast enough. Their best scorer 2

(play)

enough

well.

them work hard enough. 3

The defencemen (do) their jobs. The goalie (stop) 4

the pucks.

Gus Don

Lou

1. Which commentator blames mostly the players for the loss? 2. Which commentator blames mostly the coach for the loss? 3. Which commentator blames the coach and the players?

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Yes / No Questions To ask yes / no questions in the past continuous, follow this word order: Was / Were + subject + base form of the main verb + ing + rest of the question? Were you training yesterday? Short Answers

Was I sleeping in class?

Yes, you were.

No, you were not (weren’t).

Were you sleeping in class?

Yes, I was.

No, I was not (wasn’t).

Was she / he / it sleeping in class?

Yes, she / he / it was.

No, she / he / it was not (wasn’t).

Were we sleeping in class?

Yes, we were.

No, we were not (weren’t).

Were you sleeping in class?

Yes, we were.

No, we were not (weren’t).

Were they sleeping in class?

Yes, they were.

No, they were not (weren’t).

Practise E. Rewrite the following sentences as yes / no questions in the past continuous.

VERBS

Plural

Singular

Question

1. You were going to the eld. Were you going to the eld? 2. Henri and Lisa were leaving early. 3. I was doing the right thing. 4. You were sleeping when I called. 5. Sam was taking a shower. 6. We were using the wrong instructions. 7. They were living in Alberta last year. 8. I was running fast enough. 9. Ms. Tobin was looking for something. 10. We were concentrating very hard. 11. Tammy was doing her homework. 12. They were planning their project. 13. Arianne was going skiing. 14. We were trying to open the can of soup. 15. Kelly and Shannon were waiting for the bus.

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Grammar Section F. Complete the message with the simple past or past continuous of the verbs in parentheses.

From: Jasmine To: Jean-Philippe Subject: Guess what I saw . . .

JP!!!

saw

You won’t believe what I (see) 2

1

to school, and it (rain)

Suddenly, three boys (run)

4

of me. One of them (be)

VERBS

6

this morning. I (walk)

5

3

across the street in front

short, and the others (be)

tall. One of them (carry)

Suddenly, I (see)

8 9

7

two police ofcers. They (chase)

the boys!

The boys (jump)

10

over a fence and (throw)

the bag over it. While I (watch) car (arrive)

13

12

15

The police (follow)

16

14

and

.

the boys into a house. A few

minutes later, they all (come)

17

out. The boys (wear)

handcuffs. The police (put)

in the car and (drive)

11

the action, a police

. Its siren (blare)

its lights (ash)

18

a bag.

20

19

them

away. What a crazy way to start

the day! Jasmine

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Information Questions To form information questions in the past continuous, follow this word order: Question word + was / were + subject + base form of the main verb + ing + rest of question? What was she making for lunch? Who were you talking to on the computer?

Plural

Singular

Question Who was I calling? What were you doing? Why was she / he / it playing chess? When were we going to school? What were you wearing?

VERBS

How many games were they buying?

Practise G. Write information questions in the past continuous that match the underlined words in the answers. 1. Q.

Where were you going

last night when I saw you?

A. I was going to the gym. 2. Q.

at the library?

A. I was studying history at the library. 3. Q.

at the mall?

A. I was meeting Bruce and Jane at the mall. 4. Q.

at the party?

A. Helen was wearing her green dress at the party. 5. Q.

about the exam?

A. He was feeling nervous about the exam. 6. Q.

in the park?

A. Joanne was eating in the park because the sun was shining. 7. Q.

down the street?

A. Ann and Fred were running down the street to catch the bus. 8. Q.

the Internet?

A. I was surng the Internet all afternoon.

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Grammar Section

Modals Affirmative and Negative We use modals to change the meanings of verbs. Afrmative

To form afrmative sentences with modals, follow this word order:

Subject + modal + base form of the main verb + rest of the sentence. I might go to Moscow. Nash can speak Russian. Negative

To form negative sentences with modals, follow this word order:

Subject + modal + not + base form of the main verb + rest of the sentence. They must not (mustn’t) play outside.

VERBS

Modal

Meaning

Look Out! 1. Use must not to indicate that something should not be done. 2. Use do not have to to indicate that there is no obligation.

Example

must / must not; have to / don’t have to

obligation

You must (mustn’t) eat your vegetables. He has to (doesn’t have to) go to bed.

can / cannot

ability or possibility

I can (can’t) speak Spanish.

could / could not

ability (past tense of can)

You could (couldn’t) go last week.

could / could not; might / might not

possibility

Jill might (mightn’t) come to the party.

should / should not

advice

Fred should (shouldn’t) study more.

would / would not

desire

They would (wouldn’t) prefer to stay home.

Practise A. Read the statements. Use the modals in parentheses to make a suggestion for each situation. 1. I got a bad mark on my exam. (should)

2. I can’t play this game (could)

3. I didn’t play well during the concert. (must)

4. I don’t understand anything in math. (can)

5. My sister is angry at me for something I said. (should)

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Grammar Section B. Use the prompts and write sentences with modals in the negative contracted form. 1. should – swim in the dark You shouldn’t swim in the dark. 2. must – be grumpy all the time

3. should – eat too much junk food

4. could – nish the project alone

5. can – believe everything on the Internet

VERBS

6. would – understand him

7. could – go to Alaska alone

8. must – leave without me

Yes / No Questions To form yes / no questions with modals, follow this word order: Modal + subject + base form of the main verb + rest of the question? Would you like some chocolate?

Plural

Singular

Question

Short Answers

Could I go now?

Yes, you could.

No, you could not (couldn’t).

Could you go now?

Yes, I could.

No, I could not (couldn’t).

Could she / he / it go now?

Yes, she / he / it could.

No, she / he / it could not (couldn’t).

Could we go now?

Yes, we could.

No, we could not (couldn’t).

Could you go now?

Yes, we could.

No, we could not (couldn’t).

Could they go now?

Yes, they could.

No, they could not (couldn’t).

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Grammar Section Practise C. Choose a word or phrase from each column to form questions. Write the questions below. Modal

Subject

Verb

Rest of the Question

Can

I

take

during the game?

Could

you

help

our project this weekend?

Might

he / she

go

our lunch now?

Must

they

have

to go to a movie with me?

Should

we

like

dance lessons?

Would

it

rain

the dog for a walk?

1.

VERBS

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

D. Choose one of the questions. Write your opinion using modals. Include at least one negative modal. at? Should people eat less me Must people respec

t each other?

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ge t ers chan g a n e e t Can

?

he world

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Grammar Section

Information Questions To form information questions with the modals can, could, may, must, would and should, follow this word order: Question word + modal + subject + base form of the main verb + rest of the question? Where would you like to go this summer?

Who may I help? How long would you wait? Where must she / he / it sit? When could we know? Why should you try? What would they prefer?

Practise E. Write information questions with the following question words and modals.

VERBS

Plural

Singular

Question

1. where – should

2. who – can

3. when – may

4. when – can

5. how – could

6. why – must

7. why – should

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Grammar Section

Imperatives Affirmative and Negative We use imperatives to tell someone what to do. Afrmative

To form imperative sentences in the afrmative, follow this word order:

Base form of the verb + rest of the sentence. Close the door. Negative

To form imperative sentences in the negative, follow this word order:

Do not + base form of the verb + rest of the sentence. Do not cross the road.

VERBS

Afrmative

Negative

Remember your schoolbag.

Do not (Don’t) forget your gym clothes.

Practise A. Read the blog. Underline Kelly’s tips and write them as imperatives on page 195.

Kelly’s Blog: How to Make a Good First Impression Knowing how to make a good rst impression is essential to help you get a job, get a date, or make new friends. First, you should always stand up straight, and try to take a deep breath to calm your nerves. You will want to look the person straight in the eye and to smile as you shake his or her hand rmly. Then you can introduce yourself and say that you are pleased to meet him or her. You can also ask for the person’s name if you don’t already know it. Of course you should listen carefully to what the other person is saying. Remember, if you stay condent and relaxed, your positive attitude and energy will be contagious!

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Grammar Section

Kelly’s Tips: 1. Stand up straight. 2. 3. 4. 5. 6. 7. 8.

B. Read the statements below. Write the statements as negative imperatives. Put a the three statements that you want people to remember.

enter my room without knocking take my things without asking give me too much homework yell at me make me eat my vegetables ask me too many questions laugh at me

√ beside

VERBS

9.

Don’t enter my room without knocking.

make me clean my bedroom ask me for money take away my cellphone

C. Write three dos and three don’ts for younger students about how to behave at high school.

Advice for Students Starting High School Dos

Don’ts

1.

1.

2.

2.

3.

3.

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Grammar Section

Nouns Types We use nouns to identify people, places and things. There are four types of nouns. Type

Used to Identify

Examples

Look Out! Proper nouns always start with a capital letter.

Common

Physical things

bed, car, table, tree

Proper

Names, places, days, months, holidays, languages and nationalities

Joe, Banff, Friday, May, Thanksgiving, French, Swiss

Abstract

Feelings, qualities and concepts

anger, beauty, work

Collective

More than one person or thing

class, crowd, gang, group

Practise A. Read the article below. Underline all the nouns. Write them in the categories in the table.

SENTENCE BUILDERS

Student wears same jeans for 15 months

196

Wednesday, January 19, 2011 An Edmonton man wore the same pair of

much bacteria there would be in the pants.

jeans for 15 months without washing them.

He was surprised to learn that even if there

Josh Le, who studies at the University of

were a lot, they were not dangerous to his

Alberta, wanted to see how dirty the jeans

health. According to other students in his

would get. He wanted them to mould to

class, the biggest problem was the smell,

his body. He also wanted to measure how

Le said.

Common Nouns

Proper Nouns

Abstract Nouns

Collective Nouns

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Grammar Section

Nouns Plurals We add a nal s to most nouns to make them plural. Follow these rules. Noun

Examples

Rule

Singular

Plural

Most nouns

Add s.

holiday, movie, skateboard

holidays, movies, skateboards

Nouns ending with consonant + y

Drop the y and add ies.

party, city

parties, cities

Nouns ending with ch, o, s, sh, x, or z

Add es.

bench, tomato, business, brush, fox

benches, tomatoes, businesses, brushes, foxes

Most nouns ending with f or fe

Change the f or fe to ves.

elf, life but chief, roof

elves, lives but chiefs, roofs

Nouns that change their form in the plural.

Learn the plural.

child, man, mouse, person

children, men, mice, people

Nouns that do not change in the plural.

Leave in the singular.

sh, moose, sheep, tuna

sh, moose, sheep, tuna

Nouns that are always plural

Leave in the plural.

clothes, glasses, jeans

clothes, glasses, jeans

Practise A. Write the plural form of the following nouns in the grid. Find the mystery word in the shaded squares. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 1.

mouse army knife dress baby calf boss y person pants life

1

SENTENCE BUILDERS

Exceptions

2 3 4 5 6 7 8 9

Mystery word: 10

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Grammar Section

Nouns Countable and Uncountable Countable nouns: • take a number or place a / an in front (a bike, an onion, two shoes) • have a plural form (two dollars, three children) • take plural verbs when used in the plural (Three sheep were in the eld.) • are often preceded by words like (too) many, a couple of, (a) few

Look Out!

Uncountable nouns:

Some uncountable English nouns are countable in French: hair, homework, research, news, information, etc.

• cannot take a number or a / an in front • stay in the singular form (with exceptions) • always take a singular verb

• include many substances (gold, water) and abstract nouns (work, trouble, help) • are often preceded by (too) much, a little, some, no or by nouns like bit, piece, slice + of Note

Some nouns can be both countable and uncountable, depending on their meaning.

Countable: The detective found some hairs at the scene of the crime. Uncountable: Yesterday I washed my hair.

SENTENCE BUILDERS

Practise

198

A. Write down C if the nouns are countable and U if they are uncountable. Then, complete the sentences with the correct form of the noun. 1. sandwich

C

There are two

sandwiches

on the table.

2. hamburger

How many

3. trafc

There was no

4. exam

We have many

5. information

Do you have some

?

6. sh

Allie caught a lot of

yesterday.

7. T-shirt

Jimi has many

8. cat food

Can you buy some

9. snow

A little

10. y

There are a few

11. time

We have no

12. person

There are

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Sentence Builders

did you eat? last night. this week.

. ? fell last winter. in here. . outside.

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Grammar Section

Nouns Possessive Form We use the possessive form to indicate that something belongs to a person, an animal or a region. Noun

Rule

Examples

Singular nouns

Add an apostrophe + s (’s) to the end.

a girl’s hat, Anthea’s cat, Chris’s pen, the boss’s ofce

Plural nouns that do not end with s

Add an apostrophe + s (’s) to the end.

the children’s game, the mice’s cheese

Plural nouns and some names that end with s

Add an apostrophe to the end.

my sisters’ bedroom, the boys’ coach, Steve Jobs’ ofce

Inanimate objects

Use of.

the windshield of the car, the cover of my book

Look Out! Family names ending in s can take either ’s or just ’. Mr. Jones’s dog or Mr. Jones’ dog

Practise A. Write the possessive form of the nouns and complete the sentences.

SENTENCE BUILDERS

1. Ian / cat Ian’s cat is very cute. 2. The team / coach 3. The horses / stable 4. My doctor / ofce 5. The musicians / concert 6. Joel / car 7. The princess / crown 8. The cats / litter box 9. My aunts / houses 10. The deer / antlers 11. My boss / rules 12. Ms. Mills / attitude 13. Baptiste / younger brother 14. Chris / soccer team 15. A shark / teeth

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Grammar Section

Pronouns Subject and Object We use personal pronouns to replace nouns. Subject Pronouns Object Pronouns

They replace subject nouns. (Yan likes hamburgers. He likes hamburgers.) They replace nouns that are the object of a verb or a preposition.

(Yan likes hamburgers. Yan likes them.)

Plural

Singular

Subject Pronouns

Object Pronouns

Look Out! We use the pronoun it for objects, things, animals and ideas.

I

me

you

you

she

her

he

him

it

it

we

us

you

you

they

them

SENTENCE BUILDERS

Practise A. Complete the chart with nouns and subject pronouns from the vocabulary box.

Vocabulary a bad idea Mr. Austin a snowstorm Ms. Simpson he she it

Noun 1. your parents

Pronoun they

2. Rosie 3.

it

4. Ravi and Liu 5. Uncle Tony

we

6.

we

they you and Toby

7.

she

8.

he

my brother and I your parents

9. Jenn and I 10. a glass of milk

200

two hundred

11.

you

12.

it

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Grammar Section B. Underline the subject in each sentence. Rewrite the sentences with subject pronouns. 1. Jeff and Sharon went to Drummondville. They went to Drummondville. 2. The dog ate the entire cake. 3. Jon and you are good friends. 4. David and Julie were laughing. 5. Dan and I were having a good time. 6. The problem started with Justine. 7. Zack and Nick planned the party.

C. Underline the object in each sentence. Write down the object pronoun that replaces it. them

1. I invited Jass and J.P. to my house. 2. I thought about inviting you and Candice. 3. I didn’t want to invite Gerry, Mark and Keith. 4. I asked my father to help me. 5. My father will help me and my brother to make supper.

SENTENCE BUILDERS

6. I hope everybody likes the food. 7. I told my sister to go out!

D. Circle the subject pronouns and underline the object pronouns in the text.

Dear Diary, Today wasn’t the best day. I was working on my science project, but it was really difcult for me. My brother was home. I asked him to help me but he was too busy. My mother isn’t very good at science, but I asked her anyway. She had to visit my father’s two old aunts, and she made me go with her. I don’t like them very much, but at least they give me cookies. We spent the whole afternoon with them. Now my project isn’t done and I don’t know how I will nish it. It’s due tomorrow . . . Help! How many pronouns did you nd? Subject:

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Object:

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Grammar Section

Pronouns Indenite We use indenite pronouns to refer to a person, thing or place that is not specic. Pronoun

SENTENCE BUILDERS

everybody / everyone

Meaning All

Example Everybody helped to clean the gym.

everything

We have everything we need.

everywhere

I looked everywhere for my cat.

somebody / someone Unknown or unimportant something

Someone forgot her coat.

somewhere

I left my coat somewhere.

I forgot something important.

anybody / anyone

Practically every, or no particular one

anything anywhere

Any- becomes I’ll eat anything for lunch. negative when used with a negative verb. I’ll live anywhere.

nobody / no one

Negative

Anybody can come to the party. There wasn’t anybody at school.

Nobody was at school.

nothing

I have nothing to do.

nowhere

He went nowhere on Saturday.

Look Out! Do not use negative pronouns with negative verbs. They are already negative. Incorrect: I didn’t go nowhere. Correct: I went nowhere.

Else We often use the word else with these pronouns. Someone else will do the job. There is nothing else that we can do.

Practise A. Circle the correct pronouns to complete the message.

Hey Jass I have to tell you everything / anything / something ridiculous. Tonight we were supposed to have our bowling party. When I arrived, I couldn’t nd everybody / anybody / nobody to open the door. I tried to call to see if there was anywhere / nowhere else we could go bowling. Everywhere / Nowhere / Anywhere was closed. I waited for everybody / anybody / nobody to arrive so I could tell them, but everybody / somebody / nobody came. Then I realized everything / something / nothing —the party is tomorrow! Duh!!! JP

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Grammar Section

Adjectives Position and Order We use adjectives to add information about people, places and things. Position We usually place adjectives before nouns (Charlie loves spicy food) or after the verb to be. (Daniel and Tara are funny). Order

When we use two or more adjectives, they generally follow this order:

Quantity

Size

Description

Age

Shape

Colour

Origin

some

big

ugly

old

round

yellow

Canadian

two

small

beautiful

young

diagonal

red

Indian

many

enormous

horrible

teenage

rectangular

blue

American

a lot of

miniature

fantastic

ancient

at

dark

Québécois

Multiple Adjectives We use commas to separate multiple adjectives. It is not necessary to put a comma after numbers or words like some or many. (Three big, teenage boys)

Look Out! Adjectives never take a plural form in English.

Practise

1. (young, blond, tall) My tall, young, blond

cousin came to visit.

2. (funny, American, new) We saw the

movie last night.

3. (square, colourful, big) I put a

painting in my bedroom.

4. (tiny, many, black) There were

ants at our picnic.

5. (delicious, French, warm, some) We ate

bread.

6. (wonderful, a lot of, young) There are

SENTENCE BUILDERS

A. Place the adjectives in the correct order.

people in the world.

7. (cute, two,black, tiny) I adopted

kittens.

8. (ugly, big, green, hairy) Jay dressed up as a

monster

at Halloween. 9. (ancient, short, Indian, interesting) The teacher read us a legend. 10. (red, Italian, fast, expensive) My brother bought an car.

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Grammar Section B. Underline the adjectives in each sentence. Rewrite the sentences with the adjectives in the correct order. Add commas where necessary. 1. Your funny tall older brother was late for practice.

2. Two green enormous three-headed aliens kidnapped my brother.

3. My coach is a bald old short man.

4. I opened a triangular blue small box.

5. We enjoyed a juicy big fresh watermelon.

C. Write sentences with the adjectives provided. Make sure to place the adjectives in the correct order.

SENTENCE BUILDERS

1. old horrible

2. exciting fast

3. dirty huge

4. arrogant loud

5. windy cold

6. handsome charming energetic

7. mysterious old haunted

8. deep cold dark

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Grammar Section

Adjectives Comparatives and Superlatives We use comparative adjectives to compare two things, and superlative adjectives to compare more than two things. Comparative

Superlative

tall → taller than

Add est and place the before the adjective.

Joe is taller than I am.

tall → the tallest

One-syllable adjectives ending with one vowel and a consonant

Double the nal consonant and add er + than.

Double the nal consonant and add est. Place the before the adjective.

hot → hotter than

hot → the hottest

Today is hotter than yesterday.

Today is the hottest day of the summer.

Two-syllable adjectives ending in y

Change the y to i and add er + than.

Change the y to i and add est. Place the before the adjective.

funny → funnier than

funny → the funniest

You are funnier than Sophie.

You are the funniest guy I know.

Most other adjectives with two or more syllables

Add more / less before the adjective + than.

Add the most / the least before the adjective.

The exam was more / less difcult than we expected.

That was the most / the least difcult exam of the year.

Irregular:

worse than, better than, more fun than

the worst, the best, the most fun

One-syllable adjectives

bad, good, fun

Add er + than.

Practise A. Underline the comparatives and circle the superlatives in the advertisement.

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SENTENCE BUILDERS

Adjective

205

Grammar Section B. Complete the sentences with the comparative or superlative forms of the adjectives. cleaner

1. Your bedroom is (clean)

than my bedroom.

2. That was the (boring)

movie ever!

3. Tonight’s practice was (long)

than the last one.

4. Your idea is (exciting)

than mine.

5. That is the (tiny)

dog in the world.

6. We don’t know who the (intelligent)

person in the class is.

7. You are (good)

than me at math.

8. I am the (bad)

singer in the world!

C. Write sentences with comparative and superlative adjectives. Use the prompts. 1. Cyndi – fast – Jacquie and Liz Cyndi is faster than Jacquie and Liz. Cyndi is the fastest.

SENTENCE BUILDERS

2. Ravi – unpleasant – the other guys

3. Theresa – old – Dan and Gary

4. My cat – fat – your two cats

5. Mimi – hungry – Jake and Deb

6. Angela – short – Ron and Erik

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Grammar Section

Possessives Pronouns and Adjectives We use possessives to show that someone owns something or is related to someone. Adjective

We place possessive adjectives before nouns. (Rosie is my dog.)

Pronoun We can use possessive pronouns to replace a possessive adjective and a noun. (Rosie is mine.)

Plural

Singular

Possessive Adjective

Look Out!

Possessive Pronoun

my

mine

your

yours

her / his / its

hers / his / —

our

ours

your

yours

their

theirs

Possessives refer to the possessor, not the thing possessed. Mary’s dad is her dad. Mike’s dad is his dad.

Practise

1. Jenny read

her

book for the book report.

2. Mark brought

ball to the practice.

3. Ali and Jeb won

competition on the weekend.

4. Mitch and I went to

rehearsal.

5. You and Lou ate 6. Jeff ate

SENTENCE BUILDERS

A. Complete the sentences with the correct possessive adjectives. Underline the owners.

lunch together. lunch alone.

B. Complete the sentences with possessive pronouns that correspond to the highlighted words. 1. This is my dog. It is

mine

.

2. This is Maria’s book. It is

.

3. This is Jose and Isabel’s cat. It is 4. This is my lunch. It is 5. This is Yvan’s scooter. It is 6. This cake is for me and you. It is

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. . . .

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Grammar Section C. Match each sentence in Column 2 with a sentence in Column 1. Column 1

Column 2 c

1. Bea brought her dog.

a. They are theirs.

2. I like your new shoes.

b. They are his.

3. Max has a new coat.

c. It is hers.

4. Baptiste and JP have their skis.

d. They are yours.

5. You and Ben have your lunch.

e. They are mine.

6. I have a new laptop.

f. They are ours.

7. Alex has two calculators.

g. It is mine.

8. We forgot our coats.

h. It is his.

9. You have a nice house.

i. It is yours.

10. I have my golf clubs.

j. It is yours.

D. Circle the correct possessive form or pronoun to complete the dialogue.

SENTENCE BUILDERS

Leah: Hey, Chuck! Did you see my / mine dog just now? He / Him is loose again. Chuck: Yes, I / Me just saw a dog. He / his was crazy—jumping all over the place. Leah: What colour was it / their? My / mine dog is grey and white. Chuck: That was your / yours dog? I / My didn’t know it / its was you / yours. I / Me saw Luke

and Laura. I / Me thought it / its was their / theirs. Leah: Yes, he / his is my / mine . I have his / him leash here. Which way did he / him go? Chuck: Val caught his / him . He’s / His in her / hers backyard. Hey, Val! The dog is hers / theirs! Val: He’s your / yours? That’s a wild dog. You can have he / him!

E. Write two sentences with possessive adjectives and two sentences with possessive pronouns.

1. 2. 3. 4.

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Grammar Section

Demonstratives Pronouns and Adjectives We use demonstratives to draw attention to a person, creature or thing. Near

Far

Singular

this

that

Plural

these

those

Adjective We can use this / that and these / those as adjectives before nouns. This / That game is fun. These / Those students are my friends.

Look Out! Check subject‑verb agreement when a demonstrative pronoun is the subject.

Pronoun We can use this / that and these / those as pronouns to replace a noun and a demonstrative adjective. This / That was fun. These / Those are my friends.

Practise A. Complete the dialogues with this, that, these or those.

B: Do you mean

this

A: Yes,

one.

2. A: I like B:

SENTENCE BUILDERS

1. A: Can you pass me the book beside you? book?

shoes you are wearing. aren’t my shoes. They’re Karen’s.

3. A: Aren’t

puppies in the window cute?

B: Yes, which one do you like? A: I like

one over there.

B: Really? I prefer 4. A:

one, in the front.

cookies aren’t very good.

B: Do you want me to open A: No, open

other bag over there?

bag here, please. It’s from

new

bakery downtown. 5. A: People say B: Who says

are the best days of our lives. ?

A: I don’t know.

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is what I heard!

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Grammar Section

Adverbs Time and Frequency Adverbs of Time We use adverbs of time to describe when something happens. We usually place them at the beginning or end of a sentence. Yesterday I got my allowance. I am going to the mall tomorrow. They include now, soon, later, today, tomorrow, tonight, yesterday, nally, eventually, next / last week, next / last month. Adverbs of Frequency We use adverbs of frequency to describe how often something happens. We usually place them before the main verb but after the verb to be.

Look Out! The verb tense also gives a clue about time: past → yesterday, last year; present → today, now; future → tomorrow, next month

I always do my homework. He is often late. They include always, twice, often, usually, regularly, sometimes, occasionally, rarely, once, hardly ever, never.

Practise

SENTENCE BUILDERS

A. Circle the adverb of time that best completes the sentence. 1. We are going on vacation yesterday / tomorrow. 2. The bus is coming! We have to leave now / later. 3. Yesterday / Tomorrow I went to the beach. 4. My aunt left home two hours ago. She will arrive soon / nally. 5. We will nish our project tomorrow / yesterday. 6. We had a substitute teacher in English class yesterday / tomorrow. 7. I am looking forward to the dance now / tonight. It starts in two hours. 8. My birthday is next month / last month. 9. I will do that next week / last week. 10. Last night / Soon I will nish my work. 11. We will go home tomorrow / yesterday. 12. Next week / last week we will do a presentation. 13. We had a snow day tomorrow / yesterday. 14. Goodbye! I’ll see you later / now. 15. Finally / Tomorrow we nished the exercise.

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Grammar Section B. Write the adverbs of frequency in the box in order from never to always.

Adverbs never

never

always sometimes often regularly occasionally rarely once usually

C. Write sentences with the prompts. Choose an adverb from the arrow above for each sentence.

How Often Do You . . . 1. eat your vegetables? I usually eat my vegetables. 2. dance?

SENTENCE BUILDERS

always

3. ride a bicycle? 4. speak English? 5. watch movies? 6. play sports? 7. use a computer? 8. do your homework? 9. y on an airplane? 10. clean your bedroom?

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Grammar Section

Adverbs Manner We use adverbs of manner to describe how something is done. We usually place them after the main verb or the verb to be. Jane smiled happily. It was agreeably warm outside. Formation

Some adverbs are formed from adjectives. Follow these rules:

Noun

Examples

Rule

Most adjectives

Adjective

Add ly.

Adjectives ending with le Drop the e and add y

Adverb

brave, quiet, slow

bravely, quietly, slowly

agreeable, horrible

agreeably, horribly

Adjectives ending with y

Change the y to i and add ly.

lazy, happy

lazily, happily

Adjectives ending with a vowel and l

Add ly.

hopeful, thankful

hopefully, thankfully

SENTENCE BUILDERS

Exceptions Some adverbs are the same as adjectives.

Do not change.

early, rst, hard, straight

early, rst, hard, straight

Some adverbs are completely different from the corresponding adjective.

Use the adverb.

good

well

Practise A. Write down the adverbial form of the adjectives.

Adjective dangerous

212

Adverb

Adjective fortunate

dangerously

funny

good

happy

truthful

poor

slow

quick

careful

normal

angry

extreme

terrible

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Adverb

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Grammar Section

Adjective

Adverb

Adjective

early

dead

weak

hard

incredible

sad

Adverb

B. Find the adverbs in the table above and on page 212 in the following word search puzzle.

H R L Z L Y F L L L N O A L L

S A U B C R R E I E C R D D I

M L P T I I A W N M R T L A R

W E O P H R E E N E E U Y E G

W V J W I F R D U R D N O D N

O L R W L L U E F T I A E K A

R T G U M Y Y L T X B T W L S

N O R M A L L Y L E L E O B G

C R W R J M A M X Y Y L O Y B

Y L S U O R E G N A D Y L D K

Y L L U F E R A C B D R Y Q I

G Y G X Z Z V T Q R O I K P C

J N U J U O D Q A O Q E H H S

Q U I C K L Y H P W E A K L Y

SENTENCE BUILDERS

T Y O Y R B R L Y Y I F S Y Y

C. Re-order the words to create sentences. 1. did we on well the exam We did well on the exam. 2. last cold winter was it extremely

3. poorly ran the Joel race in

4. scary the was incredibly movie

5. principal’s ofce Andy slowly walked to the

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Grammar Section

Sequence Adverbs and Ordinal Numbers We use sequence adverbs and ordinal numbers to show the order in which events happen. We usually place them at the beginning or end of a sentence.

Look Out! Note the spelling exceptions: fth, eighth.

First, write your name. Write the date next. Sequence Adverbs Ordinal Numbers

Include after that, next, then, nally Include rst, second, third, fourth

Practise A. Complete the sandwich recipe with words from the box.

Adverbs nally rst next second

SENTENCE BUILDERS

then

214

, take two slices of bread, chicken, lettuce and mayonnaise. , spread mayonnaise on the bread. , add the chicken and lettuce. , add some salt and pepper. , enjoy your sandwich!

B. Write down the recipe for your favourite sandwich. Use sequence adverbs and ordinal numbers.

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Grammar Section

Prepositions Place We use prepositions of place to indicate the relative position of people, places and things. This green one is on the other ones. It is on top.

The mufn in the yellow cup is beside / next to the blue one. It is over / above / on top of the red one.

This red one is behind the blue one. The yellow one is under / below the blue one. This green one is on the bottom. It is between a red one and a yellow one.

Practise apple

A. Write sentences with the prepositions of place provided. pear

kiwi

purple grapes

bananas

green grapes

peach oranges

plum

1. beside The green grapes are beside the purple grapes.

SENTENCE BUILDERS

lemon

2. on top of 3. under 4. above 5. on the bottom 6. on top 7. in front 8. below 9. between 10. next to

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Grammar Section

Prepositions Direction We use prepositions of direction to indicate where someone or something is moving.

1

4

2

He is on the roof.

He is climbing onto the roof.

SENTENCE BUILDERS

She is walking over the bridge.

5 She is looking through the window.

6 7

3

He is walking from / away from the house.

8

She is in / inside the house. She is at home.

9

He is walking across the road.

She is going to / toward the house.

He is going into the house.

Practise A. Circle the correct pronouns to complete the message.

From: Jasmine To: Jean-Philippe Subject: Visit to / in Quebec!!!

Hi JP! Guess what? Tomorrow I’m going to / in Québec City. I will stay to / at my aunt’s house. We are going at / to the carnival. I hope to go onto / into the ice palace, too. It is so cool into / inside. On our way to / in Québec, we will drive in / through Trois-Rivières and stop for lunch. We’ll just eat in / at the car—it’s faster. It will be nice to have a break to / from my routine. It’s fun to be away at / from home! I’ll write when I get back, Jass

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Grammar Section

Prepositions Time We use prepositions of time to indicate the time, date or duration of an event. Preposition at

Indicates

Examples

A specic time

I go to bed at 9:00 p.m.

A specic age

My dog barks at night. I could ski at three years old.

on

A specic day or date

I ski on Saturdays. My birthday is on September 18th.

in

Part of day (morning, afternoon or evening), month, season

School starts early in the morning. It’s cold in February. I like to swim in the summer.

A deadline

We must nish our work by 4:00 p.m.

from . . . to

Between one time and another

She works from Thursday to Sunday.

before

Preceding action

I stretch before I play soccer.

after

Following action

We play hockey after supper.

SENTENCE BUILDERS

by

Practise A. Write sentences about your day. Use prepositions of time from the box.

Prepositions after • at • before • by • from • in • on • to

1. At 8:30, I will have breakfast at a restaurant with Aunt Jane. 2. 3. 4. 5. 6. 7. 8.

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Grammar Section B. Complete the chart with information about yourself.

About Me 1. Favourite day of the week: 2. Favourite activity: 3. Where I do my favourite activity: 4. Favourite restaurant: 5. Favourite movie / sports star: 6. Favourite meal: 7. Favourite condiment: 8. Favourite band:

C. Write the information from Step B on the numbered lines below. Then, in the grey spaces, write prepositions from the box to complete your story. You may use some more than once.

Prepositions

SENTENCE BUILDERS

after • at • beside • by • in • into • on • on top • through • to

Dear Diary, This year my birthday fell

on

a (1.)

(2.)

the (3.)

really fun! Then we went to eat never guess who I saw coming walked

(4.)

. You will

! I asked for his / her autograph. me and we talked. Then I ate my favourite meal:

(6.)

. I put (7.) supper, we went

(8.)

. a concert to see the band

. We had to return home

we didn’t want to turn

two hundred and eighteen

. It was

the door when we

. It was (5.)

He / she sat

218

. First, we went

Sentence Builders

midnight because

pumpkins. It was the best night ever!

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Grammar Section

Conjunctions Conjunctions connect two words, phrases or sentences. They have different functions. Conjunction and, also

Function To add information

Examples He loves hockey and soccer. He also likes tennis.

or

To indicate a choice

Do you prefer hockey or soccer?

but, except

To show contrast

I love hockey but I prefer soccer. I go to soccer practice every day except Fridays.

because, if, so

To give a reason, condition I prefer soccer because the coach is great. or cause Tell me if you have a match this weekend. Give me the details so that I can come and watch.

Practise

Hi Jennifer,

k Lynn e I am sick. Can you as us ca be / so t gh ni to e I can’t go to the practic Eve ed a goalie. Jill and / or ne d an / so al e W e? m or / also Isa to replace oblem, n’t go we will have a pr ca ey th so / if t bu e, said they would be ther r soon ng! I’m sure I’ll be bette hi yt er ev el nc ca we d an but / except if it rains if / and you have tim e, r te la e m ll Ca . ek we me for next if / so you can count on

SENTENCE BUILDERS

A. Circle the correct conjunctions to complete the note.

Jass

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Grammar Section B. Choose the best excuse to complete each sentence.

Excuse Bank I didn’t know about the other page I didn’t do any of it a lot of math homework I left it in my locker I didn’t know how I had to do all of it for the last task

1. I didn’t do my homework because 2. I forgot to do this page and 3. I didn’t know if 4. I also had 5. I did it all except 6. I tried to do it but

SENTENCE BUILDERS

7. I didn’t understand it so

C. Write sentences with the conjunctions provided.

1. because 2. and 3. except 4. so 5. or 6. but 7. also 8. if 9. and, because 10. but, or

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Grammar Section

Articles Look Out!

Indenite Articles We use the indenite articles a and an with singular countable nouns to refer to unspecied people or things.

We do not use the when we refer to sports, places (cities, provinces, many countries), languages and school subjects. I love tennis. Québec is beautiful.

You have a cat. I eat an apple every day. We cannot use indenite articles with plural nouns. You have cats. I eat apples every day. Usage

Use a before a consonant or consonant sound.

a pig, a university, a hippopotamus Use an before a vowel or a silent h. an apple, an honest person Denite Articles We use the denite article the with singular and plural nouns to refer to specic people or things. There is a teacher in the classroom. The teacher is Ms. Ford.

Practise

elephant

honour

school

house

knife

hour

pizzas

ocean

cans

sandwich

friend

atom

laser

apples

SENTENCE BUILDERS

A. Write a, an or nothing before the nouns.

B. Complete the sentences with a, an, the or nothing. 1. I saw

police ofcer on

2. I ordered

biggest sandwich on

3. I asked for cheese on 4.

7. I like 8. We need

police ofcer talked to me. menu. It was

class.

pencil. There are

students waited outside. pencils on

pizza do you prefer? I prefer cities. I will move to day to rest. Today is

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tuna sandwich.

sandwich.

teacher was late for

5. He needs 6. Which

corner.

table.

vegetarian pizza.

city some day. day. Sentence Builders

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Grammar Section

Question Words We use question words at the beginning of an interrogative sentence to ask for information. Question words can be: • interrogative pronouns (What is your favourite subject?) • adjectives (What school do you go to?) • adverbs (Why do you like rugby?) Question Word

To Ask About

Who

Identity of persons

Who was your coach last year?

What

Identity of things and events

What did you have for lunch?

Which

Choice of things and events

Which apple do you want?

Where

Place

Where does your brother live?

When

Time

When will we leave?

Why

Reason

Why is it so difcult?

Whose

Possession

Whose coat is this?

How

Manner, means, degree

How can I help you?

How + Adjective / Adverb

SENTENCE BUILDERS

Example

To Ask About

Example

How much

Quantity (uncountable nouns)

How much money do you have?

How many

Quantity (countable nouns)

How many kilometres did you run?

How old

Age

How old are you?

How big / tall / high / small

Size

How tall is your brother?

How long

Duration / length

How long is the practice?

How often

Frequency

How often do you train?

How far

Distance

How far away is the school?

Practise A. Circle the correction question word. 1. ( What / How ) does “monkey” mean? 2. ( Where / When ) are the chocolate chips? 3. ( What / Who ) is your favourite teacher? B. Read the newspaper on page 223. Then, answer each of the questions on page 224 with a complete sentence. Pay attention to the verb tenses. 222

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Grammar Section

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Grammar Section

1. When did the newspaper appear? It appeared on January 15, 2016. 2. How many degrees will it be on Monday?

3. How long ago did the triplets last see each other?

4. How old are the brothers?

5. Why did the chickens escape?

6. How far did some of the chickens go?

7. How many chickens were in the truck?

SENTENCE BUILDERS

8. How much does the newspaper cost?

9. Whose business sells pizza?

10. How often does Gerry sell his pizzas 2 for 1?

11. How large are the 2 for 1 pizzas at Gerry’s?

12. How long does it take for pizza delivery?

13. How much does an oil change cost at the garage?

14. How long will the oil change special at the garage last?

15. Where is the garage?

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Grammar Section

Capitalization Used For

Examples

The rst word of a sentence

It snowed last night.

Proper nouns (names, places, months, days, languages, holidays, nationalities)

My cousin was born in Calgary last May.

The pronoun “ I ”

Lou and I are in the same class.

Titles and street names

I just read The Headless Horseman.

You are learning Spanish from the Chilean teacher, Ms. Allende.

I live at 28 Drury Lane. To address an envelope, follow this format: rn a Retu

ddres

s

ddres

ion a tinat

s

Des

Ms. Susan King ue 244 McGraw Aven chewan at sk Sa Saskatoon, S7N 1Z4

Practise A. Cross out the letters that need capitals. Write the capitals above the letters.

may 12, 2015

SENTENCE BUILDERS

Mr. Patrick Lutzy 28 Drury Lane London, Ontario N5V 1A3

dear ms. bell, i am writing to apply for the host job at bell’s bistro. i saw your advertisement in the saturday edition of the gazette. last july and august, i worked at mike’s restaurant in blainville. my supervisor there, mr. jason currie, would be happy to give you a reference. thank you for considering my application. sincerely yours, sophie bouchard

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Grammar Section B. Rewrite the sentences with capital letters where necessary. 1. my new spanish teacher is from chile. My new Spanish teacher is from Chile. 2. remi goes skiing in austria with the canadian team every january.

3. the montréal canadiens often play on saturday nights.

4. i saw the canadiens play at the bell centre in december.

5. we visited the canadian war museum in ottawa on friday.

C. Write the names and addresses on the envelopes. Use capital letters where necessary. Write your own name and address for the return address. 1. miss janie drew, 27 garry street, winnipeg, manitoba, r2c 0b5

SENTENCE BUILDERS

2. mr. steven hayman, 101 oak avenue, vancouver, b.c., v5k 1e7

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Grammar Section

Punctuation

Period ( . )

Uses

Examples

• To end a sentence

We are ready.

• To separate initials

J. K. Rowling

• To end an abbreviation

Park Ave. (Avenue)

• To separate items in a list

Joe is wearing a hat, gloves, a scarf, thick socks and winter boots.

• To separate phrases in a sentence

I listened, but I didn’t understand.

• To separate place names

I visited Toronto, Ontario.

• To separate numbers in a date

March 24, 2015

Exclamation Mark ( ! )

• To show surprise or other emotion

That was amazing! Wow!

• To warn

Be careful! Run away!

Question Mark ( ? )

• To indicate a question

What do you want?

Apostrophe ( ’ )

• To show possession

That is Amid’s lunch.

• To indicate a missing letter in a contraction

She doesn’t like homework.

• To indicate dialogue

“I loved that movie,” Eli said.

Comma ( , )

Quotation Marks (“ ”)

Eli said, “I loved that movie.”

Practise A. Add commas and periods in the correct places.

SENTENCE BUILDERS

Punctuation

1. Alain brought cookies chips lemonade and a pizza to the sleepover 2. I wanted to go to the concert but Alice Luke and Molly took the last tickets 3. Joe Annie and Kevin were all born on May 18 1998 4. At the time we thought it was a good idea 5. The twins are from Calgary Alberta 6. Of all punctuation marks the comma is the most useful 7. I would like a hamburger with lettuce onions tomatoes and pickles please. 8. “When I was little I ate only chicken nuggets ” Jim said.

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Grammar Section

? !?

B. Complete each sentence with a question mark or an exclamation mark. 1. What did you say

4. Do you want a sandwich

2. This is too difcult

5. Why did he do that

3. Help me

6. Go away

!

C. Add apostrophes to the phrases where necessary. 1. don t go

5. Oscar s hometown

2. couldn t nd

6. doesn t like

3. Casey s skis

7. shouldn t do

4. the birds cages

8. can t eat

SENTENCE BUILDERS

D. Punctuate the news bulletin.

NEWS BULLETIN Today a man s boots disappeared from the chalet at Sleeper s Mountain Ski Hill The man said Why would somebody want my boots It doesn’t make sense Later that day police arrested John James the ski hill s manager for theft They later found hundreds of boots in James house Wow said the victim That guy must have really cold feet

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Reference Section Strategies for Monitoring Your Progress • Lower your anxiety. Set short-term and long-term objectives to improve your English. Remind yourself that you are improving every day. • Encourage yourself and others. Look for opportunities to practise speaking, reading or writing English outside the classroom. • Take risks. Don’t be afraid to make mistakes. It’s a normal part of learning a language. • Use resources to check your language and correct your mistakes. • Cooperate with others to reach a common goal. • Notice which strategies are really useful in a given situation.

Strategies for Oral Interaction

C1

• Think about what you know before you speak. • Ask for more time if you are not sure what to say. • Rephrase or substitute words to clarify a statement. • When you make a mistake, correct it or ask for help. • Listen carefully and respond to what others are saying. • Ask questions to verify that you understood correctly. • Ask others to rephrase their ideas using different words when you don’t understand. • Correct your classmates’ mistakes to help them improve their English. • Ask follow-up questions to get additional information. • Cooperate with others to reach a consensus in discussions and projects. • Look for opportunities to speak English. • Learn English jokes and watch English TV and movies to help you actively participate in English culture.

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Strategies for Reinvesting Understanding of Texts C2

• Focus your attention on what you need to know to lower anxiety. • Skim the text to get a general idea of the topic. • Think about what you know about the subject. • Scan the text for specic information. • Make intelligent guesses based on images, context, cognates and other clues. • Make predictions regarding meaning or development. • Take notes and organize information logically. • Compare elements in texts to discover similarities and differences. • Cooperate with others to better understand texts. Ask questions to clarify meaning. • Practise: read and listen to English outside the classroom—from cereal boxes to TV shows.

Strategies for Writing or Producing Texts C3

• Plan: think about the steps needed to carry out the task. Follow the phases of the writing or production process. • Manage your resources: instructions, text models, sources, checklists, etc. • Refer to text models. Notice their components and features. • Think about what you already know about the topic. • Brainstorm ideas, do research and take notes. • Organize the information while referring to text models. • Transfer and recombine language and information from previous tasks. • Cooperate with others to give and receive feedback. • Monitor your work: revise and edit your text or production to improve it. • Reect on what you have learned.

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Reference Section

Functional Language

C1

Teamwork and Encouragement

Permission

Do you have a partner? Can I work with you? What’s your idea? That’s a great idea! Good work. We did it! We are almost done!

May I take my workbook home? Can I close the window, please?

Stalling for Time and Fillers Well, let me think about it. Can I have a minute? Hold on a second. I mean . . .

Rejoinders and Connectors What about you? And you? Are you sure? What do you think?

Agreement, Disagreement Do you agree? Who disagrees? Are you okay with . . . ?

Opinions I agree. I think you’re right. I disagree. I think you’re wrong. In my opinion, . . . What do you think?

Capabilities She can run ve kilometres. Marie-Philip is able to get the puck past the goalie. Jeremy knows how to make healthy meals. Do you know how to . . . ? Are you good at . . . ?

Feelings, Interests, Likes, Dislikes I’m scared of snakes. They frighten me. That terries me. I’m really afraid of lightning. I love riding my bike. I hate watching scary movies. I prefer parakeets. I don’t like spiders. My favourite dessert is cake. Are you okay? How do you feel about it? What’s your favourite?

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Offers of Assistance, Needs Let me help you. Can I help you? May I help you? Do you need help? Can I give you a hand?

Requests for Information Where can I nd . . . ? Do you have . . . ? Who is . . . ? How does . . . ? Why is . . . ? When do we . . . ? What is . . . ?

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

Discourse Markers BEGINNING First of all, Firstly, First, It started when . . . To start, Once upon a time, MIDDLE Second, Third, Furthermore, Also, In addition, Then, Next, Plus, After that, END Finally, In the end, In conclusion,

Telephone Exchanges Hello, I’m calling about . . . Thank you for calling. Excuse me. Sorry to interrupt, but . . . Before you continue . . .

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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. 232

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Reference Section

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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Reference Section

The Production Process

C3

Use the production process to create media texts. Follow the phases of the process to get a better understanding of the media and your role as both a producer and a consumer.

1. Pre-Production Before you start to write and produce your media text: • Identify the text components in models of media texts. • Brainstorm topics and ideas with your teammates. • Research your topic and take notes. • Discuss ideas with your teammates in order to develop your media text. • Select a medium and corresponding media conventions. • Consider the purpose and audience for your media text and select appropriate language. • Write a focus sentence and create an outline or storyboard for your media text. • Plan your visuals and choose your media techniques. • Get feedback on your ideas from classmates and make adjustments to your plan.

2. Production • Work with your teammates to produce a preliminary version of your media text. • Refer to your outline or storyboard and use appropriate media conventions. • Use a writing process to write your text or script. • Get feedback on your preliminary version from a sample audience. • Revise and edit your media text. Make adjustments to its organization, clarity and coherence based on feedback. Add nal touches.

3. Post-Production • Share your media text with its intended audience. • Reect on the nal version of your media text and your use of the production process through self-evaluation, class discussion or audience feedback.

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Reference Section

Verb Tense Overview Verb To Be Tense Simple Present

Afrmative

Negative

I am (’m)

I am (’m) not

You are (’re)

excited.

She / He / It is (’s) Simple Past

You are not (’re not, aren’t)

excited.

She / He / It is not (’s not, isn’t)

We / You / They are (’re)

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

I was

I was not (wasn’t)

You were

You were not (weren’t)

late.

She / He / It was

She / He / It was not (wasn’t)

We / You / They were Future with Will

I / You / She / He / It

Future with Be Going To

I am (’m)

We / You / They

late.

We / You / They were not (weren’t) will (’ll) be fast. going to be fast.

You are (’re) She / He / It is (’s) We / You / They are (’re)

I / You / She / He / It We / You / They

will not (won’t) be slow.

I am not (’m not)

going to be slow.

You are not (’re not, aren’t) She / He / It is not (’s not, isn’t) We / You / They are not (’re not, aren’t)

Other Verbs Tense Simple Present

Afrmative I / You eat.

I / You do not (don’t) eat.

She / He / It eats.

She / He / It does not (doesn’t) eat.

We / You / They eat.

We / You / They do not (don’t) eat.

Simple Past (regular verbs)

I / You / She / He / It

Simple Past (irregular verbs)

I / You / She / He / It

Present Continuous

I am (’m)

We / You / They

We / You / They

started.

You are (’re)

We / You / They

We / You / The

did not (didn’t) start.

did not (didn’t) fall.

I am not (’m not) eating.

You are not (’re not, aren’t)

looking.

She / He / It is not (’s not, isn’t)

We / You / They are (’re)

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

I was

I was not (wasn’t)

You were She / He / It was

Modals

I / You / She / He / It

I / You / She / He / It

fell.

She / He / It is (’s) Past Continuous

Negative

singing.

You were not (weren’t) She / He / It was not (wasn’t)

singing.

We / You / They were

We / You / They were not (weren’t)

I / You / She / He / It can call.

I / You / She / He / It cannot (can’t) call.

We / You / They have to move.

We / You / They do not (don’t) have to move.

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Question Formation Verb To Be Tense Simple Present

Yes / No Questions Am I

Where am I?

Are you

Who are you?

excited?

Is she / he / it Simple Past

Information Questions

When is she / he / it at school?

Are we / you / they

Why are we / you / they here?

Was I

Where was I?

Were you

Who were you?

late?

Was she / he / it

When was she / he / it in the mall?

Were we / you / they

Why were we / you / they late?

Future with Will

Will I / you / she / he / it

Future with Be Going To

Am I

Will we / you / they

be happy?

going to be there on time?

Is she / he / it Are we / you / they

Simple Present

Yes / No Questions Do I Do you

work?

How do you Where does she / he / it

Did I

Why did I

Did you

hear it?

How did you When did she / he / it

Did we / you / they

Where did we / you / they

Am I

Why am I

Are you

watching?

When are you How is she / he / it

Are we / you / they

Where are we / you / they

Was I

Why was I

Were you

sleeping?

Were we / you / they Can I / you / she / he / it Must we / you / they

236

Information Questions

Why do we / you / they

Was she / he / it Modals

What is she / he / it going to be?

Do we / you / they

Is she / he / it Past Continuous

Who are you going to be?

When do I

Did she / he / it Present Continuous

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be happy?

What are we / you / they going to be? Other Verbs

Does she / he / it Simple Past (all verbs)

When will we / you / they Where am I going to be?

Are you

Tense

Where will I / you / she / he / it

Where were you When was she / he / it

work?

hear it?

watching?

sleeping?

How were we / you / they see?

Reference Section

When can I / you / she / he / it Why must we / you / they

see?

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Reference Section

Common Irregular Verbs Base Form

Simple Past

arise

Meaning

Base Form

Simple Past

arose

ee

ed

be

was

ing

ung

bear

bore

y

ew

beat

beat

forbid

forbade

become

became

forecast

forecast

begin

began

forget

forgot

bend

bent

forgive

forgave

bind

bound

freeze

froze

bite

bit

get

got

bleed

bled

give

gave

blow

blew

go

went

break

broke

grind

ground

breed

bred

grow

grew

bring

brought

hang

hung

build

built

have

had

burst

burst

hear

heard

buy

bought

hide

hid

catch

caught

hit

hit

choose

chose

hold

held

cling

clung

hurt

hurt

come

came

keep

kept

cost

cost

kneel

knelt

creep

crept

know

knew

cut

cut

lay

laid

deal

dealt

lead

led

dig

dug

leave

left

do

did

lend

lent

draw

drew

let

let

drink

drank

lie

lay

drive

drove

light

lit

eat

ate

lose

lost

fall

fell

make

made

feed

fed

mean

meant

feel

felt

meet

met

ght

fought

mislay

mislaid

nd

found

mislead

misled

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Reference Section

Meaning

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237

Reference Section

238

Base Form

Simple Past

mistake

Base Form

Simple Past

mistook

spend

spent

outgrow

outgrew

spin

spun

overcome

overcame

spit

spat

overhear

overheard

split

split

oversleep

overslept

spread

spread

overthrow

overthrew

spring

sprang

overtake

overtook

stand

stood

pay

paid

steal

stole

put

put

stick

stuck

quit

quit

stink

stank

read

read

stride

strode

rebuild

rebuilt

strike

struck

redo

redid

sting

stung

repay

repaid

swear

swore

reset

reset

sweep

swept

rewrite

rewrote

swim

swam

ride

rode

swing

swung

ring

rang

take

took

rise

rose

teach

taught

run

ran

tear

tore

say

said

tell

told

see

saw

think

thought

sell

sold

throw

threw

send

sent

tread

trod

set

set

understand

understood

shake

shook

undo

undid

shine

shone

unwind

unwound

shoot

shot

upset

upset

shrink

shrank

wake

woke

shut

shut

wear

wore

sing

sang

weave

wove

sit

sat

weep

wept

sleep

slept

win

won

slide

slid

wind

wound

speak

spoke

withdraw

withdrew

speed

sped

write

wrote

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Meaning

Reference Section

Meaning

Reproduction prohibited © TC Media Books Inc.

Sources Photos and Illustrations Cover Image Source/Getty Images

Front Pages p. v: Maksim Shmeljov/Shutterstock.com (two students reading) • Cornelia Viljoen/Shutterstock.com (student) • Oleg Krugliak/ Shutterstock.com (book)

Unit 1 p. 1: Avid Creative, Inc./iStockphoto • p. 2: VectorForever/ Shutterstock.com • p. 3: igorrita/Shutterstock.com (electric guitar) • Vik_Y/iStockphoto (lab asks) • korhankaracan/ iStockphoto (basketball) • albertc111/iStockphoto (Statue of Liberty) • p. 4: Sergey Peterman/Shutterstock.com • p. 5: Deborah Kolb/Shutterstock.com (teen boy) • Piotr Marcinski/ Dreamstime.com (teen girl) • p. 7: HultonArchive/iStockphoto (young couple) • iconogenic/Shutterstock.com (60s girl) • Andresr/Shutterstock.com (70s young man) • chrisboy2004/ iStockphoto (80s girl) • Mikel Roberts/Sygma/Corbis (90s group) • Petar Chernaev/iStockphoto (2000s girl) • Joana Lopes/Shutterstock.com (girl dialogue) • Di Studio/ Shutterstock.com (boy dialogue) • p. 8: Rich Legg/ iStockphoto (gymnasts) • Felix Mizioznikov/Shutterstock. com (young man) • p. 9: wavebreakmedia/Shutterstock.com • p. 10: Chelnok/iStockphoto • p. 11 braingraph/ Shutterstock.com • p. 14: alphaspirit/Shutterstock.com • p. 15: VectorForever/Shutterstock.com • p. 16: Louvre Museum via Wikimedia Commons • p. 17: Alex Mit/ Shutterstock.com • p. 18: hxdbzxy/Shutterstock.com

Unit 2 p. 19: DrAfter123/iStockphoto • p. 20: Rui Vale De Sousa/ Dreamstime.com (teen boy) • Jani Bryson/iStockphoto (teen girl) • p. 21: rnl/Shutterstock.com (teen boy) • Edith Layland/Dreamstime.com (girl on left) • Catalin Petolea/ Shutterstock.com (girl on right) • p. 24: Ijansempoi/ Shutterstock.com (skateboarder) • Andreas Meyer/ Shutterstock.com (shark) • p. 25: robert paul van beets/ Shutterstock.com (World Trade Center) • Sergei Bachlakov/ Shutterstock.com (Olympic rings) • p. 26: Mark William Richardson/ Shutterstock.com • p. 27: Melica/ Shutterstock.com (teen girl) • StarsStudio/iStockphoto (teen boy) • p. 29: ARTQU/iStockphoto • p. 31: NiroDesign/ iStockphoto • p. 34: Carlos Osorio/Toronto Star • p. 35: Andris Torms/Shutterstock.com

Unit 3 p. 37: IM_photo/Shutterstock.com • p. 38: Matej Michelizza/ iStockphoto (bungee jumping) • Christian Carroll/iStockphoto (skateboarding) • Aleksander Trankov/iStockphoto (skydiving) • VisualCommunications/iStockphoto (kayaking) • mbbirdy/ iStockphoto (mountain biking) • technotr/iStockphoto (motocross riding) • Andrey Vergeles/Dreamstime.com (climbing) • Ben Blankenburg/iStockphoto (snowboarding) • p. 39: indykb/Shutterstock.com (skurng) • Radin Myroslav/ Shutterstock.com (parkour) • Ariel Bravy/Shutterstock.com (paintball) • p. 40: Piotr Marcinski/Shutterstock.com (teen boy) • CREATISTA/Shutterstock.com (teen girl) • p. 41: Benjamin Ng/iStockphoto (bungee jumping) • Chris Turner/ Reproduction prohibited © TC Media Books Inc.

Shutterstock.com (zorbing) • p. 42: Ryan Faas/iStockphoto (volcano boarding) • Christophe Michot/Shutterstock.com (BASE jumping) • FAME Pictures /KEYSTONE Press (limbo skating) • p. 44: All-stock-photos/Shutterstock.com• p. 45: Fotoline/Shutterstock.com (dice) • Justin Horrocks/ iStockphoto (teen girl) • AlexandreNunes/Shutterstock.com (teen boy) • p. 46: Galina Barskaya/iStockphoto (skurng) • Doug Berry/iStockphoto (ice climbing) • Colleen Bradley/ iStockphoto (downhill skiing) • Magnilion/iStockphoto (trophy) • Ben Blankenburg/iStockphoto (rafting) • Marcel Jancovic/Shutterstock.com (freestyle skiing) • Chris Turner/ Shutterstock.com (zorbing) • Tomas Bercic/iStockphoto (BMX riding) • Daniel Cardiff/iStockphoto (hang gliding) • Paul Morton/iStockphoto (rock climbing) • roccomontoya/ Shutterstock.com (scuba diving mask) • val_th/iStockphoto (rollerblading) • Silvrshootr/iStockphoto (bungee jumping) • MichaelSvoboda/iStockphoto (mountain biking) • MichaelSvoboda/iStockphoto (skateboarder) • Hector Mandel/iStockphoto (skydiving) • Marvils/Dreamstime.com (windsurng) • Ben Blankenburg/iStockphoto (snowboarding) • p. 47: lemony/Shutterstock.com • p. 48: tulpahn/ Shutterstock.com • p. 51: gregepperson/iStockphoto • p. 52: Frame Pictures/KEYSTONE Press (wheelchair stunt) • ASSOCIATED PRESS (surf) • p. 53: carmen2011/ Shutterstock.com • p. 54: masher/Shutterstock.com

Unit 4 p. 55: iLexx /iStockphoto • p. 56: Igor Sinitsyn/Stockphotopro (clay) • ivanmateev/iStockphoto (clay mouse) • Webeye/ iStockphoto (clay girl) • Daemys/iStockphoto (clouds) • Oleksiy Mark/Shutterstock.com (camera) • donatas1205/ iStockphoto (lm frame) • zentilia/Shutterstock.com (laptop) • urbansub/iStockphoto (clay horse) • p. 57: Ron Leishman/ Shutterstock.com (waiter) • SavaSylan/iStockphoto (man with owers) • Neon Fizz/Shutterstock.com (superhero) • Smokeyjo/iStockphoto (cat) • Sarawut Padungkwan/ Shutterstock.com (criminal) • BaLL LunLa/Shutterstock.com (teen girl) • DRB Images, LLC/iStockphoto (teen boy) • p. 58: zannaza/iStockphoto (rats) • Gorelova/Shutterstock.com (cartoon boy) • Todd Keith/iStockphoto (oating man) • p. 59: CGinspiration/iStockphoto (CGI character) • HOTS/iStockphoto (hippo) • sabri deniz kizil/Shutterstock.com (walking man) • p. 60: Memo Angeles/Shutterstock.com • p. 61: Anelina/ Shutterstock.com • pp. 62–64: Volta • p. 65: Volta (illustrations) • jjshaw14/iStockphoto (teen boy) • Jani Bryson/iStockphoto (teen girl) • p. 66: Viktor1/Shutterstock.com • p. 67: LanKS/ Shutterstock.com • p. 68: violetkaipa/Shutterstock.com • p. 71: Goritza/Shutterstock.com • p. 72: pixelorb/iStockphoto • p. 74: Booka/Shutterstock.com

Unit 5 p. 75: LUNAMARINA/iStockphoto • p. 76: peacefy/ Shutterstock.com • p. 78: eurobanks/Shutterstock.com • p. 79: Yeko Photo Studio/Shutterstock.com (teen boy) • Jamie Wilson/Shutterstock.com (teen girl) • p. 80: Bplanet/ Shutterstock.com • p. 82: infograck/Shutterstock.com • p. 83: parema/iStockphoto (blank billboard) • Rich Legg/ iStockphoto (sneakers) • enchanted_glass/iStockphoto

Sources

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239

(red shoe) • Edyta Pawlowska/Shutterstock.com (teen girl) • p. 84: Jeannette Meier Kamer/Shutterstock.com (skier) • Lightspring/Shutterstock.com (fast food) • Syda Productions/ Shutterstock.com (woman with glasses) • kwest/ Shutterstock.com (climate change) • Rawpixel.com/ Shutterstock.com (hands) • jorge pereira/Shutterstock.com (cat) • Kunal Mehta/Shutterstock.com (fruits and vegetables) • Mikael Damkier/Shutterstock.com (soccer ball) • Edyta Pawlowska/Shutterstock.com (teen girl on left) • Edyta Pawlowska/Shutterstock.com (teen girl on right) • vita khorzhevska/Shutterstock.com (teen boy) • p. 85: Stmool/ Shutterstock.com • p. 86: nzphotonz/iStockphoto • p. 89: Albachiaraa/Shutterstock.com • p. 90: weedezign/ Shutterstock.com • p. 91: Pranch/Shutterstock.com

Unit 6 p. 93: Javier Brosch/Shutterstock.com • p. 94: homydesign/ Shutterstock.com • p. 95: Rido/Shutterstock.com (teen boy) • Samuel Borges Photography/Shutterstock.com (teen girl) • p. 96: Monkey Business Images/Shutterstock.com (teen boy) • Ruslan Guzov/Shutterstock.com (teen girl) • p. 98: Steve Oehlenschlager/Shutterstock.com • p. 99: Eric Isselee/ Shutterstock.com • p. 100: Eric Isselee/Shutterstock.com • p. 101: aabejon/iStockphoto (teen girl) • Juanmonino/ iStockphoto (teen boy) • p. 102: broukoid/Shutterstock.com • p. 103: petite lili/Shutterstock.com • p. 105: Michael Flippo/ Dreamstime.com • p. 107: Oleksiy Mark/Shutterstock.com • p. 108: BLACKDAY/Shutterstock.com (smart phone) • Hong Vo/Shutterstock.com (onion) • p. 109: LinGraphics/ Shutterstock.com • p. 110: montebasso/Shutterstock.com

Unit 7 p. 111: RFarrarons/Shutterstock.com • p. 112: Eric Isselee/ Shutterstock.com • p. 113: Olivier Le Moal/Shutterstock.com • p. 114: new vave/Shutterstock.com (teen boy) • Jane/ iStockphoto (teen girl) • p. 115: Pierre Berthiaume • p. 116: YinYang/iStockphoto • p. 117: Melanie Metz/Shutterstock. com • p. 118: Adogslifephoto/Dreamstime.com • p. 119: Suzanne Tucker/Dreamstime.com (teen boy) • Sean Bolt/ Dreamstime.com (teen girl) • p. 120: Creativa Images/ Shutterstock.com • p. 121: le404/Shutterstock.com • p. 122: Cranach/Shutterstock.com • p. 126: comodigit/ Shutterstock.com • p. 127: Gustavo Frazao/Shutterstock.com • p. 128: Yellowj/Shutterstock.com

Unit 8 p. 129: SUSAN LEGGETT/Shutterstock.com • p. 130: Amy Nichole Harris/Shutterstock.com (Statue of Liberty) • jan kranendonk/Shutterstock.com (Tower Bridge) • Matej Hudovernik/Shutterstock.com (Taj Mahal) • Tomasz Szymanski/ Shutterstock.com (Eiffel Tower) • Peter S/Shutterstock.com (CN Tower) • Denis Babenko/Shutterstock.com (Coliseum) • Jarno Gonzalez Zarraonandia/Shutterstock.com (Machu Picchu) • Jf123/Dreamstime.com (Great Wall) • p. 131: Chris Schmidt/iStockphoto (teen boy) • Jhogan/Dreamstime.com (teen girl) • p. 132: Rainer Lesniewski/Shutterstock.com • p. 133: Tischenko Irina/Shutterstock.com (coral) • Dudarev Mikhail/Shutterstock.com (snorkel) • Paolo Costa/ Shutterstock.com (jeep) • p. 134: anyaivanova/ Shutterstock.com • p. 135: sorendls/iStockphoto • p. 138: Edyta Pawlowska/Shutterstock.com (teen boy) • GlobalStock/ iStockphoto (teen girl) • p. 139: Creativa Images/Shutterstock.com • p. 141: Catherine Lane/ iStockphoto • p. 143: Zastolskiy Victor/Shutterstock.com • p. 144: Derek Boshouwers • p. 145: Smart Design/ Shutterstock.com • p. 146: Gustavo Frazao/Shutterstock.com

240

two hundred and forty

Sources

Grammar Section p. 147: jarenwicklund/iStockphoto • p. 148: Natalja Jatsuk/ Shutterstock.com • p. 150: manda0102/iStockphoto • p. 151: Amero/Shutterstock.com • p. 153: AK2/iStockphoto (totem) • Linda Epstein/iStockphoto (ski runs) • Devonyu/ iStockphoto (aquarium) • Volodymyr Kyrylyuk/iStockphoto (skyline) • p. 158: vvetc1/Shutterstock.com (clip) • beboy/ Shutterstock.com (man) • kcline/iStockphoto (woman) • p. 159: Photographerlondon/Dreamstime.com (teen girl) • Paul Simcock/Dreamstime.com (teen boy) • p. 164: Africa Studio/Shutterstock.com • p. 165: mstay/iStockphoto • p. 168: Multik/Dreamstime.com • p. 170: Chones/ Shutterstock.com • p. 171: Elena Elisseeva/Shutterstock.com • p. 173: Ajn/Dreamstime.com • p. 175: Jacek Chabraszewski /Shutterstock.com • p. 177: Miceking/Shutterstock.com • p. 180: Svetlana Gucalo/Dreamstime.com (dancing) • snapphoto/iStockphoto (teen girl) • p. 183: O2creationz/ Shutterstock.com • p. 186: Volta • p. 189: Palto/ Shutterstock.com • p. 193: fastfun23/Shutterstock.com • p. 194: Monkey Business Images/Shutterstock.com • p. 198: irin-k/Shutterstock.com • p. 201: tiridilm/iStockphoto • p. 205: Jonathan Ross/Dreamstime.com (girl) • Ivylingpy/ Dreamstime.com (lockers) • nullplus/iStockphoto (spray bottle) • Studiokazaz (illustrations) • p. 206: Sharapanovochka/Shutterstock.com • p. 207: Eric Isselee/ Shutterstock.com • p. 209: www.BillionPhotos.com/ Shutterstock.com • p. 210: Christos Georghiou/ Shutterstock.com • p. 213: Aleksandar Grozdanovski/ Shutterstock.com • p. 215: Janet Faye Hastings/ Shutterstock.com (mufns) • Eugene Shapovalov/ Shutterstock.com (fruits) • p. 216: Volta • p. 218: tiridilm/ iStockphoto • p. 219: cscredon/iStockphoto • p. 220: Scott Griessel/Dreamstime.com • p. 223: Volta • pp. 225–226: slobo/iStockphoto • p. 227: Serghei Starus/Shutterstock.com • p. 228: Robyn Mackenzie/Bigstockphoto

Reference Section p. 229: Christopher Futcher/iStockphoto • p. 230: LeicherOliver/Shutterstock.com • p. 232: Kues/Shutterstock. com • p. 233: d8nn/Shutterstock.com • p. 234: antoniodiaz/ Shutterstock.com

Videos Unit 3 p. 44: “11-Year-Old Girl Shatters Climbing Records” © Leroy & Morton Productions LLC, 2013. Unit 4 p. 66: “A Rare Look Inside Pixar Studios” © The New York Times, 2011. Unit 6 p. 102: “Canadian Ranch Family Frightened by UFO” © CBC LICENSING, 2014. Unit 8 p. 136: “Travel Tips: Where to Travel?” © Vagabrothers, 2014.

Reproduction prohibited © TC Media Books Inc.

Secondary Cycle One • Year Two

Snapshot 2nd Edition

ENGLISH AS A SECOND LANGUAGE

Cynthia Beyea Hélène Blanchet Claire Maria Ford

e d i u G s ’ r e h c a Te

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

Source Illustration p. 330 : Volta

Teacher’s Guide Cynthia Beyea, Hélène Blanchet, Claire Maria Ford © 2017 TC Media Books Inc. © 2011 Chenelière Éducation Inc. Editor (2nd Edition): Jennifer McMorran Editor (1st Edition): Susan Roy Project Managers (2nd Edition): Vanessa Copeland, Philippe Kham, Paula Kielstra Project Managers (1st Edition): Lee Ann Balazuc, Jeanine Floyd Proofreader: Nancy Perreault Typsetter: Pige Communications Digital Content Editor: Esmé Vlahos, Audrée-Isabelle Tardif Project Managers: Philippe Kham, Rosalie Roy-Boucher Contributing Authors: Nécia Gourdes, Mariya Pakhomova Copy Editor: Eve Krakow Proofreader: Nancy Perreault

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Those pages bearing the note “Reproduction permitted © TC Media Books Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this guide, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. Legal deposit: 1st quarter 2017 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada Government of Québec – Tax credit program for book publishing – SODEC

The suggested links in this guide lead to websites that provide material closely related to the pedagogical development and subject matter covered. At the time of publication, the suggested links were functional. Since these links lead to various external websites, TC Media Inc. is not responsible for their content. It is therefore strongly recommended that teachers verify the content of the sites to which students also have access, since changes may have been made since the collection’s publication. Note as well that certain sites may contain advertisements or spelling errors.

Table of Contents Table of Contents Handout

1

Overview Scope and Sequence Chart.....................................

2

3

4

Guide Page

244

Extra Materials Suggested Websites ................................................

248

CD and DVD Track Lists...........................................

250

Audio CD Transcripts ............................. T1.1–TEL2

252

Extra Listening ..........................................EL1–EL2

276

Extra Reading ..........................................ER1–ER2

278

Evaluation Unit Grammar Quizzes................................. Q1–Q8

282

General Competency Grids..................... GG1–GG3

290

Writing Grids......................................... WG1–WG8

293

Project Evaluation Grids .......................... PG1–PG8

301

Observation Grids ....................................................

309

ES1 Teacher’s Notes and Grids .................... ES1.1

314

Student Handouts ..................... ES1.2–ES1.4

318

ES2 Teacher’s Notes and Grids .................... ES2.1

323

Student Handouts ..................... ES2.3–ES2.6

329

ES3 Teacher’s Notes and Grids .....................ES3.1

336

Student Handouts ..................... ES3.3–ES3.7

342

Digital Tools Digital Tools from Chenelière Éducation....................

349

Digital Tools Offered with Snapshot ..........................

353

List of Interactive Workshops ...................................

354

Interactive Workshop Transcripts .............................

356

Reproduction prohibited © TC Media Books Inc.

Snapshot Year Two n Table of Contents

243

244

Snapshot Year Two n Scope and Sequence Chart

Reproduction prohibited © TC Media Books Inc.

Tasks 3, 5, Extra Reading Evidence of understanding of texts through the response process

Task 2, Project Participation in oral interaction Task 4 Articulation of the message

C2 Reinvests Understanding

Tasks 3, 5, Extra Reading Evidence of understanding of texts through the response process

Interacts Orally

Task 2 Articulation of the message Task 4 Participation in oral interaction

C1

Scope and Sequence Chart

Task 6 Formulation of the message

Task 6 Use of strategies and resources Formulation of the message Project Content of the message Formulation of the message

Grammar

Simple present

Position of adjectives

Uniquely Cool

Task 2 Asking for information Task 4 Preferences

Unit 1

Functional Language

Tasks 1, 2 Teamwork Task 1 Suggestions

Simple past

Question words

Unit 2 Trivia Challenge

C3 Writes and Produces Texts

Tasks 1, 5 Activate prior knowledge Task 2 Stall for time Cooperate Task 3 Pay selective attention Project Plan your work Take risks Extra Reading Compare

Task 2 Take risks Task 3 Pay selective attention Task 5 Skim and scan Project Plan your work

Strategies

Task 1 Graphic organizer Tasks 2, 4 Game rules and cards Task 3 Fact and question cards Task 5 Audio text: radio quiz Task 6 Game questions Project Game show script Extra Reading News article

Task 1 Survey Prole descriptions Task 2 Audio text: conversation Tasks 3, 5, 6 Proles Task 4 Photos Project Poster Extra Reading Information text

Text Types

Reproduction prohibited © TC Media Books Inc.

Snapshot Year Two n Scope and Sequence Chart

245

Interacts Orally

Task 2 Participation in oral interaction Task 5 Articulation of the message

Task 2 Articulation of the message Task 5 Participation in oral interaction

C1

Tasks 3, 4, 6, Extra Reading Evidence of understanding of texts through the response process

Tasks 3, 4, Extra Reading Evidence of understanding of texts through the response process

C2 Reinvests Understanding

Task 7 Formulation of the message Participation in the writing process Project Formulation of the message Participation in the writing and production processes

Grammar

Modals can/ could, must/ have to and should

Which and what

Tasks 2, 5 Describing

Present continuous

Sequence adverbs and ordinal numbers

Animation Secrets

Task 2 Agreement, disagreement, opinions Task 5 Asking for clarication

Extraordinary Sports

Functional Language

Unit 4

Task 6 Participation in the writing process Content of the message Project Content of the message Formulation of the message

Unit 3

C3 Writes and Produces Texts

Task 1 Activate prior knowledge Task 3 Scan Tasks 4, 6 Pay selective attention Task 5 Stall for time Task 7 Use semantic mapping Project Plan your work

Task 1 Activate prior knowledge Task 2 Make guesses based on cognates Task 3 Take notes Task 4 Direct attention Task 6, Project Use semantic mapping

Strategies

Task 1 How-to text Task 2 Character cards Task 3 Technique cards Task 4 Informative text Tasks 4, 5, Project Storyboard Task 6 Video text: news report Task 7 Story Extra Reading Informative text

Task 1 Game cards Task 2 Word cloud Task 3 Descriptive texts Text 4 Video text: Prole Text 5 Board game Task 6 Informative paragraph Project Poster Extra Reading News article

Text Types

246

Snapshot Year Two n Scope and Sequence Chart

Reproduction prohibited © TC Media Books Inc.

Interacts Orally

Tasks 2, 4 Content of the message Project Participation in oral interaction

Task 2 Content of the message Task 5 Participation in oral interaction

C1

Tasks 3, 5, Extra Reading Evidence of understanding of texts through the response process

Tasks 3, 4, Extra Reading Evidence of understanding of texts through the response process Task 3 Use of knowledge in a reinvestment task

C2 Reinvests Understanding

Functional Language

Grammar

Task 6 Formulation of the message Participation in the writing process Project Content of the message Formulation of the message

Task 6, Project Formulation of the message Project Content of the message Future with will and be going to

Imperatives

Tasks 2, 4 Agreement, disagreement, opinions Task 4 Decision, indecision

Past continuous

Capitalization of headlines

Unit 6 Weird News

Task 2 Agreement, disagreement, opinions Task 5 Opinions Teamwork

Strategies

Task 1 Predict Task 2 Support your opinion Task 4 Take notes Task 5 Pay selective attention Task 6 Use semantic mapping Project Cooperate Encourage and reward self and others

Task 1 Activate prior knowledge Task 2 Cooperate Tasks 3, 4 Direct attention Task 5 Ask for more time Project Plan your work

Unit 5 The Push and Pull of Advertising

C3 Writes and Produces Texts

Tasks 1, 4, 6 News stories Task 2 Statements Task 3 Headlines and news stories Task 5 Video text: news report Project News radio show Extra Reading News hoaxes

Task 1 Advertising pitches and strategies Task 2 News story Survey Task 3 Tips / Instructions Slogans Task 4 Audio text: description Task 5 Advertising images Task 6 Descriptive text Project Advertisement Extra Reading Informative text

Text Types

Reproduction prohibited © TC Media Books Inc.

Snapshot Year Two n Scope and Sequence Chart

247

Interacts Orally

Tasks 2, 5 Content of the message

Task 2 Content of the message Task 4 Articulation of the message Project Participation in oral interaction

C1

Tasks 3, 4, Extra Reading Evidence of understanding of texts through the response process

Tasks 3, 5, Extra Reading Evidence of understanding of texts through the response process

C2 Reinvests Understanding

Task 6, Project Formulation of the message Project Content of the message

Task 6 Content of the message Participation in the writing process Project Formulation of the message

Grammar

Verb tense review

Comparative adjectives

Prexes and sufxes

Task 2 Agreement, disagreement Task 5 Asking questions, giving opinions, agreeing

Modals would/could/ should

Unit 8 Travel the World

Task 2 Feelings Task 4 Supporting opinions

Fears and Phobias

Functional Language

Unit 7

C3 Writes and Produces Texts

Tasks 1, 6 Activate prior knowledge Task 2 Agree and disagree to maintain discussion Task 3 Direct attention Task 4 Compare Task 5 Take notes Project Use resources

Task 1 Infer Task 2 Build on what others say Task 3 Direct attention Task 4 Make comparisons Task 5 Predict Task 6 Plan your work Project Cooperate

Strategies

Task 1 Destination photos Task 2 Travel options Tasks 3, 5 Travel descriptions Task 4 Video text: travel show Task 6 Travel website Project Multimedia presentation Extra Reading Travel guide

Task 1 Phobia denitions Task 2 Descriptions Task 3 Email messages Task 4 Fear cards Task 5 Audio text: podcast Task 6 Email message Project Social media campaign Extra Reading Personal account

Text Types

Suggested Websites Workbook Unit 1 Uniquely Cool

Task

Page

4

7

6

Unit 2 Trivia Challenge

Unit 3 Extraordinary Sports

Unit 4 Animation Secrets

248

11

Description

Website

YouTube video – Teens react to 80s fashion

https://www.youtube.com/watch? v=NdOYTisTsw8

YouTube video – Teens react to 90s fashion

https://www.youtube.com/watch? v=BspA-FF7wAo

List of top 100 famous people

http://www.biographyonline.net/ people/famous-100.html

The Famous People: Society for Recognition of Famous People

http://www.thefamouspeople.com/

Project

15

Timeline of fashion trends across the decades

http: //www.tufts.edu/~mlee21/ trends.html

Vocabulary

18

Hufngton Post article on slang words

http://www.hufngtonpost.ca/ 2012/12/19/slang-words-2012_n_ 2322664.html

2

21

CBC’s Canada’s Smartest Person website

http://www.cbc.ca/smartestperson/

5

28

Trivia quiz: “How Canadian Are You, Eh?”

http://www.cic.gc.ca/english/games/ how/index.asp

Extra Reading

34

Reach for the Top website

http://www.reachforthetop.com/

6

47

YouTube video – List of unusual extreme sports

https://www.youtube.com/watch? v=JDt6T4HiM3U

Project

51

ABC News video – Extreme athletes

http://abcnews.go.com/Nightline/ video/extreme-athletes-soar-slopesskis-parachute-28880603

Extra Reading

52

Photoblog on blind campers

http://photoblog.nbcnews.com/_ news/2013/07/03/19271554-for-blindcampers-a-rst-chance-to-swimand-canoe?d=1

1

56

YouTube video – Creating stop animation

https://www.youtube.com/watch? v=wVjMFU11hVA

3

58

Timeline of the history of animation

http://www.softschools.com/ timelines/history_of_animation_ timeline/251/

Extra Reading

72

Information on computergenerated actors

https://www.theguardian.com/ lm/2015/mar/27/paul-walkerfurious-seven-brief-history-ofcomputer-generated-actors

Snapshot Year Two n Suggested Websites

Reproduction prohibited © TC Media Books Inc.

Workbook Unit 5

Task

Page

Description

Website

2

78

Logo quiz

http://www.businessinsider.com/logoquiz-can-you-identify-these-brandswhen-their-names-are-stripped-out2012-7?op=1

3

81

List of companies with catchy taglines and slogans

http://blog.hubspot.com/blog/ tabid/6307/bid/33535/10Companies-That-Totally-NailedTheir-Taglines.aspx

Extra Reading

90

YouTube video – Evian babies

https://www.youtube.com/watch? v=pfxB5ut-KTs

ALS Ice Bucket Challenge website

http://www.alsa.org/ght-als/ ice-bucket-challenge.html?referrer= https://www.google.ca/

The Push and Pull of Advertising

Unit 6 Weird News

Unit 7 Fears and Phobias

Unit 8 Travel the World

1

94

YouTube video – Giant creature on building

https://www.youtube.com/watch? v=_VhojvhhPng

5

102

UFO Sightings Daily website

http://www.ufosightingsdaily.com/

Extra Reading

108

Museum of Hoaxes website

http://hoaxes.org/

1

112

Phobia quiz

http://www.playbuzz.com/katelynw11/ can-you-guess-the-phobia-by-itsname

3

115

How-to page on overcoming fear

http://www.wikihow.com/OvercomeFear

Extra Reading

126

Information on AMI Québec

http://amiquebec.org/anxiety/

YouTube video – Stress and the brain

https://www.youtube.com/watch? v=WuyPuH9ojCE

Atlantis Adventures Aruba website

http://www.depalmtours.com/ atlantis-submarines-expedition

Pelican Adventures website

http://www.pelican-aruba.com/en/

VIP Tours website

http://www.arubaviptours.com/

3

133

3

134

Aruba Aloe website

http://arubaaloe.com/pages/tour

4

136

The Vaga brothers’ website

http://vagabrothers.com

5

137

Live web cams from around the world

http://www.earthcam.com/

Extra Reading

145

Jasper Skytram website

http://www.jasperskytram.com/

Reproduction prohibited © TC Media Books Inc.

Snapshot Year Two n Suggested Websites

249

AudioAudio CD Track List CD Track List&&Transcripts Transcripts Section

Track

Introduction ..............................................................1

Unit 1

T2.1 T2.2 T2.3 T2.4

1:02 min 1:27 min

T3.1 T3.2

0:53 min 1:32 min

T4.1 T4.2

1:35 min 2:05 min 0:54 min

T5.1 T5.2 T5.3

1:02 min 1:25 min 1:17 min

T6.1 T6.2 T6.3

1:24 min 1:48 min 2:48 min

T7.1 T7.2 T7.3

Fears and Phobias How Scary Is This? (p. 114) — Dialogues ......................19 Fears or Phobias? (p. 119) — Dialogues ........................20 Getting Over a Fear (p. 120) — Podcast ........................21

250

1:18 min 1:44 min 0:59 min 6:47 min

Weird News Spot the Hoax (p. 95) — Dialogues................................16 I Saw It in the News (p. 96) — Dialogues .......................17 Did You See the News? (p. 101) — Dialogues................ 18

Unit 7

T1.1 T1.2 T1.3

The Push and Pull of Advertising Are Brands Important? (p. 79) — Dialogues ...................13 Print Ads (p. 83) — Concepts ........................................14 Picture This! (p. 84) — Dialogues ..................................15

Unit 6

1:52 min 2:00 min 1:15 min

Animation Secrets What Makes a Great Character? (p. 57) — Dialogues .... 11 Fun Animations (p. 65) — Dialogues ..............................12

Unit 5

–

Extraordinary Sports Extreme Athletes (p. 40) — Dialogues ..............................9 Ready, Set, Action! (p. 45) — Dialogues.........................10

Unit 4

0:46 min

Trivia Challenge Trivia Games 101 (p. 20) — Dialogues .............................5 Trivia Time (p. 21) — Dialogues ........................................6 The Question Game (p. 27) — Dialogues .........................7 Is That Your Final Answer? (p. 28) — Radio quiz .............. 8

Unit 3

Transcript Handout

Uniquely Cool Tic-Tac-Cool (p. 5) — Dialogues ......................................2 Cool Yesterday, Cool Today (p. 6) — Conversation........... 3 Cool Across the Decades (p. 7) — Dialogues...................4

Unit 2

Duration

Snapshot Year Two n Audio CD and DVD Track Lists

Reproduction prohibited © TC Media Books Inc.

Unit 8

Travel the World Dream Destinations (p. 131) — Dialogue........................22 Wide World or World Wide Web? (p.138) — Dialogues ......................................................23

Teacher’s Extra Listening Guide The Ultimate Decision (p. 276) — Dialogues...................24 Travel From Your Chair (p. 277) — Conversation ............ 25

1:25 min

T8.1

1:51 min

T8.2

2:10 min 2:21 min

TEL1 TEL2

2:34 min

ES2.2

3:24 min

ES3.2

Evaluation Situation 2 Identify the Products (p. 332) — Dialogue ......................26

Evaluation Situation 3 Theories About the Bermuda Triangle (p. 344) — Dialogue .......................................................27

DVD List DVDTrack Track List Section

Unit 3

Track

Extraordinary Sports “11-Year-Old Girl Shatters Climbing Records” (p. 44) .......... 1

Unit 4

4:36 min

Weird News “Canadian Ranch Family Frightened by UFO” (p. 102)............. 3

Unit 8

5:06 min

Animation Secrets “A Rare Look Inside Pixar Studios” (p. 66) ........................... 2

Unit 6

Duration

1:48 min

Travel the World “Travel Tips: Where to Travel?” (p. 136)................................ 4

Reproduction prohibited © TC Media Books Inc.

4:27 min

Snapshot Year Two n Audio CD and DVD Track Lists

251

Name:

Tic-Tac-Cool

Date: Unit 1

Group: Task 2, Step 3 Workbook page 5

Model Dialogue

BOY: No, it doesn’t.

BOY: Pastimes. Do you do this indoors?

GIRL: Is it going to a movie?

GIRL: No, I don’t.

BOY: No, that’s not it.

BOY: Do you need a ball?

GIRL: Is it going to a concert?

GIRL: Yes, I do.

BOY: Yes, you guessed it!

Audio CD Track 2 Handout T1.1

BOY: Do you play in a team? GIRL: Yes, I play in a team. BOY: Is your pastime soccer? GIRL: Yes! Okay, it’s your square! It’s my turn now.

Extra Dialogue 2 BOY: Let’s see, a person. Is it a man? GIRL: Yes, it is. BOY: Does he play music? GIRL: No, he doesn’t.

Extra Dialogue 1 GIRL: My turn now. Is it a sports event? BOY: No, it’s not. GIRL: Do you go to a theatre? BOY: You mean, to see it? GIRL: Yes. BOY: No, you don’t go to a theatre. GIRL: Is it musical?

BOY: Does he play a sport? GIRL: Yes, he does. BOY: Does he play hockey? GIRL: Yes. BOY: Is he in the NHL? GIRL: Yes, he is. BOY: This is not easy. Is it Carey Price? GIRL: Wow, good job! Yes, it is.

BOY: You mean does it involve music? GIRL: Yes.

252

Snapshot Year Two n Audio CD Transcripts

Reproduction permitted © TC Media Books Inc.

Name:

Cool Yesterday, Cool Today

Date: Unit 1

Group: Task 3, Step 2 Workbook page 6

Audio CD Track 3 Handout T1.2

EMILIO: Hey, Mom, the topic in my English class is the generation gap. MARIA: Generation gap? EMILIO: Yes, the differences between us and our parents. Do you want to do a quiz with me? MARIA: Sure. EMILIO: I say a category. Then, you say what you think is cool. MARIA: For example? EMILIO: The rst category is music. My answer is top ten popular tunes. What do you say? MARIA: I say Peruvian traditional music. I like lando. EMILIO: Okay. Category two is clothes. MARIA: Cool clothes? That makes me think of the eighties: shoulder pads! When I was a teen, they were cool. EMILIO: My answer is skater clothes! Category three: restaurants. MARIA: That’s easy! Peru Fiesta. EMILIO: I agree. I think that restaurant is cool, too. MARIA: What’s the next category? EMILIO: Movies. MARIA: I say movies like Saturday Night Fever and Grease—movies with dance in them. They’re really cool. EMILIO: I guess we’re different there. To me, a cool movie has lots of special effects. The last category is computers. MARIA: I only use a computer for work. It must be user-friendly. To me, cool means applications that are easy to use. EMILIO: I’m on my computer all the time: to nd information, keep in touch with friends, listen to music. Cool is computers 24/7!

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Audio CD Transcripts

253

Name:

Cool Across the Decades

Date: Unit 1

Group: Task 4, Step 3 Workbook page 7

Audio CD Track 4 Handout T1.3

Model Dialogue GIRL: I think this hairstyle is cool. It looks similar to my brother’s hair. BOY: It’s not something I like! Look at those pants. They’re not cool at all. GIRL: They’re really different from what we wear today. BOY: Yes, but that shirt is very similar to what I am wearing right now! Extra Dialogue 1 GIRL: I like the colours of her dress. Patterns like that are still in style! BOY: Do you think that girls wear short dresses like that today? Is it cool? GIRL: Yes, but they do not wear yellow leotards. That is uncool. BOY: I agree. Her haircut looks similar to my sister’s. Extra Dialogue 2 GIRL: I like the white glasses. I think they look cool. What do you think? BOY: I agree but I do not like that hairstyle. I prefer short hair. GIRL: I disagree. His hairstyle is still popular. BOY: Look at his shirt. It is not different from what we wear today.

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Name:

Trivia Games 101

Date:

Group:

Unit 2

Task 1, Step 1 Workbook page 20

Audio CD Track 5 Handout T2.1

Model Dialogue BOY: What trivia games do you like to play? I like board games. GIRL: Me too. Let’s write that down. BOY: Next, places to nd trivia games. Let’s make a list. Then we can compare them, okay? GIRL: Right! What a team! Extra Dialogue 1 GIRL: There are a lot of trivia games that ask questions. BOY: Yes, there are. What are some different places to nd them? GIRL: I like to play one on the Internet. It’s about movie stars. BOY: Oh, I play one online too. It’s about sports. GIRL: Great, we can write that down: online. Extra Dialogue 2 BOY: Now we need to write down categories of questions. GIRL: Yes. Well, we have sports. BOY: Right. And there’s geography. GIRL: That’s a good one. And movie stars can also be a category, so let’s add that to our list.

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255

Name:

Trivia Time

Date: Unit 2

Group: Task 2, Step 2 Workbook page 21

Audio CD Track 6 Handout T2.2

Model Dialogue GIRL 1: Okay, it’s your turn. What question do you choose? BOY: Question X, for ve points. First, write my initials. Let me read it to you. GIRL 1: Wow! That’s difcult. Do you know the answer? BOY: I think so. The answer is Ottawa. GIRL 1: Okay, everyone, write it down. GIRL 2: I’m the next player. My question is F for one point. Extra Dialogue 1 GIRL 2: All right. Question F for 1 point. Did you write down my initials? GIRL 1: Yes, we did. Read out the question. BOY: That doesn’t sound too difcult. GIRL 2: No, it doesn’t. That’s why I chose it. The answer is B. BOY: Circle that answer, everybody. GIRL 1: I don’t think you’re right. GIRL 2: Uh oh! Extra Dialogue 2 GIRL 1: It’s my turn. Hmm. I think I’ll try question S for 4 points. BOY: We all wrote down your initials. Do you want to read out the question? GIRL 1: Sure. And I’m pretty sure I know the answer. GIRL 2: What is it? GIRL 1: I say it’s A, rice. Everybody circle my answer. BOY: Got it. Now it’s my turn. Look out!

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Name:

The Question Game

Date: Unit 2

Group: Task 4, Step 2 Workbook page 27

Audio CD Track 7 Handout T2.3

Model Dialogue GIRL: I choose What, for four points. What is our galaxy’s name? BOY: It’s the Milky Way. Write my initials. My turn. I choose Where, for ve points. Where is Mount Everest? Extra Dialogue 1 GIRL: I choose Who, for four points. Who invented the telephone? BOY: It was Alexander Graham Bell. Write my initials. My turn. I choose Which, for ve points. Which planet is closest to the sun? Extra Dialogue 2 GIRL: I choose What, for four points. What colour are emu eggs? BOY: I don’t know. Are they yellow?

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257

Name:

Is That Your Final Answer?

Date: Unit 2

Group: Task 5, Step 2 Workbook page 28

Audio CD Track 8 Handout T2.4

HOST: Hello, listeners! Welcome to Snapshot Radio. Nick Vogel is here today. Nick, I hear you have a quiz for us. NICK: Hi everybody. That’s right. Today I have a trivia quiz that will test your knowledge of Canada. HOST: Great! How do our listeners play? NICK: There are three types of questions: multiple choice, true or false, or just give an answer. I’ll read each question and give you time to write down the answer. HOST: Great! Let’s go. NICK: Question one: How many provinces are there in Canada? a) 8, b) 10 or c) 13? Question two is a true or false question. True or false? A Canadian invented the game of basketball. For Question three, you have to give the answer. What animal is on the Canadian quarter? Question four: multiple choice. In what two provinces are the Rocky Mountains? a) Alberta and Saskatchewan, b) British Columbia and Saskatchewan or c) British Columbia and Alberta? Question ve is also multiple choice. What province do we call “The Rock”? Is it a) British Columbia, b) Ontario or c) Newfoundland and Labrador? Question six: multiple choice again. What is the name of the famous bridge that goes to Prince Edward Island? Is it a) Long Bridge, b) Green Gables Bridge or c) Confederation Bridge? Question seven: true or false? The province of Saskatchewan is beside an ocean. Question eight: another multiple choice. Which territory came into existence in the year 1999? Was it a) Nunavut, b) the Northwest Territories or c) the Yukon? Question nine: give the answer. Name the oldest fortied city in North America. And now the last question. True or false? Canadians eat more macaroni and cheese than any other people in the world. HOST: Wow! Now that’s an interesting question. Thanks, Nick, for preparing that quiz for us. It was fun. NICK: You’re welcome.

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Name:

Extreme Athletes

Date: Unit 3

Group: Task 2, Steps 1 and 2 Workbook page 40

Audio CD Track 9 Handout T3.1

Model Dialogue BOY: This sport looks technical. An athlete in this sport has to be skilled and strong. GIRL: I agree. The athlete must also be adventurous. BOY: Could you imagine trying it? GIRL: No, I couldn’t. It looks too scary for me. Extra Dialogue 1 BOY: This sport requires the athlete to be brave and determined. GIRL: I agree. The athlete must also be focused. BOY: Could you imagine trying it? GIRL: Yes, I can. I love heights. Extra Dialogue 2 GIRL: In this sport, it is more important to be coordinated than strong. BOY: I disagree. I think it is important to be both coordinated and strong. GIRL: Could you imagine trying it? BOY: No, I couldn’t. I am scared of the water.

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Name:

Ready, Set, Action!

Date: Unit 3

Group: Task 5, Step 2 Workbook page 45

Audio CD Track 10 Handout T3.2

Model Dialogue GIRL: The answer is rock climbing. You must have a harness. BOY: What’s a harness? GIRL: It’s a belt to hold you in place. BOY: Oh, I remember. Okay. My turn. Extra Dialogue 1 GIRL: Mountain biking. What equipment do you need? A helmet and—how do you say it? BOY: You mean pads? GIRL: Yes, that is it. Thanks. Your turn. BOY: What science does the person who practises this sport use? I have BMX. Science? I don’t remember. GIRL: Come on! Choose from physics, chemistry or biology. BOY: Oh, physics: speed. Extra Dialogue 2 BOY: Hill-rolling. Is it a high- or low-risk sport? GIRL: What’s hill-rolling? BOY: Remember, the sport where you roll down a hill in a plastic ball. GIRL: Oh, right. I would say low-risk, but you could still get hurt. BOY: Good job! My turn!

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Name:

What Makes a Great Character?

Date: Unit 4

Group: Task 2, Step 3 Workbook page 57

Audio CD Track 11 Handout T4.1

Model Dialogue GIRL: My character is goofy and loveable. BOY: Does he have a giant smile? GIRL: Yes. BOY: I think it’s character f? GIRL: You’re right. It’s your turn. Extra Dialogue 1 GIRL: My character is short and frightening. BOY: Does he wear a mask? GIRL: No. BOY: I think it’s character g. GIRL: You’re right. You go now. Extra Dialogue 2 GIRL: My character is clumsy and brave. BOY: Is it character f? GIRL: No, try again. BOY: Is he short? GIRL: Yes. BOY: Alright, is it character h? GIRL: Yes, you got it!

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261

Name:

Fun Animations

Date: Unit 4

Group: Task 5, Step 3 Workbook page 65

Audio CD Track 12 Handout T4.2

Model Dialogue BOY: Let’s look at the storyboard. Do you want to start? GIRL: Sure. I think the meteor is moving. It will hit the earth. BOY: Um. What’s happening in the next shot? Oh, the girl is ying a kite. Extra Dialogue 1 GIRL: Let’s look at Scene 2. It shows a superhero and he’s sleeping. BOY: In Square 4, we see the meteor again. It’s getting close to the earth. What happens next? GIRL: A woman is calling the superhero. Look, his cellphone is beeping. BOY: You’re right. I think that she’s the President of the U.S.A. and she’s calling for help. Extra Dialogue 2 GIRL: In Scene 3, the girl is holding her kite. She’s looking at the sky. BOY: In the next shot, she’s on the kite. Look, she’s ying. GIRL: What do you think she’s doing? Oh, she’s hitting the meteor and pushing it away. BOY: I think that the girl replaced the superhero. GIRL: Yes, look at Scene 4. The President is surprised.

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Name:

Are Brands Important?

Date: Unit 5

Group: Task 2, Step 4 Workbook page 79

Audio CD Track 13 Handout T5.1

Model Dialogue BOY: What’s our answer? Yes or no? GIRL: I say no. How about you? BOY: I agree. This will be easy! Let’s write our rst argument. GIRL: Well, if teens can’t wear logos, I think they will nd another way to look cool and show off. BOY: That’s right. A ban will not change anything. Let’s nd a second argument. Extra Dialogue 1 GIRL: I think that some teens will always tease others. BOY: That’s true. That could be our second argument. GIRL: So what do we write? BOY: Banning logos will not stop teens who are cruel. Extra Dialogue 2 GIRL: I don’t think that logos are the real problem. Some teens are just mean. BOY: That’s a very good argument. We need to change people’s attitudes. GIRL: We should ban bullying and hurtful remarks, not logos. Do you agree? BOY: Yes. I’m writing it down. I think that we must stop excluding schoolmates and be more accepting.

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263

Name:

Print Ads

Date: Unit 5

Group: Task 4, Step 4 Workbook page 83

Audio CD Track 14 Handout T5.2

Companies create ads to sell you a product. Be a smart, critical consumer. Be aware of how print ads work. My name is Danny Smith and I want to help you read ads. Here are some steps to follow. Step 1: First, identify the brand name. This tells you who the ad is from. It’s important to know who wants to sell you something. Step 2: Second, read between the lines. Who do you think will like this ad? Is it aimed at male or female customers? At teens or adults? The advertiser wants to sell a product to specic buyers. We call these buyers the target audience. Step 3: Next, look at the people in the ad. Do they look happy? Does the advertiser use a lot of colours? Does the ad represent a specic lifestyle? If so, is it idealized or gloried? For example, it may show a group of good-looking teenagers having a lot of fun eating cereal. Image is important. It makes people feel good. Step 4: Examine the slogan and the logo. Are they visible and easy to remember? Is the slogan short and snappy? Is the logo clearly identiable? And nally, Step 5. Think about the strategies the advertiser uses to convince people to buy the product. What words does the ad use in the pitch line? Remember the techniques in Task 1. Does it use weasel claims or urgency tactics?

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Name:

Picture This!

Date:

Group:

Unit 5

Task 5, Step 1 Workbook page 84

Audio CD Track 15 Handout T5.3

Model Dialogue GIRL 1: That snowy picture makes me think of being on a ski vacation. GIRL 2: Really? It makes me want a cup of hot chocolate. BOY: It reminds me of the last big cold I had. Extra Dialogue 1 GIRL 1: This fast-food picture reminds me of a documentary on fast food. GIRL 2: Really? It makes me think of having an upset stomach. BOY: It reminds me that fries go with everything. Extra Dialogue 2 GIRL 1: This picture makes me think of a non-violence ad campaign. GIRL 2: Really? It makes me want to go to college. BOY: It reminds me that I need new eyeglasses.

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265

Name:

Spot the Hoax

Date: Unit 6

Group: Task 1, Step 2 Workbook page 95

Audio CD Track 16 Handout T6.1

Model Dialogue BOY: I think this is true. What do you think? GIRL: I disagree. It sounds like a hoax. BOY: What is your reason? GIRL: I don’t think it is possible because it sounds too extreme. Extra Dialogue 1 BOY: I don’t think that is possible. What do you think? GIRL: I agree. It sounds like a hoax. BOY: Why do you think that? GIRL: I think it’s impossible because it’s too unjust. Extra Dialogue 2 BOY: I don’t think it is possible. What do you think? GIRL: I disagree. It sounds like a true story. Why do you think it’s impossible? BOY: It’s unbelievable. I’ve never heard of anything like this. GIRL: I still think it’s possible even though it’s not common.

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Name:

I Saw It in the News

Date: Unit 6

Group: Task 2, Steps 1 and 3 Workbook page 96

Audio CD Track 17 Handout T6.2

Model Dialogue BOY: I disagree with this rst one. I prefer to read news online. GIRL: I don’t agree because I enjoy the Saturday newspaper. BOY: But the Internet is more up to date. GIRL: You are right about that, but I like to do the crossword puzzle with my parents. What about this one? Extra Dialogue 1 BOY: I agree with this second one. I have a friend who believes almost everything he sees online. GIRL: I agree because I read about people sending money to the wrong people. BOY: But sometimes if you check the story, you can truly help someone. GIRL: You are right about that, but I only trust reliable, ofcial websites. Extra Dialogue 2 BOY: I disagree with the third one. Journalists may report part of the facts and some lies. GIRL: I agree with you because I read teen magazines and some stories are questionable. BOY: Sometimes sensational cover stories sell more magazines. What do you think? GIRL: I like to see pictures of the artists I like but I don’t believe everything that is written about them.

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267

Name:

Did You See the News?

Date: Unit 6

Group: Task 4, Step 4 Workbook page 101

Audio CD Track 18 Handout T6.3

Model Dialogue GIRL: I think that story is a hoax. Do you believe it? BOY: I’m not sure. I think it could be true. GIRL: Why? BOY: Well, I heard a story like that on TV. I think it could happen because . . . Extra Dialogue 1 GIRL: Which text did you read? BOY: I read this one. What a crazy story! I’m sure it’s a hoax. GIRL: I don’t agree. I think it’s true. BOY: Why do you think that? Extra Dialogue 2 BOY: This story is really hard to believe. GIRL: It is bizarre. So you don’t think it’s true? BOY: No, I don’t think that could happen. I’m going to say it’s a hoax. What about you? GIRL: All of these stories are hard to believe, but I’m sure that this one is true.

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Name:

How Scary Is This?

Date: Unit 7

Group: Task 2, Step 3 Workbook page 114

Audio CD Track 19 Handout T7.1

Model Dialogue BOY: What did you write for the rst one? GIRL: I said that it was quite scary. I don’t like cities. I don’t like being alone! How do you feel about that? BOY: I think it’s not scary. If I have a map, I’m okay. Just stay on busy streets. GIRL: That’s a good idea. Okay, let’s discuss the next situation. Extra Dialogue 1 BOY: What did you write for the second one? GIRL: I said that it was not scary. I don’t mind being in the dark. How do you feel about that? BOY: I don’t think it is scary. I like to light candles and I can also use my phone to see. GIRL: That’s a good idea. Okay, what about the next question? Extra Dialogue 2 BOY: What did you write for the third one? GIRL: I said that it was somewhat scary. I worry that one of the kids will get hurt or sick. How do you feel about that? BOY: I think it is somewhat scary. I’m often afraid that one will leave the house without my permission. GIRL: That would be scary. Okay, let’s discuss the next situation.

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269

Name:

Fears or Phobias?

Date: Unit 7

Group: Task 4, Step 3 Workbook page 119

Audio CD Track 20 Handout T7.2

Model Dialogue BOY: Let’s start with being vaccinated and going to the dentist. Which is worse? GIRL: It’s difcult to decide, but I think being vaccinated is really scary. BOY: Really? Why? Needles aren’t so bad. GIRL: I hate the feeling of needles. I’m really scared that they’ll go right through my arm. Extra Dialogue 1 BOY: Which is scarier to you, an oral presentation or a big exam? GIRL: That’s an easy one. I’m allergic to orals. They’re more frightening to me than exams. BOY: Wow, I totally disagree! I like to do orals. They’re more fun than exams. GIRL: Not for me. I prefer exams because then I can study and be well prepared. BOY: Exactly. I hate studying! Extra Dialogue 2 GIRL: Let’s talk about the next one. Which situation do you think is scarier? BOY: Well, I’m not afraid of dogs or spiders, so I don’t know what to say. GIRL: Let’s say that the dog is really aggressive and the spider is poisonous. Then what do you say? BOY: In that case, they’re both scary. I think an aggressive dog is more dangerous than the spider, though. GIRL: I agree. I think that the dog is worse than the spider.

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Name:

Getting Over a Fear

Date: Unit 7

Group: Task 5, Step 3 Workbook page 120

Audio CD Track 21 Handout T7.3

Do you panic at the sight of a snake? Do you avoid climbing ladders? Maybe you’re afraid of swimming in a lake. If you have a very strong fear of something that’s normal for most people, you might have a phobia. Today on the Help Yourself podcast, I’ll talk about what you can do to get over a fear. It’s normal to be afraid of some things. But a fear that goes too far and stops you from doing something that you want to do isn’t normal. We call it a phobia. Here is an example: your friend is having a party. You want to go but you stay at home because there will be too many people there. There are some things that you can do to help yourself. First of all, understand your fear and observe how you feel. Tell yourself, “I have a presentation and I’m afraid. But I can handle this if I use my strategies.” Next, take small steps. You can’t cure a phobia in one day. Get used to something gradually. If you’re afraid of spiders, start by just looking at pictures of spiders. Read a book about spiders. Then, look at them from a distance. Gradually try to become more comfortable with the situation. When you are facing your fear, take deep breaths. We know that deep breathing can help calm you down in a stressful situation. Another idea is to talk to yourself. Repeat a phrase like “I’m ready for this exam.” This can help you to stay calm and be more positive. If your phobia is about your school work, remember that the best way to feel better is to stay organized. If you’re well prepared for exams and presentations, you’ll feel better. When you do make progress, even with a small step, congratulate yourself. You’ll know that you’re on the right track. Finally, if these ideas don’t work for you, ask for help. A psychologist is a person who can help you overcome your phobia. He or she can give you more ideas for facing your fear. Remember, almost everybody needs help at one time or another. Don’t be shy to ask for it.

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271

Name:

Dream Destinations

Date: Unit 8

Group: Task 2, Step 2 Workbook page 131

Audio CD Track 22 Handout T8.1

Model Dialogue BOY: I would prefer to go camping. It is more interesting because I love to be outdoors. GIRL: I don’t agree with you at all. I think a luxury hotel is more pleasant than a sleeping bag. I like comfort! BOY: I agree that comfort is nice, but I don’t like cities. There are too many people! Extra Dialogue 1 BOY: I would prefer to go kayaking with beluga whales in the Canadian Arctic. I would love to watch the whales. GIRL: That’s interesting, but I think scuba diving in Mexico is more enjoyable than kayaking in freezing waters. BOY: I agree that the water is warmer in Mexico, but I really love kayaking. Extra Dialogue 2 GIRL: I would prefer to travel inexpensively with a friend in Europe. I like to be spontaneous. BOY: I agree with you. I think travelling inexpensively with a friend in Europe would be more enjoyable than being on a bus with a lot of people. GIRL: I agree. I like to be free and I wouldn’t like to follow a schedule during a holiday.

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Name:

Wide World or World Wide Web?

Date: Unit 8

Group: Task 5, Step 7 Workbook page 138

Audio CD Track 23 Handout T8.2

Model Dialogue BOY: I think that virtual travel could replace real travel. GIRL: Why? BOY: It’s cheaper. You could go anywhere and you wouldn’t need money. What do you think? GIRL: I don’t think it could replace real travel. I would prefer to go to a real place. BOY: Why? I think that we should look at an interactive travel website. Then, we’ll decide. GIRL: Okay. Extra Dialogue 1 GIRL: My sentence says, “You can visit more places faster with virtual travel.” That’s an advantage. BOY: How? GIRL: You can go to many places in a short time and you don’t waste time. What do you think? BOY: I think it’s a disadvantage. GIRL: Really? Why? BOY: Because if you visit more places faster, you have no time to stop and relax. I don’t like that. I can’t enjoy the experience. GIRL: Maybe, but I like to do lots of things fast. BOY: That’s your opinion. My turn now. Extra Dialogue 2 BOY: This sentence says, “Virtual travel is interactive.” I think that’s an advantage. GIRL: Why? BOY: I think it’s better than looking at photos. You can really participate. GIRL: What’s your second reason? BOY: You can travel from home or even at a ball game.

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Name:

The Ultimate Decision

HOST: Mathieu Jodoin, a bungee jumper, is with us today. He jumped 62 metres! Let’s nd out what extreme athletes think before they jump. Mathieu? MATHIEU: One voice is saying, “Wait! I could die!” The other voice is saying, “Fun! I like being scared!”

Date: Unit 3

Group: Extra Listening 1 Transcript

Audio CD Track 24 Handout TEL1

HOST: Those are the same two reasons you gave. MATHIEU: Yes, excitement and risk. I could break a leg or suffer a concussion, but the desire to jump is too strong! HOST: And you could die.

HOST: That’s crazy! Why do you bungee jump?

MATHIEU: True. I could die. That’s the second thing the researchers found.

MATHIEU: I get bored quickly. I like to try new things.

HOST: What do you mean?

HOST: I do too, but this is different. It’s dangerous.

MATHIEU: When you’re on the edge and ready to jump, you’re totally terried. Your heart rate is high. The adrenaline ows through your body!

MATHIEU: Yes, it’s very dangerous. That’s also why I like it.

HOST: That’s exciting?

HOST: I don’t understand. MATHIEU: I’m not afraid to take risks. I like excitement. HOST: I read that researchers did a study and they found that someone who does ultimate sports has a special brain. Do you agree? MATHIEU: Yes, I read that article, too. I totally agree. HOST: They studied mountain climbers and BASE jumpers.

MATHIEU: It is! Adrenaline makes you strong and you’re able to move faster. But there’s more. When you make a jump, your brain secretes serotonin. HOST: Serotonin? What’s that? MATHIEU: It’s a chemical that sends messages to your brain. It makes you feel great. It gives you feelings of well-being. HOST: That’s amazing! Ultimate sports, ultimate brain. Thank you, Mathieu, and good luck on your next jump.

MATHIEU: Yes, they found that they’re easily bored and they’re not afraid of risks.

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Name:

Travel From Your Chair

Date:

Group:

Unit 8

Extra Listening 2 Transcript

Audio CD Track 25 Handout TEL2

GIRL: Hey, David. Do you want to take a virtual trip to the Arctic? BOY: The Arctic? Why the Arctic? GIRL: Oh, I’d love to go there and see the tundra. Nice! Look at this. BOY: That’s awesome! Those photos are great. They must be in HD resolution. GIRL: Yes, look at the snowstorm. It’s completely white. BOY: Listen to this. GIRL: What is it? BOY: It’s a sound le. It’s the wind. GIRL: That’s amazing! BOY: Oh, if we click here, we can visit an igloo. GIRL: What? Let’s go! BOY: That’s a snowmobile! Do you hear it? Here we are at the igloo. GIRL: It’s a 360-degree view. Wow, it’s like we’re really there. GIRL: Listen. We can hear someone walking in the snow! BOY: Cool! This site is fantastic. Let’s nd another place—a place with a view. GIRL: How about the Grand Canyon? BOY: Wow, that’s incredible! It’s interactive. You can zoom in and out. GIRL: Let me try. Ooh! I feel dizzy! That’s so high. BOY: Look at the colours. The HD photography is awesome. The rocks are so clear, it’s like looking out of the window. GIRL: Let’s try the 3-D feature. Look! We can see down the river for kilometres. And we can hear it, too. BOY: Look out! Those are pretty scary rapids. GIRL: There are all kinds of sounds. Listen. That’s an eagle. BOY: I love virtual travel. These sites are even better than podcasts. GIRL: Podcasts? What are they? BOY: They’re recordings on websites, like diaries. You can listen to travellers talk about their adventures. GIRL: Great. Let’s listen to some tomorrow.

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Name:

Date:

The Ultimate Decision

Unit 3

Group: Extra Listening 1

Handout EL1

1. Before you listen to the interview, explain why you think people take risks in sports. Give two reasons.

2.

Look at the graphic organizer below and then listen to an interview with a bungee jumper. As you listen, take notes in the graphic organizer. Then, complete your answers.

3. Answer the questions. Use information from the interview to help you explain your answer. a. Do you think that you have the qualities to do an extreme sport?

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

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Name:

Date:

Travel From Your Chair

Unit 8

Group: Extra Listening 2

Handout EL2

1. Before you listen to the conversation, explain how you use your computer to explore places or nd information about places you like or would like to visit.

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

3.

Denition

1. interactive

a. image from all points of view

2. 360° view

b. easy to use

3. HD resolution

c. audio recordings available on websites

4. user-friendly

d. allows input from the user

5. podcasts

e. superior picture quality

Listen as two teens explore some virtual travel websites. Take notes on their experiences below. Destination 1: Reason: What They See

What They Hear

Destination 2: Reason: What They See

What They Hear

4. How is virtual travel different from watching TV?

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

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Name: ___________________________________________ Date: ________________________ Group: ___________

Advertising 2030

Unit 5

Extra Reading 1

Handout ER1

1. Do you think that ads will be the same or different in the future? Explain your answer.

2. How often do you notice billboards or electronic posters? What do you like or dislike about them?

3. Match each vocabulary word with its denition. Write the letter on the line. Vocabulary

Denition

1. customized

a. wasted

2. discarded

b. unseen

3. dynamic poster

c. pay received from a job

4. hidden

d. multimedia image

5. income

e. personalized

4. Read the questions after the text. As you read, highlight the information that will help you answer the questions. Advertising 2030 I imagine that in 2030, all ads will be customized. They will be customized to my needs, but also to my wants. Billboards will display ads just for me. They will identify who I am, my age, my gender, my shopping habits and my income. As I walk by, street billboards will change their display and I will see an ad aimed at me, a 26-year-old woman. In the shopping malls, hidden cameras will also lm and read the way I am dressed and send the information to the display posters. The dynamic posters will then direct me to where the kinds of clothes I wear are on sale. My phone will talk to me. It will remind me what types of things I usually buy at this time of year or should replace. It will tell me how much money I can spend and what my credit limit is. It will give me directions to where I can buy what I need 278

Snapshot Year Two n Extra Reading

and tell me if I can afford it. Even better, I will be able to set preferences for my family and friends as well. For example, I will see a picture of my mother on my phone and a message will remind me to buy her a birthday gift. It will tell me where to buy her favourite products. I will also receive an email message with a list of gift ideas, to remind me that it is my friend Jade’s birthday in a week. The message will suggest that I forward the list to her three best friends. On the Internet, ads on the pages I consult will match my favourite colours and show me products that I like. My purchasing information and banking information will inuence every page I read. For example, my search engine will also know when my car lease is going to end and will display car ads as I search. The environmental cost of things will become as important as their dollar cost. Ads of all kinds Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Advertising 2030

Unit 5

Extra Reading 1

Handout ER1 (cont.)

in magazines, on billboards and on television will remind buyers of the national ecological footprint score of popular goods and services.

careful to distinguish between the things I need and the things I want, but I already have to do this!

As Wi-Fi becomes more widespread, the ads I see will depend on where I am. While in the grocery store I will receive ads and coupons for grocery store items that correspond to things on my grocery list, which will also be on my smart phone. While waiting for the bus or train, I will receive ads for books or other forms of distraction.

Glossary

All of this customized advertising will help me make smarter choices. I will have to be

billboards: surfaces for large advertisements aimed: targeting afford: have enough money forward: transfer purchasing: shopping car lease: contract for borrowing a car ecological footprint: environmental impact widespread: popular

5. What will billboards be able to do?

6. What information will your phone provide?

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

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

9. Do you think that personalized ads inuence you more than universal ads? Why?

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

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279

Name: ___________________________________________ Date: ________________________ Group: ___________

Your Weird News Page

Unit 6

Extra Reading 2

Handout ER2

1. Read the vocabulary words below. Underline the word that is not related to the rst vocabulary word of each line. a. bin: container, box, punch b. facility: inability, place, centre c. grabbed: seized, ate, hold d. sort: organize, mix, classify e. sticking out: protruding, coming through, persisting f. thrashing: leaving, moving around, stirring g. tipped: fell, tumbled, slipped 2. While reading, circle all the past continuous verbs in the text. Your Weird News Page My name is John and I have a really weird story to tell. I was at work in a postal facility in Milwaukee one morning when I got the surprise of my life. My job is to sort the mail. It was a typical day, and everything was happening as usual. There were several large piles for us to organize and send in the right directions. Milwaukee is a big city and we get packages from all over the world. That day we encountered a very exotic parcel. I was working at my station when I suddenly heard someone shout. I ran over to see what was happening. There was a large box and it was moving. I pushed the box with my foot. It tipped over. There was a small hole on one side. A nose and some sharp teeth were sticking out of it. We weren’t sure what it was but those teeth looked sharp. I had gloves on, so I tried to push the animal back inside and put tape over the hole. It didn’t work. It wasn’t long before the creature was out. It was an alligator about 1.2 m long! Everyone was panicking, but I knew I had to capture it. I grabbed it by its tail. It was ghting and biting, and trying to get away, but I threw it into a mail container and my colleague quickly put on the cover. The alligator was thrashing around in the bin and making a lot of noise. Everybody stayed far back but I sat on the cover to make sure it didn’t come off. Then, Glossary we called animal-control ofcials to come and get the beast. The animal-control people sent the alligator to a sanctuary in northern Illinois, and later it went to Florida. When we were talking about it afterwards, I discovered that the law says that you can only send live alligators by mail if they measure less than 50 cm! Cool!

280

Snapshot Year Two n Extra Reading

encountered: found parcel: package sharp: able to cut gloves: coverings for the hands beast: wild animal

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Name: ___________________________________________ Date: ________________________ Group: ___________

Your Weird News Page

Unit 6

Extra Reading 2

Handout ER2 (cont.)

3. Write down four things that John did to try to stop the alligator.

4. Write T (true) or F (false) beside each statement. a. b. c. d. e. f.

Someone tried to send an alligator by mail. The alligator escaped from the post ofce. John put the alligator back in its box. John’s colleague did not help him. The alligator survived the experience. It is legal to send live alligators by mail.

5. Write a newspaper headline for this story.

6. Answer the questions and discuss them with your classmates. Write down how many people support each side. Question

My answer

For

Against

Do you think that John was brave or stupid to grab the alligator?

Do you think that it is acceptable to mail live animals?

7. Do you think this news story is true? Why or why not?

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281

Name: ___________________________________________ Date: ________________________ Group: ___________

The Simple Present

Unit 1

Handout Q1

Grammar Quiz 1

A. Complete the text with the simple present of the verbs in parentheses. Greendale High School Student Life Forum On today’s Student Life forum, we (want)

1

cool new activities. Students (like, negative) 3 4 always 5

to be bored at

2

lunchtime. Every year, the school (offer) (be, negative)

your ideas on some

a list of activities, but they

very popular. What activities (recommend)

you

6?

Post your comments here! I (think)

7 that

it (be)

8a

to ask students. Teens (know) 10.

9

what other teens (enjoy)

I (suggest)

My favourites (be)

11 12

13 14

craft activities. My friends

hockey and volleyball tournaments. – Jamal

The rst two suggestions (be) 16

more craft activities.

scrapbooking and painting. – Elyssa

Crafts? No way! We (need, negative) and I (enjoy)

good idea

15

good ones. I also (recommend)

book clubs or chess tournaments. – Hugo

B. Complete the dialogue with appropriate yes / no or information questions. 1. Prisca:

?

Jordan: Yes, the basketball tournament is tonight. 2. Prisca:

?

Jordan: Sure, I want to go with you and Penelope! 3. Prisca:

?

Jordan: Yes, I have a lift. 4. Prisca:

?

Jordan: I want to leave after dinner, around 6:00 p.m. 5. Prisca:

?

Jordan: The tournament ends at ten o’clock.

282

Snapshot Year Two n Grammar Quizzes

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Simple Past

Unit 2

Grammar Quiz 2

Handout Q2

A. Write the following verbs in the simple past tense. 1. have 2. sit 3. is 4. teach 5. do 6. travel 7. are 8. identify 9. am 10. go B. Rewrite the sentences in the negative form of the simple past. Use the contracted form. 1. Zack studied for the game. 2. We went to the contest. 3. Jimi left the game early. 4. I was very well prepared. 5. They enjoyed the experience. C. Write an information question for each answer. Use the underlined words and the following question words. how • how long • what • where • who 1. Jeff quit the trivia team.

?

2. He was on the team for two years.

?

3. His teammates felt disappointed.

?

4. Annie wanted Jeff to stay on the team.

?

5. His family moved to a new house in Westmount.

?

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283

Name: ___________________________________________ Date: ________________________ Group: ___________

,

,

,

,

Unit 3

Grammar Quiz 3

Handout Q3

A. Underline the modal that expresses the meaning in parentheses. 1. Skateboarding (could / must) become an Olympic discipline one day. (possibility) 2. Mountain bikers (can / have to) wear a helmet. (obligation) 3. BASE jumpers (should / could) always obtain permission to jump. (advice) 4. You (could / must) try underwater hockey at least once in your lifetime! (obligation) 5. The mountain climbers (should / cannot) reach the summit through that pass. (ability) 6. You (should / must) always wear a helmet when you ski. (advice) 7. Asha (cannot / has to) go bungee jumping because she is scared of heights. (ability) 8. You (could / should) win the rock-climbing contest if you practised. (possibility) B. Write a yes / no question or an information question that matches the underlined information in each sentence. 1. Yes, all participants must sign a permission form rst. ? 2. A safety harness could cost at least $100. ? 3. Extreme go-kart drivers have to wear protective equipment. ? 4. No, new runners shouldn’t participate in the race. ? 5. Rock climbers must begin at the foot of the cliff. ? 6. No, beginners cannot join the off-trail ski team. ? 7. Luka could win the BMX championship this year. ? 8. You have to be 15 years old to enter the competition. ?

284

Snapshot Year Two n Grammar Quizzes

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Present Continuous

Unit 4

Grammar Quiz 4

Q4 Handout Q2

A. Complete each sentence with the present continuous of the verb in parentheses. Use the full form. 1. Tommy (make, negative) the environment. 2. I (use)

an animated movie about my laptop to create the storyboard.

3. We (lm, negative) 4. Sally (watch) 5. The students (listen) 6. My brother (help, negative) 7. They (copy) 8. My team (create) 9. We (shoot, negative) 10. Jennifer (record, negative)

in the basement. an animated lm. to different background music. me to paint the set. the frames to slow the action. a two-minute lm. the last scene this week. the sounds. Monica is.

B. Reorder the words and phrases to create a yes / no question or an information question. 1. he / moving / is / arms / his ? 2. material / buying / are / their / they ? 3. he / saying / is / what ? 4. a / storyboard / using / is / she ? 5. he / moving / fast / how / is ? 6. cutting / are / scenes / you / which ? 7. they / a / classic / are / creating / animation ? 8. loading / she / images / a / is / program / into ?

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285

Name: ___________________________________________ Date: ________________________ Group: ___________

The Future

Unit 5

Grammar Quiz 5

Q5 Handout Q1

A. Underline the verb in each sentence. Then, rewrite the sentence with be going to. 1. Trevor will advertise his bicycle on the Internet.

2. They will convince you.

3. Often, companies will offer you free samples.

4. The images in an ad will catch your attention.

B. Underline the verb in each sentence. Then, rewrite the sentence in the negative. Use the contracted form. 1. They will see the name of the brand.

2. I will ignore persuasion techniques.

3. You will buy that cool scarf or bracelet.

4. The gamers will try the new game.

C. Complete each yes / no or information question. 1. Q:

magazine

you

?

A: I will buy the sports magazine. you

2. Q:

it?

A: I will get it online. 3. Q:

they

before buying a new car?

A: Yes, they are going to think before buying a new car. 4. Q:

they

on the pop-up ads?

A: No, they won’t click on the pop-up ads.

286

Snapshot Year Two n Grammar Quizzes

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Past Continuous

Unit 6

Grammar Quiz 6

Handout Q6

A. Complete each sentence with the past continuous of the verb in parentheses. 1. I (watch)

the news on TV last night.

2. You (look at)

the news on the computer.

3. Ann and Jean (read)

the newspaper.

4. Nancy and I (discuss) 5. My mother (listen)

the news. to the radio.

B. Underline the verb in each sentence. Then, rewrite the sentence in the negative. Use the full form or the contracted form. 1. It was raining last night.

2. The girls were walking in the rain.

3. A strange spaceship was ying through the air.

4. People were staring up at the spaceship.

5. A door was opening in the spaceship.

6. Three weird creatures were waving at the girls.

C. Use the prompt and write a yes / no question in the past continuous. 1. you / listen to my story

?

2. he / talk to the guard

?

3. they / going to the museum

?

4. I / intimidate the witness

?

5. Bob and I / investigate the case

?

6. it / rain when the theft occurred

?

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287

Name: ___________________________________________ Date: ________________________ Group: ___________

Review of Present, Past and Future Tenses

Unit 7

Grammar Quiz 7

Handout Q7

A. Complete each sentence with the correct tense of the verb to be: the simple present, the simple past or the future with will. 1. Today my birthday. I old enough to drive. 2. Tomorrow we

14 years old. In two years time, I

absent. We

there

members of the Phobia Club and

a special activity for us tomorrow.

3. Last year, Jo and Amy

afraid to play sports. This year they

on

the rugby team. B. Complete the text with the correct tense of the verbs in parentheses: the simple present, the simple past or the future with will. I often (walk)

1

in the woods near my house. Yesterday, I (go)

walk. I suddenly (hear) 5

3

a strange noise behind me. I (think)

a bear. I always (carry)

out of my pocket. I (see) what it (be) I (smell)

13

6 8

10,

2

it (be)

spray with me, so I (take)

a bush move and as I (look)

something (spray)

terrible! I (stay)

4

11 14

for my

7 9

me! It (be)

it

to see 12

a skunk.

away from moving bushes next time.

C. Complete each sentence with the present continuous or past continuous of the verb in parentheses. 1. Right now, you (take)

a grammar quiz.

2. Last night, Ryan (worry) 3. We (study)

about the quiz. when they arrived.

4. The class (do)

well this year.

D. Rewrite each sentence in the negative. Use the full form or the contracted form. 1. Wylie loves spiders. 2. Eddie was trying to scare me. 3. They answered the phobia questionnaire.

4. I am feeling better now.

288

Snapshot Year Two n Grammar Quizzes

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Name: ___________________________________________ Date: ________________________ Group: ___________

,

,

Unit 8

Grammar Quiz 8

Handout Q8

A. Complete each sentence with would, could or should to express the meaning in parentheses. 1. We (possibility) 2. Lara

add photos of the Empire State Building and the Statue of Liberty. place the podcast icon there. (advice, negative)

3. Julie and James

like to add a video of a amenco show. (desire)

4. Dominique 5. Melanie

include an interactive tour of Whistler Village. (advice) write about the Great Wall of China. (ability, negative)

B. Read each sentence. Then, rewrite it as a yes / no question. 1. The Internet could help you plan your whole trip. ? 2. The website should include 360° views of the Sahara. ? 3. Kathleen should visit the pyramids in Egypt. ? 4. Nick and Sam would like to surf in the Canary Islands. ? 5. Visitors could make donations to the temple. ? C. Write an information question that matches the underlined information in each sentence. 1. The bus tour to Stonehenge should take all day. ? 2. L’Anse aux Meadows could be the oldest Viking settlement in North America. ? 3. The Peruvian government should restrict the number of tourists on the Inca Trail. ? 4. The Statue of Liberty could be the most famous landmark in New York City. ? 5. I would like to visit Robben Island in South Africa. ?

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Snapshot Year Two n Grammar Quizzes

289

Name: ___________________________________________ Date: ________________________ Group: ___________

Participation in oral interaction Content of the message

A

B

C

Interacts throughout the discussion, using a few techniques to help the discussion move forward (e.g. prompts peers, helps with words)

Interacts throughout the discussion

Interacts sporadically or mostly when prompted

Discusses the targeted topics by expressing relevant ideas and elaborating on them (e.g. refers to personal experience, gives details, asks questions)

Expresses relevant ideas and elaborates on them (e.g. refers to personal experience, gives details, asks questions)

Expresses basic ideas. Elaborates somewhat when prompted

Fluency Accuracy

D

E

Rarely expresses ideas or responds to peers OR

Mostly expresses ideas that are incomplete, are repetitive or can apply to any topic (e.g. I think it’s good; It’s true) OR Expresses relevant ideas but does not interact with peers

Brings up new ideas to enrich the discussion Speaks with a certain degree of ease when interacting

Speaks with some difculty when interacting (e.g. messages are sometimes choppy / incomplete and / or pauses and hesitations sometimes hinder interaction)

Speaks with much difculty when interacting

When interacting, makes errors that sometimes affect clarity of messages

When interacting, makes errors that regularly affect clarity of messages

When interacting, makes errors that regularly affect clarity of messages

Expresses messages that are understood with little interpretation

Expresses messages that are understood with some interpretation

Expresses messages that are mostly understood but require a lot of interpretation

Hesitations, although present, rarely interfere with interaction

When interacting, expresses messages that are clear and contain few errors, if any

Handout GG1

Speaks but rarely interacts with peers, if at all

AND

Speaks with ease when interacting

Articulation of the message

General Competency Grid

Interacts Orally in English

C1

OR Speaks with uency but does not interact with peers

Expresses messages that are mostly incomprehensible, irrelevant to the topics or inappropriate to the task or context OR Reverts to a language other than English often enough that competency in interacting orally in English is not demonstrated

OR Speaks with accuracy but does not interact with peers

Targeted and familiar language conventions

Use of strategies and resources*

Type of error

Selects and uses strategies and resources** autonomously

Very few

Uses strategies and resources somewhat autonomously

Uses strategies and resources when guided

Some

Many

Uses strategies and resources when supported and guided

Too many

Does not use strategies and resources

Notes: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** Resources can include provided functional language, word banks, the student’s own notes, etc.

290

Snapshot Year Two n General Competency Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________ General Competency Grid

Reinvests Understanding of Texts

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

C2

A

C

D

E

Responses demonstrate partial understanding of texts

Responses demonstrate weak understanding of texts

Responses demonstrate little or no understanding of texts

Personal connections and generalizations mostly linked to texts

Personal connections and generalizations somewhat linked to texts

Personal connections and generalizations, if present, not linked to texts

Personal connections and generalizations missing

Writes a superior text for the audience

Writes a solid text for the audience

Writes an acceptable text for the audience

Writes a weak text for the audience

Content drawn from the source text(s) is always or mostly: • accurate • relevant to the task • coherently organized • developed in light of the task and target audience • combined with own ideas and personal language repertoire

Content drawn from the source text(s) is generally: • accurate • relevant to the task • coherently organized • developed in light of the task and target audience • combined with own ideas and personal language repertoire

AND

AND

Respects all task requirements

Respects all task requirements

Some content drawn from the source text(s) may: • contain inaccuracies • not be relevant to the task • be repetitive or too general • be contradictory • not be well developed (e.g. list of ideas, insufcient information) • present a very small amount of content that is copied

Content drawn from the source text(s): • contains signicant inaccuracies • is not relevant to the task • is repetitive or too general • is contradictory • is not developed (e.g. list of ideas, insufcient information) • contains some content that is copied

Includes little content drawn from the source texts

AND

Respects few task requirements

Responses demonstrate solid understanding of texts Personal connections and generalizations consistently linked to texts

B Responses demonstrate adequate understanding of texts

Respects most task requirements

Use of strategies and resources*

Handout GG2

Selects and uses strategies and resources** autonomously

Uses strategies and resources somewhat autonomously

Uses strategies and resources when guided

OR Shows poor understanding of source texts OR Does not respect task requirements

OR

Uses strategies and resources when supported and guided

Does not use strategies and resources

Notes: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** Resources can include provided functional language, word banks, graphic organizers, the student’s own notes, etc.

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Snapshot Year Two n General Competency Grids

291

Name: ___________________________________________ Date: ________________________ Group: ___________ General Competency Grid

Writes and Produces Texts

Formulation of the message Use of strategies and Text components Clarity of Accuracy of resources* and features message language repertoire

Content of the message

Participation in the writing and production processes*

C3

A

B

Handout GG3

C

D

E

With some support, uses the steps of the process to complete the task

Despite support, does not use the steps of the process to complete the task

Does not use the steps of the process

Integrates some feedback from others

Has difculty integrating feedback

Writes a text suitable in terms of • topic • audience • purpose

Writes a text mostly suitable in terms of • topic • audience • purpose

Writes a very clearly organized text

Writes an organized text

Writes a somewhat organized text

Writes a text somewhat unsuitable in terms of • topic • audience • purpose

Provides highly pertinent ideas that support the text’s purpose

Provides generally pertinent ideas that support the text’s purpose

Provides ideas somewhat pertinent to the text’s purpose

Provides welldeveloped and supported ideas

Provides generally well-developed and supported ideas

Meets all task requirements

Meets all task requirements

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Personalizes the process to plan and carry out the task

Uses the steps of the process to complete the task

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

Writes a text very suitable in terms of • topic • audience • purpose

Provides somewhat well-developed and supported ideas Meets most task requirements Text contains some errors in the use of targeted or familiar language conventions

Provides ideas not clearly related to text’s purpose Provides underdeveloped or unsupported ideas

Does not complete the task

Meets some or few task requirements

Does not respect task requirements

Text contains many errors in the use of targeted or familiar language conventions

OR

Produces errors that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Includes all required components / features and properly structures them

Includes all required components / features

Includes most of the required components / features

Includes some of the required components / features

Meets most task requirements

Meets some or few task requirements

Uses strategies and resources when guided

Uses strategies and resources when supported and guided

Meets all task requirements Selects and uses strategies and resources*** autonomously

Uses strategies and resources somewhat autonomously

Does not complete the task

Writes a somewhat disorganized text

Produces some errors that do not affect readability or understanding**

Meets all task requirements

OR

OR

Produces a text that is mostly incomprehensible OR Copies most passages from elsewhere

Does not use strategies and resources

Notes: * 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. ** Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread a passage. *** Resources can include provided model texts, graphic organizers, word banks, the student’s own notes, etc.

292

Snapshot Year Two n General Competency Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________ Unit 1, Task 6 Workbook page 11

Who Is Cool to You?

Use of strategies and resources*

Formulation of the message

Accuracy of language repertoire

C3 A

Writing Grid

Handout WG1

Writes and Produces Texts C

D

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

B

Text contains some errors in the use of targeted or familiar language conventions

Text contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

E

Autonomously selects and uses resources (model texts, grammar resources) to improve the prole

Somewhat autonomously uses resources (model texts, grammar resources) to improve the prole

Uses resources (model texts, grammar resources) when guided

Uses resources when supported and guided

Does not use resources

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Position of adjectives Use of simple present Initial capital letters Spelling Comments

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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Snapshot Year Two n Writing Evaluation Grids

293

Name: ___________________________________________ Date: ________________________ Group: ___________

It’s Your Turn

Unit 2, Task 6 Workbook page 29

Accuracy of language repertoire

Formulation of the message

C3 A Trivia questions/ answers contain very few or no errors in their formulation and in the use of targeted or familiar language conventions

Writing Grid

Handout WG2

Writes and Produces Texts

B

C

D

E

Trivia questions/ answers contain few errors in their formulation and in the use of targeted or familiar language conventions

Trivia questions/ answers contain some errors in their formulation and in the use of targeted or familiar language conventions

Trivia questions/ answers contain many errors in their formulation and in the use of targeted or familiar language conventions

Trivia questions/ answers are mostly incomprehensible

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of question words Use of verb tenses Word order in questions Use of punctuation (question marks) Comments

294

Snapshot Year Two n Writing Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

A Unique Extreme Sport

Unit 3, Task 6 Workbook page 47

Content of the message

Participation in the writing and production processes*

C3 A

B

C

Uses the writing process presented in the steps to plan and improve the text about an extreme sport

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

With some support, uses the writing process presented in the steps to plan and improve the text about an extreme sport

Text about an extreme sport is very suitable in terms of:

Text about an extreme sport is suitable in terms of:

• topic • audience: peers Ideas are well organized and developed by providing clear and highly pertinent examples and facts

Handout WG3

Writes and Produces Texts

Personalizes the process presented in the steps to plan and improve the text about an extreme sport

• purpose: to inform

Writing Grid

Integrates some feedback from others when prompted

D Despite support, does not use the writing process presented in the steps to plan and improve the text about an extreme sport

E Does not revise the text about an extreme sport OR Does not complete the task

Has difculty integrating feedback

• topic

Text about an extreme sport is mostly suitable in terms of:

Text about an extreme sport is somewhat unsuitable in terms of:

• audience: peers

• topic

• topic

• purpose: to inform

• audience: peers

• audience: peers

OR

Ideas are organized and developed by providing examples and facts

• purpose: to inform

• purpose: to inform

Ideas are organized and developed but some elements are missing

Ideas are not organized and developed and some major elements are missing

Produces a text that is mostly incomprehensible

Meets all task requirements

Meets all task requirements

Meets most task requirements

Meets some or few task requirements

Does not complete the task OR Does not respect task requirements

OR Copies most passages from elsewhere

Comments

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Writing Evaluation Grids

295

Name: ___________________________________________ Date: ________________________ Group: ___________

A Good Story

Unit 4, Task 7 Workbook page 67

Accuracy of language repertoire Clarity of message Text components and features

Handout WG4

Writes and Produces Texts

C3

Formulation of the message

Writing Grid

A

B

C

D

Story contains very few or no errors in the use of targeted or familiar language conventions

Story contains few errors in the use of targeted or familiar language conventions

Story contains some errors in the use of targeted or familiar language conventions

Story contains many errors in the use of targeted or familiar language conventions

E

Some errors are present but do not affect readability or understanding*

Errors are present that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Story structure is clear and logical and contains beginning, middle and end

Story structure is generally clear and logical and contains beginning, middle and end

Story structure is somewhat organized and somewhat complete (beginning, middle and end)

Story is somewhat disorganized and is missing a clear beginning, middle and end

Meets all task requirements

Meets all task requirements

Meets most task requirements

Great difculty using or does not use the targeted or familiar language conventions OR Story is incomprehensible or too incomplete to be evaluated OR Copies passages from elsewhere

Meets some or few task requirements

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of present continuous Use of sequence adverbs, ordinal numbers

Participation in the writing and production processes**

Use of capitalization and punctuation Personalizes the steps of the writing process to plan, write and revise the story Seeks and integrates feedback from peers and teacher

Uses the steps of the writing process to plan, write and revise the story

With some support, uses the steps of the writing process to plan, write and revise the story

Integrates feedback from peers and teacher

Integrates some feedback from others when prompted

Despite support does not use the steps of the writing process to plan, write and revise the story

Does not revise the story OR Does not complete the task

Has difculty integrating feedback

Comments

Notes: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread the passage. ** The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

296

Snapshot Year Two n Writing Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

What Makes a Good Ad?

Unit 5, Task 6 Workbook page 85

Accuracy of language repertoire Clarity of message Text components and features

Handout WG5

Writes and Produces Texts

C3

Formulation of the message

Writing Grid

A

B

C

D

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Text contains some errors in the use of targeted or familiar language conventions

Text contains many errors in the use of targeted or familiar language conventions

E

Some errors are present but do not affect readability or understanding*

Errors are present that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Text has a clear and logical structure

Text structure is generally clear and logical

Text structure is somewhat organized and somewhat complete

Text is somewhat disorganized

Meets all task requirements

Meets all task requirements

Meets some or few task requirements

Great difculty using or does not use the targeted or familiar language conventions OR Text is incomprehensible or too incomplete to be evaluated OR Copies passages from elsewhere

Meets most task requirements

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of verb tenses Use of punctuation Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread the passage.

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Writing Evaluation Grids

297

Name: ___________________________________________ Date: ________________________ Group: ___________

Your Weird News Story

Unit 6, Task 6 Workbook page 103

Participation in the writing and production processes* Accuracy of language repertoire Text components and features

Handout WG6

Writes and Produces Texts

C3

Formulation of the message

Writing Grid

A

B

C

D

E

Independently uses the checklist to revise and improve the news story

Uses the checklist to revise the news story

With support, uses the checklist to revise the news story

Despite support, does not use the checklist to revise the news story

Does not revise the news story

Integrates some feedback from others when prompted

Has difculty integrating feedback

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

OR Does not complete the task

News story contains very few or no errors in the use of targeted or familiar language conventions

News story contains few errors in the use of targeted or familiar language conventions

News story contains some errors in the use of targeted or familiar language conventions

News story contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

Includes all required components/ features of a news story and uses them to write a wellorganized text

Includes all required components/ features of a news story and uses them to write a fairly wellorganized text

Includes most of the required components/ features

Does not complete the task

Text is somewhat organized

Includes some of the required components/ features, but news story lacks organization

Meets all task requirements

Meets all task requirements

Meets most task requirements

Meets some or few task requirements

OR Produces a text that is not a news story

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of simple past Use of past continuous Comments

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

298

Snapshot Year Two n Writing Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Phobia Advice

Unit 7, Task 6 Workbook page 121

C3

Content of the message

Participation in the writing and production processes*

A Personalizes the steps of the writing process to plan, write and improve the email message and response Seeks and integrates feedback from peers and teacher

Writing Grid

Handout WG7

Writes and Produces Texts

B Uses the steps of the process to plan, write and improve the email message and response Integrates feedback from peers and teacher

C

D

E

With some support, uses the steps of the writing process to plan, write and improve the email message and response

Despite support, does not use the steps of the process to complete the task

Does not use the steps of the process

Has difculty integrating feedback

OR Does not complete the task

Integrates some feedback from others

Message and reply are very suitable in terms of

Message and reply are suitable in terms of

Message and reply are mostly suitable in terms of

Message and reply are somewhat unsuitable in terms of

Does not complete the task

• topic: phobias

• topic: phobias

• topic: phobias

• topic: phobias

• audience: another teenager

• audience: another teenager

• audience: another teenager

• audience: another teenager

Does not respect task requirements

• purpose: to ask for and give advice

• purpose: to ask for and give advice

• purpose: to ask for and give advice

• purpose: to ask for and give advice

Phobia, symptoms and consequences are thoroughly described ; advice in return email is highly pertinent and thoughtfully presented

Phobia, symptoms and consequences are described ; advice in return email is pertinent

Phobia, symptoms and consequences are described, but some elements are missing ; advice in return email is adequate

Phobia, symptoms and consequences are not clearly described, and some major elements are missing ; advice in return email is indequate

Meets all task requirements

Meets all task requirements

Meets most task requirements

OR

OR Produces a text that is mostly incomprehensible OR Copies most passages from elsewhere

Meets some or few task requirements

Comments

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Writing Evaluation Grids

299

Name: ___________________________________________ Date: ________________________ Group: ___________

Share Your Favourite Places

Unit 8, Task 6 Workbook page 139

Accuracy of language repertoire Clarity of message

Formulation of the message

C3 A

Writing Grid

Handout WG8

Writes and Produces Texts C

D

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

B

Text contains some errors in the use of targeted or familiar language conventions

Text contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

E

Produces some errors that do not affect readability or 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 repeatedly affect readability and understanding

Text is mostly incomprehensible

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of vocabulary related to travel Use of verb tenses Use of modals Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the reader has to stop to gure out what the student meant, or reread the passage.

300

Snapshot Year Two n Writing Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Make a poster showing what was cool in a past decade.

Content of the message Accuracy of language repertoire

Project Grid

Handout PG1

Writes and Produces Texts

C3

Formulation of the message

Unit 1 Workbook page 15

A

B

All ideas are highly pertinent and show what was cool in a past decade

Ideas are generally pertinent and show what was cool in a past decade

Ideas are somewhat pertinent to showing what was cool in a past decade

C

D

E

Ideas are not clearly related to the chosen decade

Does not complete the task

Includes most required elements

Includes some or few required elements

Does not respect task requirements

Includes all required elements

Includes all required elements

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Text contains some errors in the use of targeted or familiar language conventions

Text contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

OR

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Position of adjectives Use of simple present Initial capital letters Spelling Comments

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Project Evaluation Grids

301

Name: ___________________________________________ Date: ________________________ Group: ___________

Produce a class trivia game show.

Unit 2 Workbook page 33

Participation in oral interaction

C1

Project Grid

Handout PG2

Interacts Orally in English

A

B

Interacts throughout the game by asking or responding to questions and using appropriate expressions and vocabulary

Interacts throughout the game Uses appropriate expressions and vocabulary

C Interacts sporadically or mostly when prompted Uses some appropriate expressions and vocabulary

D

E

Rarely participates, only reads questions or responds with one-word answers

Does not participate in the game

Supports peers’ participation

Comments

302

Snapshot Year Two n Project Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Create a poster for a new extreme sport.

Unit 3 Workbook page 51

C3

Accuracy of language repertoire

Formulation of the message

Content of the message

A

Project Grid

Handout PG3

Writes and Produces Texts

B

C

Text on the poster is very suitable in terms of topic, audience and purpose

Text on the poster is suitable in terms of topic, audience and purpose

Images clearly support the message of the poster

Images support the message of the poster

Text on the poster is mostly suitable in terms of topic, audience and purpose

Includes all required task elements

Includes all required task elements

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Some images support the message of the poster Includes most required task elements Text contains some errors in the use of targeted or familiar language conventions

D

E

Text on the poster is Does not complete unsuitable in terms of the task topic, audience and OR purpose Does not respect Images seldom task requirements support the message Produces a poster of the poster that is mostly Includes some or incomprehensible few required task elements Text contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Word order Use of punctuation Use of vocabulary related to sports Comments

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Project Evaluation Grids

303

Name: ___________________________________________ Date: ________________________ Group: ___________

Create a storyboard for an animated movie.

Unit 4 Workbook page 71

Accuracy of language repertoire

Formulation of the message

Participation in the writing and production processes *

C3

Project Grid

Handout PG4

Writes and Produces Texts

A

B

C

Personalizes the process presented in the steps to plan and improve the storyboard

Uses the writing process presented in the steps to plan and improve the storyboard

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

With some support, uses the writing process presented in the steps to plan and improve the storyboard

Text contains very few or no errors in the use of targeted or familiar language conventions

Text contains few errors in the use of targeted or familiar language conventions

Integrates some feedback from others when prompted

Text contains some errors in the use of targeted or familiar language conventions

D

E

Despite support, does not use the writing process presented in the steps to plan and improve the storyboard

Does not revise the storyboard OR Does not complete the task

Has difculty integrating feedback

Produces a storyboard that is mostly incomprehensible

Text contains many errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of present continuous Use of sequence adverbs, ordinal numbers Comments

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

304

Snapshot Year Two n Project Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Create an advertisement for a new product.

Project Grid

Handout PG5

Writes and Produces Texts

A

B

C

Slogan, pitch and images of the ad are very appropriate in terms of topic, audience and purpose

Slogan, pitch and images of the ad are appropriate in terms of topic, audience and purpose

Slogan, pitch and images of the ad are mostly appropriate in terms of topic, audience and purpose

Slogan, pitch and images of the ad are inappropriate in terms of topic, audience and purpose

Does not complete the task

Ad is somewhat organized with a generally clear focus and images that mostly support the message of the ad

Ad is unorganized and images seldom support the message of the ad

OR

Ad is organized with a clear focus and images that clearly support the message of the ad Includes all required task elements

Accuracy of language repertoire

Formulation of the message

Content of the message

C3

Unit 5 Workbook page 89

Text contains very few or no errors in the use of targeted or familiar language conventions

Ad is organized with a clear focus and images that support the message of the ad Includes all required task elements

Includes most required task elements Text contains few errors in the use of targeted or familiar language conventions

Text contains some errors in the use of targeted or familiar language conventions

D

E

OR Does not respect task requirements Produces an ad that is mostly incomprehensible

Includes some or few required task elements

Text contains some errors in the use of targeted or familiar language conventions

Great difculty using or does not use targeted or familiar language conventions

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of verb tenses Use of punctuation Comments

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Project Evaluation Grids

305

Name: ___________________________________________ Date: ________________________ Group: ___________

Produce a Weird News radio show.

Unit 6 Workbook page 107

Participation in oral interaction

C1

Content of the message

B

C

Interacts in English throughout the planning of the project

Interacts in English throughout the planning of the project

Interacts in English some of the time during the planning of the project

D

E

Interacts little in English during the planning of the project

Does not interact in English during the planning of the project

Supports peers in their use of English

Writes and Produces Texts

A

B

News show is very suitable in terms of topic, audience and purpose

News show is suitable in terms of topic, audience and purpose

News show is mostly suitable in terms of topic, audience and purpose

All stories are very pertinent and weird and include introduction, conclusion and effects

Stories are pertinent and weird and include introduction, conclusion and effects

Stories are mostly pertinent and weird and some include introduction, con­ clusion and effects

Includes all required task elements

Includes most required task elements

Includes some or few required task elements

During the presentation of the news show, a few noticeable errors may be present in the script but they do not affect overall understanding

During the presentation of the news show, some signicant errors in the script may affect understanding

During the presentation of the radio show, errors in the script repeatedly affect understanding

Includes all required task elements

Clarity of message

Handout PG6

Interacts Orally in English

A

C3

Formulation of the message

Project Grid

During the presentation of the news show, very minor errors may be present in the script but they do not affect understanding*

C

D

E

News show is somewhat unsuitable in terms of topic, audience and purpose Stories are not pertinent or weird and are missing major elements

Does not complete the task OR Does not respect task requirements OR Produces a news show that is mostly unsuitable

Produces a news show that is incomprehensible OR Does not complete the task

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of present continuous Use of simple past Comments

Note: * Understanding is impeded when the listener has to stop to gure out what the student meant, or listen to the passage again.

306

Snapshot Year Two n Project Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Use social media to promote information about a fear or phobia.

Participation in oral interaction

C1

Clarity of message Accuracy of language repertoire

Project Grid

Handout PG7

Interacts Orally in English

A

B

C

Interacts in English throughout the preparation of the project

Interacts in English throughout the preparation of the project

Interacts mainly in English throughout the preparation of the project

D

E

Rarely expresses ideas in English unless prompted

Does not interact in English during the preparation of the project

Supports peers in their use of English

Writes and Produces Texts

C3

Formulation of the message

Unit 7 Workbook page 125

A Message promoting resource contains very few or no errors in the use of targeted or familiar language conventions

B

C

D

E

Message promoting resource contains few errors in the use of targeted or familiar language conventions

Message promoting resource contains some errors in the use of targeted or familiar language conventions

Message promoting resource contains many errors in the use of targeted or familiar language conventions

Does not complete the task OR Does not respect task requirements OR

Produces some errors that do not affect readability or 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 repeatedly affect readability and understanding

Produces a text that is mostly incomprehensible OR Copies most passages from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of verb tenses Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the listener has to stop to gure out what the student meant, or listen to the passage again.

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Project Evaluation Grids

307

Name: ___________________________________________ Date: ________________________ Group: ___________

Present your dream destination in a multimedia presentation.

Content of the message Accuracy of language repertoire

Handout PG8

A

B

C

D

E

Presentation is very suitable in terms of

Presentation is suitable in terms of

Text is mostly suitable in terms of

Does not complete the task

• topic: travel destination

• topic: travel destination

• topic: travel destination

Text is somewhat unsuitable in terms of

• audience: other teens

• audience: other teens

• audience: other teens

• topic: travel destination

Does not respect task requirements

• purpose: to inform others about the destination

• purpose: to inform others about the destination

• audience: other teens

OR

• purpose: to inform others about the destination Contains highly pertinent and useful information about the destination

Contains pertinent information about the destination

Contains some pertinent information about the destination

Meets all task requirements

Meets most task requirements

Presentation contains few errors in the use of targeted or familiar language conventions

Presentation contains some errors in the use of targeted or familiar language conventions

Meets all task requirements

Clarity of message

Project Grid

Writes and Produces Texts

C3

Formulation of the message

Unit 8 Workbook page 143

Presentation contains very few or no errors in the use of targeted or familiar language conventions

• purpose: to inform others about the destination Contains little information about the destination Meets some or few task requirements Presentation contains many errors in the use of targeted or familiar language conventions

OR

Produces a text that is mostly incomprehensible OR Copies most passages from elsewhere

Does not complete the task OR Does not respect task requirements OR Produces a text that is mostly incomprehensible

Produces some errors that do not affect readability or 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 repeatedly affect readability and understanding

OR Copies most passages from elsewhere

Targeted and familiar language conventions Type of error

Very few

Some

Many

Too many

Use of vocabulary related to travel Use of verb tenses Use of modals Comments

Note: * Readability is impeded when the reader has to slow down to understand, but does not have to stop. Understanding is impeded when the listener has to stop to gure out what the student meant, or listen to the passage again.

308

Snapshot Year Two n Project Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Date: ________________________ Group: ___________

C1

A B C D E

Interacts Orally in English (40%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Participation in oral interaction

Content of the message

Articulation of the message

Use of strategies and resources

Students

Reproduction permitted © TC Media Books Inc.

Snapshot Year Two n Observation Grids

309

Date: ________________________ Group: ___________

C2

A B C D E

Reinvests Understanding of Texts (30%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Use of strategies and resources

Students

310

Snapshot Year Two n Observation Grids

Reproduction permitted © TC Media Books Inc.

Date: ________________________ Group: ___________

C3

A B C D E

Writes and Produces Texts (30%) Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Students

Reproduction permitted © TC Media Books Inc.

Evaluation Criteria Participation in the writing and production processes

Content of the message

Formulation of the message

Use of strategies and resources

Snapshot Year Two n Observation Grids

311

Date: ________________________ Group: ___________

Compilation Sheet A B C D E

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Evaluation Criteria C1

Interacts orally in English

C2

Reinvests understanding of texts

C3

Writes and produces texts

Students

312

Snapshot Year Two n Observation Grids

Reproduction permitted © TC Media Books Inc.

Interacts Orally in English

Reproduction permitted © TC Media Books Inc.

Reinvests Understanding of Texts

Writes and Produces Texts

Comments:

Use of strategies and resources

Formulation of the message

Content of the message

Participation in the writing and production processes

C3

Comments:

Use of strategies and resources

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

C2

Comments:

Use of strategies and resources

Articulation of the message

Content of the message

Participation in oral interaction

C1

Competency

Date and Level of Prociency

Name: ___________________________________________ Date: ________________________ Group: ___________

Snapshot Year Two n Observation Grids

313

Student’s Progression of Learning

EVALUATION SITUATION

1

Game Shows Recommended for use after Units 1 and 2

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 ....................................................................... 315 • Evaluation Grids for C1, C2 and C3 .................................. ES1.1 ........................ 316 Student Handouts...............................................................ES1.2–ES1.4............. 318

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Ask students if they watch game shows on TV and if they like to try to nd the answers as they watch. • Read the title of the evaluation situation aloud and tell students that they will read and write about game shows and participate in two class trivia games. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • The table provided in Task 3, Step 1 could be modied to include different famous people. • Describe and explain the evaluation criteria using the grids for the three ESL competencies on pages 316 and 317. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

314

Snapshot Year Two n Evaluation Situation

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Overview of Evaluation Situation 1 Students are invited to participate in two class trivia games. First, they will read a contestant’s story. Second, they will ll in a contestant form and write trivia questions. Finally, they will participate in two trivia games.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: Teamwork Wins 30 min

Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C2

Story

– Simple present – Simple past of regular and irregular verbs

– Scan – Pay selective attention

Application form

– Describing personality traits Activate prior and personal qualities knowledge – Asking information questions

Trivia game

– Asking and answering yes / no and information questions

Task 2: Become a Contestant 20 min

Writes and Produces Texts • Formulation of the message C3

Task 3: Play the Game 20 min

Interacts Orally in English • Participation in oral interaction • Articulation of the message C1

Reproduction prohibited © TC Media Books Inc.

Take risks

Snapshot Year Two n Evaluation Situation

315

Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: Teamwork Wins Task 2: Become a Contestant

Evaluation Situation 1 Games Shows

Evidence of understanding of texts through the response process

Task 1: C2 A

B

C

D

Demonstrates superior understanding by answering Questions 2, 3 and 6 correctly Connects ideas in the text with personal opinions in Questions 4 and 5

Demonstrates good understanding by nding most answers to Questions 2, 3 and 6

Demonstrates fair understanding by nding some answers to Questions 2, 3 and 6

Demonstrates poor understanding by nding few answers to Questions 2, 3 and 6

Connects some ideas in the text with personal opinions in Questions 4 and 5

Connects few ideas in the text with personal opinions in Questions 4 and 5

Connects no ideas in the text with personal opinions in Questions 4 and 5

Formulation of the message

A

Prole is easily understood after one reading (Step 2) Writes questions and answers that are grammatically accurate (Step 3)

B

Most of the student’s prole is easily understood after one reading (Step 2) Writes questions and answers that are generally grammatically accurate (Step 3)

Snapshot Year Two n Evaluation Situation

Handout ES1.1

Reinvests Understanding of Texts

Task 2: C3

316

Evaluation Grid

E

Is unable to answer the questions

Writes and Produces Texts C

D

E

Prole requires a second reading but text is generally coherent Questions and answers contain several errors

Prole is difcult to understand, even after a second reading Most of the student’s questions and answers are grammatically inaccurate

Most of the student’s prole is difcult to understand even after a second reading Questions and answers are inaccurate

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: Play the Game

Evaluation Situation 1 Game Shows

Task 3: C1

Articulation of the message

Participation in oral interaction

A

Evaluation Grid

Handout ES1.1 (cont.)

Interacts Orally in English

B

C

D

E

Interacts actively and spontaneously during the gatmes

Maintains interaction in English during the games and perseveres despite some difculties

Participates in English when prompted

Cannot maintain interaction solely in English and often reverts to another language

Gives only oneword answers, or gestures

Expresses messages that are easily understood and contain few errors Generally interacts clearly and uently

Expresses messages that need little clarication despite errors Speaks uently with some hesitation

Expresses understandable messages that need some interpretation or clarication Speaks with some hesitation that interferes slightly with interaction

Expresses simple messages that are understood with interpretation Speaks with frequent pauses that hinder interaction

Does not express messages Responds to questions with a combination of gestures and isolated words

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Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Teamwork Wins

Evaluation Situation 1 Game Shows

Task 1

Handout ES1.2

Before Reading 1. As a contestant, what are your favourite types of games? Check your answers and give a reason for your choice. Type of Game

Yes

No

Why?

Give information about different subjects. Give the question. Mime a word or guess a word. Guess the price of an item. Answer multiple choices. Other:

While Reading 2. Read the following questions. Then, read the text below and underline the answers in the text. a. What did Cathy do to help Madeline? b. How did Larry study? c. Who did Jimmy study with last week? The Team “Is this your nal answer?” The voice of the game show host is loud and clear. Madeline looks at her teammates. Larry smiles and Cathy crosses her ngers. Jimmy is tense. All the students from their school are watching. Madeline hears her voice say, “Yes.” She stays calm. She is always calm. Madeline looks at the scoreboard. It says “Home: 104 points. Visitors: 105 points.” This is the last question. Madeline wants the team to win so much! Everyone knows that she is very competitive. Last night, Cathy helped Madeline to practise. She asked her questions about Canadian history for an hour. Cathy is patient and helpful. She prefers to talk about sports but she knew that Madeline needed help. Each member of the team has a specialty. For Madeline, it is history. For Cathy, it is sports. Larry knows a lot about music. He is a very talented and knowledgeable musician. He plays the trumpet in a band. He read many music magazines before this contest. He knows everything about musical styles and famous musicians and composers.

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Teamwork Wins

Evaluation Situation 1 Game Shows

Task 1

Handout ES1.2 (cont.)

Jimmy is a cool science expert. He has an amazing memory. He loves to participate in science projects. He is intelligent and has a great sense of humour. Madeline prepared a few questions for him last week. He knew all the answers. Madeline looks at the host. Time seems to have stopped. Suddenly, he says: “Correct answer, Madeline. Newfoundland and Labrador became the tenth province to enter the Canadian Confederation on March 31, 1949.” Jimmy laughs. Their schoolmates cheer. They won! They are the champions.

After Reading 3. Fill in the chart with the correct information from the text. Team Member

Specialty

Personal Qualities

Madeline Cathy Larry Jimmy

4. What personality traits do you think are necessary to be a good contestant?

5. What do you think is the best way to prepare for a game show?

6. Put the events in chronological order. The host asks if it is Madeline’s nal answer. Madeline helps Jimmy to study. Cathy helps Madeline to study. Madeline looks at the scoreboard. Madeline sees that Jimmy looks tense. The team wins.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Become a Contestant

Evaluation Situation 1 Game Shows

Task 2

Handout ES1.3

1. Choose two of your favourite trivia categories. music sports

geography / history famous people

movies / shows other:

2. What makes you a good contestant? Describe your personal qualities, your personality traits and your interests.

3. Write ve information questions and ve yes / no questions for your favourite categories. Write the answers. Questions

Answers

Q1:

Q2:

Q3:

Q4:

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Snapshot Year Two n Evaluation Situation

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Become a Contestant

Questions

Evaluation Situation 1 Game Shows

Task 2

Handout ES1.3 (cont.)

Answers

Q5:

Q6:

Q7:

Q8

Q9:

Q10:

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Name: ___________________________________________ Date: ________________________ Group: ___________

Play the Game

Evaluation Situation 1 Game Shows

Task 3

Handout ES1.4

1. In this activity, you will try to discover the name of the person written on your partner’s card. Work in teams of two. Follow these steps:

322

•

Cut out the cards below.

•

Place them face down on the desk.

•

Pick a card.

•

Read your card silently.

•

Take turns asking questions to guess who is on your partner’s card.

•

Play again with the remaining cards.

Nelson Mandela

Santa Claus

Anne Frank

Michael Jackson

Céline Dion

Louis Cyr

Cleopatra

Cinderella

Drake

Julius Caesar

Ryan Reynolds

Martin Luther King, Jr.

William Shakespeare

Julie Payette

Harry Potter

Snapshot Year Two n Evaluation Situation

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EVALUATION SITUATION

2

Spot the Product Recommended for use after Units 3, 4 and 5

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 ....................................................................... 324 • Evaluation Grids for C1, C2 and C3................................... ES2.1 ........................ 325 • Audio Transcript: Task 3 (2:34 min) ................................... ES2.2 ........................ 328 Student Handouts...............................................................ES2.3–ES2.6............. 329

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Content of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will read about how companies use product placement as an advertising tool. • Ask students if they have noticed brand-name products in movies or television programs. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 325–327. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Snapshot Year Two n Evaluation Situation

323

Overview of Evaluation Situation 2 Students are asked to create a storyboard that includes product placement. First, they will discuss the use of product placement in movies and on television. Second, they will read about product placement and how and why it is done. Next, they will identify products placed in a radio drama. Finally, they will plan a storyboard that includes product placement.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: Hidden Ads and You 30 min

C1

Interacts Orally in English

Discussion

– Asking and answering yes / no and information questions – Opinions

– Direct attention – Stall for time

Blog post

– Answering information questions – Modals – Sequence adverbs

Scan

Radio drama (Audio CD Track 26)

Present continuous

Activate prior knowledge

Storyboard

Future with will and be going to

– Plan – Take risks

• Participation in oral interaction • Content of the message

Task 2: Product Placement 40 min

Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C2

Writes and Produces Texts • Formulation of the message C3

Task 3: Identify the Products 15 min

C2

Reinvests Understanding of Texts

• Evidence of understanding of texts through the response process

Task 4: Create a Storyboard 60 min

324

Reinvests Understanding of Texts • Use of knowledge from texts in a reinvestment task C2

Snapshot Year Two n Evaluation Situation

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Task 1: Hidden Ads and You

Evaluation Situation 2 Spot the Product

Content of the message

Participation in oral interaction

Task 1: C1

Evaluation Grid

Handout ES2.1

Interacts Orally in English

A

B

C

D

E

Interacts actively and spontaneously during the discussion Helps maintain interaction by prompting others and clarifying messages

Maintains interaction in English during the discussion and perseveres despite some difculties Checks own understanding and asks for clarication when necessary

Participates in English when prompted Shows understanding of simply stated messages

Cannot maintain interaction solely in English and often reverts to another language Seeks help from the teacher or peers to understand messages

Does not interact in English Only gestures or gives one-word answers

Elaborates on ideas and supports his or her viewpoint with examples

Explains his or her ideas and supports them with examples

With some support, responds adequately to simply stated messages or questions

Repeats other students’ ideas, either rephrasing or using the same words

Even with prompting and support, is unable to express pertinent ideas Does not express ideas

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Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 2: Product Placement

Evaluation Situation 2 Spot the Product

Evidence of understanding of texts through the response process

Task 2: C2 A

B

C

D

Demonstrates superior understanding by correctly answering Questions 2 and 3 Connects ideas in the text with personal opinions in Questions 4 and 5

Demonstrates good understanding by nding most answers to Questions 2 and 3 Connects some ideas in the text with personal opinions in Questions 4 and 5

Demonstrates fair understanding by nding some answers to Questions 2 and 3 Connects few ideas in the text with personal opinions in Questions 4 and 5

Demonstrates poor understanding by nding few answers to Questions 2 and 3 Connects no ideas in the text with personal opinions in Questions 4 and 5

Formulation of the message

A

Uses the targeted language repertoire (should) accurately in Question 5

E

Is unable to answer the questions

Writes and Produces Texts

B

C

Generally uses the targeted language repertoire (should) accurately in Question 5

Uses the targeted language repertoire (should) inconsistently in Question 5

Snapshot Year Two n Evaluation Situation

Handout ES2.1 (cont.)

Reinvests Understanding of Texts

Task 2: C3

326

Evaluation Grid

D

Rarely uses the targeted language repertoire (should) correctly in Question 5

E

Is unable to use the targeted language repertoire (should) in Question 5

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Task 3: Identify the Products Task 4: Create a Storyboard

Evaluation Situation 2 Spot the Product

Evidence of understanding of texts through the response process

Task 3: C2

Handout ES2.1 (cont.)

Reinvests Understanding of Texts

A

B

C

D

E

Demonstrates superior understanding of text by correctly identifying all brand names

Demonstrates good understanding of text by correctly identifying most of the brand names

Demonstrates fair understanding of text by correctly identifying some of the brand names

Demonstrates poor understanding of the text by listing only a few of the products, with some of the more familiar brand names

Demonstrates almost no understanding of the text by listing none of the brand names

Task 4: C2 Use of knowledge of texts in a reinvestment task

Evaluation Grid

A

Produces a coherent storyboard in which three products are integrated naturally into the scenes

B

Produces a storyboard in which three products are integrated into the scenes

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Reinvests Understanding of Texts C

D

E

Integrates products into a storyboard clumsily, or produces a storyboard that is somewhat incoherent

Does not place three products as required, or produces only a partial storyboard

Is unable to place products in a storyboard

Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Identify the Products

Evaluation Situation 2 Spot the Product

Task 3

Audio CD Track 26 Handout ES2.2

LAUREN: Hey, Marco. MARCO: Lauren! Quick, come and see what happened. LAUREN: What is it, Marco? I’m busy reading my new Montreal Gazette. MARCO: There’s something going on outside. I think there’s a police investigation happening next door. LAUREN: Really? At the St-Hubert restaurant? MARCO: Yes. It looks like someone tried to steal all the chickens from the rotisserie machine. LAUREN: Wow, that’s strange. Just wait a minute. I’ll put on my Nike running shoes and come with you. This is more interesting than my newspaper! MARCO: Wait, my iPhone is ringing. Hello? What? Really? Okay, we’ll wait here. LAUREN: Who was it? MARCO: It was James. He said we should stay in the house. LAUREN: Why? What are we supposed to do? Just sit here on the La-Z-Boy sofa? MARCO: The police say that the culprit could be dangerous. LAUREN: Oh, all right. We can lm what’s happening through the window. I can use my Google Android phone. MARCO: No, we can’t see anything from here. Forget it. We can watch all the action later on YouTube. I’m sure somebody will post it. Do you want something to eat? LAUREN: Yes, but only if you have McCain Pizza Pockets. They’re my favourite snack. MARCO: Yes, I bought some yesterday. They’re in our new KitchenAid freezer. They’re delicious, especially when you enjoy them with a bottle of ice-cold Orangina. Let’s eat. Then we can try to nd out what’s happening outside.

328

Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Hidden Ads and You

Evaluation Situation 2 Spot the Product

Task 1

Handout ES2.3

1. Read the statements below. Decide if you agree (A) or disagree (D) with the statements. Write a reason or an example to support your opinion. A

D

Reason or Example

a. Teens my age often go to the cinema. b. There are too many advertisements before the movie starts. c. I like to watch the ads before the movie starts. d. There are often objects with visible brand names in movies. e. I recognize the logos of some products when I watch TV shows or movies. f. If I recognize a logo during a movie, it is an advertisement. g. Advertising companies use TV shows or movies to sell me something. h. What I see on TV or in movies inuences what I buy. i. Teens pay attention to their favourite celebrity’s clothing. j. Celebrities are paid to wear certain clothing or accessories. k. I buy clothing or accessories similar to those that my favourite celebrities wear. l. I like to wear clothing and accessories that are the latest style. m. It is easy to inuence teenagers. n. It is acceptable to try to sell products to teenagers using movies and television programs.

2. Work with a classmate. Take turns comparing your answers to the questions in the chart in Step 1. 3. Discuss your reasons and examples.

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Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Product Placement

Evaluation Situation 2 Spot the Product

Task 2

Handout ES2.4

Before Reading 1. What television programs or movies do you know that show brand-name products? Name at least two.

While Reading 2. Look at the information in the following chart. Then, read the blog post below and complete the chart. Where to Find Product Placement

Examples

Kevin’s Media Blog What Do You Know About Product Placement? Product placement started in books and radio dramas. Now we see it in movies and television programs. Product placement refers to someone mentioning or using a recognizable brand product during a movie or program. Here’s an example of product placement in a movie scene: Shot 1

330

Shot 2

Shot 3

SCRIPT

SCRIPT

SCRIPT

Boy: So today is the big game. Are you going to watch me play?

Mom: Oh, Johnny, I wish I could come. I have to work again today. Are you hungry? Do you want some cereal?

Boy: Sure, thanks. It doesn’t matter, Mom. I know you work hard.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Product Placement

Evaluation Situation 2 Spot the Product

Task 2

Handout ES2.4 (cont.)

Some people think that when you see a real product in a movie or television program, it makes that movie or program more realistic. You might see, for example, a can of Pepsi in a refrigerator when a character opens the door, or another character driving a Toyota Prius. Product placement is very popular and companies pay to have their products in lms and television shows. If you can recognize the type of computer or cellphone a character is using and its logo is visible, you can be sure that the company paid for the product placement. It’s an advertisement but it’s different from a regular ad. With product placement, the product is a natural part of the scene. There are other types of product placement. For example, we often see products in game shows. Companies advertise their products by offering them as prizes during the show. On reality TV shows, participants use or wear specic products. Finally, at important events like the Oscars, fashion designers pay actors a lot of money to wear their clothing and jewellery. The reason for product placement is simple. If consumers see celebrities they like using or wearing certain products or clothing, they will want to buy them. This is one reason that some parents dislike product placement. It can inuence young children’s behaviour. One of the rst examples of product placement aimed at children was the use of Reese’s Pieces candies in the movie E.T.: The Extra-Terrestrial. The sale of that candy increased enormously because of it. So, good or bad? What do you think? Should we allow product placement?

After Reading 3. Answer these questions with information from the blog post. a. Why do some parents dislike product placement?

b. How is product placement different from regular ads?

4. Why do you think that companies use product placement?

5. Do you think that companies should use product placement? Why?

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Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Identify the Products

Evaluation Situation 2 Spot the Product

Task 3

Handout ES2.5

Before Listening 1. Which brand-name products have you seen in TV shows or movies or on a celebrity? In TV Shows

In Movies

On Celebrities

While Listening 2.

Listen to the excerpt from a radio drama. Write down all the brand names you hear mentioned. Products

332

Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Identify the Products

Evaluation Situation 2 Spot the Product

Task 3

Handout ES2.5 (cont.)

After Listening 3. Which three products are you the most familiar with?

4. How does their placement in this radio drama affect your impressions of the products and of the show?

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Snapshot Year Two n Evaluation Situation

333

Name: ___________________________________________ Date: ________________________ Group: ___________

Create a Storyboard

Evaluation Situation 2 Spot the Product

Task 4

Handout ES2.6

1. Choose three products to integrate into a TV show. (You may use products from Task 3.) • • •

2. Think of a scenario and some characters. Decide how to place the three products. Take notes in the following graphic organizer.

Scenario

Scene 1

Characters

334

Snapshot Year Two n Evaluation Situation

Scene 2

Scene 3

Characters

Characters

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Create a Storyboard

Evaluation Situation 2 Spot the Product

Task 4

Handout ES2.6 (cont.)

3. Create a storyboard. Refer to the model on page 330. •

Draw a sketch of each shot.

•

Write the script below the sketches. Shot 1

SCRIPT

Shot 2

SCRIPT

Shot 4

SCRIPT

Shot 3

SCRIPT

Shot 5

SCRIPT

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Shot 6

SCRIPT

Snapshot Year Two n Evaluation Situation

335

EVALUATION SITUATION

3

The Bermuda Triangle Recommended for use after Units 6, 7 and 8

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3 ....................................................................... 337 • Evaluation Grids for C1, C2 and C3 .................................. ES3.1 ........................ 338 • Audio Transcript: Task 3 (3:24 min) .................................. ES3.2 ........................ 341 Student Handouts...............................................................ES3.3–ES3.7............. 342

Aims of the Evaluation Situation ESL Competencies Evaluated C1: Interacts Orally in English • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will explore the mystery of the Bermuda Triangle disappearances and suggest an explanation. • Ask students what unexplained phenomena they have heard about and what they think might explain them. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 338–340. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

336

Snapshot Year Two n Evaluation Situation

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Overview of Evaluation Situation 3 Students are asked to write a newspaper story explaining the disappearance of boats and planes in the Bermuda Triangle. First, they will learn about the mystery and some possible explanations. Second, they will discuss their own views of strange phenomena. Finally, they will write a news article with their explanation of the disappearances.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Strategies

Task 1: The Legend of the Bermuda Triangle 20 min

C2

Reinvests Understanding of Texts

Dialogue

– Present continuous – Simple present and simple past

Scan

News article

– Past continuous – Simple past

Take notes

Conversation (Audio CD Track 27)

– Possibility (could / couldn’t)

Direct attention

Discussion

– Agreeing and disagreeing – Suggesting possibility (could)

– Compare – Self-monitor

– Simple past and the past continuous

– Predict – Use semantic mapping

• Evidence of understanding of texts through the response process

Task 2: Gone Missing 20 min

Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C2

Task 3: Theories About the Bermuda Triangle 30 min

Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C2

Task 4: Discuss the Unexplained 30 min

Interacts Orally in English • Articulation of the message C1

Task 5: Bermuda Triangle Mystery Solved 75 min

Writes and Produces Texts • Formulation of the message C3

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News article

Snapshot Year Two n Evaluation Situation

337

Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: The Legend of the Bermuda Triangle Task 2: Gone Missing

Evidence of understanding of texts through the response process

Task 1: C2

Evidence of understanding of texts through the response process 338

A

B

Demonstrates good understanding of the text but makes minor errors in identifying either the reactions or the supporting sentences

C

Demonstrates fair understanding of the text by correctly identifying one of the reactions or the supporting sentences

Handout ES3.1

D

E

Demonstrates poor understanding of the text by incorrectly identifying both the reactions and the supporting sentences

Demonstrates almost no understanding of the text by failing to provide the information required

Reinvests Understanding of Texts

A

B

C

Demonstrates superior understanding of the text by correctly matching the information from the text with the question words

Demonstrates good understanding of the text by correctly matching most of the information from the text with the question words

Demonstrates fair understanding of the text by correctly matching some of the information from the text with the question words

Snapshot Year Two n Evaluation Situation

Evaluation Grid

Reinvests Understanding of Texts

Demonstrates superior understanding of the text by correctly naming the two reactions and identifying the supporting sentences

Task 2: C2

Evaluation Situation 3 The Bermuda Triangle

D

Demonstrates poor understanding of the text by failing to provide most of the information required

E

Demonstrates almost no understanding of the text by failing to provide any of the information required

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Task 3: Theories About the Bermuda Triangle Task 4: Discuss the Unexplained

Evidence of understanding of texts through the response process

Task 3: C2 A

Demonstrates superior understanding by correctly responding to Questions 2 to 6 Connects ideas in the text with personal opinions in Questions 7 and 8

Evaluation Grid

Handout ES3.1 (cont.)

Reinvests Understanding of Texts

B

C

D

Demonstrates good understanding by nding most answers to Questions 2 to 6 Connects some ideas in the text with personal opinions in Questions 7 and 8

Demonstrates fair understanding by nding some answers to Questions 2 to 6 Connects few ideas in the text with personal opinions in Questions 7 and 8

Demonstrates poor understanding by nding few answers to Questions 2 to 6 Connects no ideas in the text with personal opinions in Questions 7 and 8

Task 4: C1 Articulation of the message

Evaluation Situation 3 The Bermuda Triangle

E

Is unable to answer the questions

Interacts Orally in English

A

B

C

D

E

Expresses messages that are easily understood and contain few errors Generally interacts clearly and uently

Expresses messages that need little clarication despite errors Speaks somewhat uently, with little hesitation

Expresses understandable messages that need some interpretation or clarication Speaks with some hesitation that interferes slightly with interaction

Produces simple messages that are partially understandable with interpretation Speaks with frequent pauses that hinder interaction

Is unable to express messages Responds to others with a combination of gestures and isolated words

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Snapshot Year Two n Evaluation Situation

339

Name: ___________________________________________ Date: ________________________ Group: ___________

Task 5: Bermuda Triangle Mystery Solved

Formulation of the message

Task 5: C3

340

Evaluation Situation 3 The Bermuda Triangle

Evaluation Grid

Handout ES3.1 (cont.)

Writes and Produces Texts

A

B

C

D

E

Produces text that respects the conventions of a news story (headline, 5 Ws)

Produces text that respects most of the conventions of a news story (headline, 5 Ws) Uses most of the targeted language conventions correctly (simple past, past continuous)

Produces text that respects some of the conventions of a news story (headline, 5 Ws) Uses the targeted language conventions inconsistently (simple past, past continuous)

Produces text that respects few of the conventions of a news story (headline, 5 Ws) Rarely uses the targeted language conventions correctly (simple past, past continuous)

Produces text that does not respect the conventions of a news story (headline, 5 Ws) Text is copied from other texts

Uses all of the targeted language conventions correctly (simple past, past continuous)

Snapshot Year Two n Evaluation Situation

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Name: ___________________________________________ Date: ________________________ Group: ___________

Theories About the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

BOY: Let’s talk about some of the theories we found to explain the disappearances. The rst one I found says that sea monsters and giant squid cause them.

Task 3

Audio CD Track 27 Handout ES3.2

GIRL: This next theory is my favourite. Some survivors said that they saw strange lights and a large sphere oating above their ship before it sank. BOY: What? That’s a hoax!

GIRL: That’s a funny theory. How could a sea monster cause a plane to crash? It could attack a boat, but not a plane.

GIRL: Come on, James. Those people really saw UFOs.

BOY: That’s what I think, too. That theory can’t be true. What did you nd?

BOY: You mean extraterrestrials? Aliens? Oh Julie, that’s stupid.

GIRL: I found a theory that talks about magnetic energy. It says that a strong magnetic eld could affect navigation equipment and make it fail.

GIRL: No, it isn’t. I believe it. You need to be more open. Here’s another theory. Now, this one is stupid. Some people think that the lost city of Atlantis is located in the Bermuda Triangle.

BOY: Hmm. That theory makes more sense. I can see that if pilots don’t know where they’re going, planes could crash.

BOY: Seriously? They think the people from Atlantis attack boats and planes?

GIRL: It could happen to boats, too. They could hit rocks. That theory is possible.

GIRL: Yes, that’s the theory. I guess Atlantis needs more people, or maybe they need boats and planes!

BOY: I agree. Okay. Next, I found something about giant methane gas bubbles that come up from the ocean oor.

BOY: I think we both agree that the Atlantis theory is totally unbelievable. I think my last theory makes the most sense.

GIRL: That’s weird. Does the ocean really produce methane gas?

GIRL: What is it? I hope it’s believable.

BOY: My research says it does. That theory covers boats. Maybe it could make them sink. GIRL: But what about the planes? BOY: Well, if the methane gas rises up into the air, it could affect their navigation. GIRL: I don’t think so. I disagree with the methane gas theory. I don’t think it’s possible. BOY: I’m not sure. What’s next?

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BOY: Skeptics say that accidents in the Bermuda Triangle are caused by human error. GIRL: Human error? But there are so many disappearances. That’s a lot of human errors. And why do they always happen in that area? BOY: Well, people could be nervous about all the accidents, so they make more mistakes. Human error is always a possibility. GIRL: I don’t agree. I prefer the other theories— they’re more fun!

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Legend of the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

Task 1

Handout ES3.3

1. What unsolved mysteries do you know about? Do you think they are true or hoaxes? Why? Unsolved Mystery

True or Hoax?

Why?

2. Read the following dialogue. Then, write down James and Julie’s reactions to stories about the Bermuda Triangle. Copy what Julie or James says to support your replies. The Big Trip JULIE: Wow, this is going to be an amazing vacation. JAMES: Yes, a cruise to Bermuda. Mom and Dad sound really excited about it but I’m not sure it’s a good idea. JULIE: Why not? What’s better than a week on a luxury ship on the ocean? JAMES: I read some articles on the Internet recently. There are some strange stories about the Bermuda Triangle. I’m trembling just thinking about it! JULIE: What do you mean, “Bermuda Triangle”? JAMES: The Bermuda Triangle is a triangular area in the Atlantic Ocean. It’s between Florida and the islands of Puerto Rico and Bermuda. Many ships and airplanes disappeared where our ship is going. It gives me the chills. JULIE: Disappeared? I don’t believe it. It sounds like a hoax. JAMES: Don’t be so skeptical. Here’s a new article. Read it before you decide.

Reaction

Julie / James Says . . .

James

Julie

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Name: ___________________________________________ Date: ________________________ Group: ___________

Gone Missing

Evaluation Situation 3 The Bermuda Triangle

Task 2

Handout ES3.4

1. Read the following news article. Then, complete the chart below with information from the article. Six planes and ships missing in the Bermuda Triangle December 10, 1945

Twenty-six men are missing after their planes ew over the Bermuda Triangle last week. Five Avenger torpedo bombers entered the area on a training mission at about 2:10 p.m. on December 5. They were carrying 13 military airmen. Two hours later, the pilots sent messages by radio to say that they

were lost and that their navigation equipment was not working. There was no further communication with the pilots. A few hours later, a search and rescue plane went to look for survivors. The rescue plane carried 13 specialists. It also disappeared. Other searchers reported seeing ames but no one found any debris from the planes. The military is investigating the disappearance. Investigators suspect that the navigation equipment failed.

Who? What? Where? When? Why?

2. What is your reaction? Would you be happy to travel to the Bermuda Triangle? Why?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Theories About the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

Task 3

Handout ES3.5

Before Listening 1. Why do you think planes and boats disappear in the Bermuda Triangle?

While Listening 2.

Listen to the dialogue. Put a they think it is not possible.

if James and Julie think the theory is possible and an

Theory

James

if

Julie

sea monsters and giant squid magnetic eld giant methane gas bubbles extraterrestrials lost city of Atlantis human error

3. What could a magnetic eld affect?

4. What evidence did people give for the presence of extraterrestrials?

5. True or false? The ocean produces methane gas.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Theories About the Bermuda Triangle

Evaluation Situation 3 The Bermuda Triangle

Task 3

Handout ES3.5 (cont.)

After Listening 6. Why is human error more likely in the Bermuda Triangle?

7. Which theory do you think is closest to the truth? Why?

8. What advice would you give to people travelling in the Bermuda Triangle?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Discuss the Unexplained

Evaluation Situation 3 The Bermuda Triangle

Task 4

Handout ES3.6

1. Read the following statements. Write Yes if you agree and No if you disagree. Write a reason for your answer. Theory

Agree?

Reason

1. Extraterrestrials could exist.

2. Extraterrestrials could visit Earth. 3. The ocean could produce giant gas bubbles. 4. There may be strange magnetic elds at different places on Earth. 5. The lost city of Atlantis could exist. 6. I would be scared to visit the Bermuda Triangle. 7. Humans make more errors when they are nervous. 8. I think a boat or plane could disappear with no explanation. 9. There are some things that we can’t explain. 10. I am open to strange explanations.

2. Form a team with two other classmates. Compare and discuss your opinions. Say if you agree or disagree with your classmates’ reasons. 3. Add more information to your reasons.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Bermuda Triangle Mystery Solved

Evaluation Situation 3 The Bermuda Triangle

Task 5

Handout ES3.7

1. Write a news article to explain what caused the disappearances in the Bermuda Triangle. a. Choose an explanation for the Bermuda Triangle mystery. b. Choose facts and ideas from the tasks to use in your news article. Facts to Use Who? What? Where? When? Why?

2. Write the rst draft of your article. Use your notes in Step 1 and resources from other tasks for help. DRAFT

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Name: ___________________________________________ Date: ________________________ Group: ___________

Bermuda Triangle Mystery Solved

Evaluation Situation 3 The Bermuda Triangle

Task 5

Handout ES3.7 (cont.)

3. Revise your text carefully. Use the following checklist for help. Include facts that answer all ve wh- questions on page 347. Organize your text logically. Make sure that your message is clear. Check your verbs. Use the simple past and the past continuous. 4. Write the nal copy of your article. Add a headline. FINAL COPY

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Digital Tools from Chenelière Éducation The Snapshot collection is offered in digital ipbook format on Chenelière Éducation’s platform. The following pages provide an overview of the platform’s functionalities and of the specics of the Snapshot collection. The video of the guided tour (in French) of Chenelière Éducation’s platform, viewable at www.cheneliere.ca under the tab / Secondaire / Tour d’horizon, describes the main features of the platform and the collections it presents. It is also possible to view tutorials (in French) which describe how to use the basic tools at www.cheneliere.ca under the tab / Secondaire / Tutoriels.

platform’s

THE LIBRARY The Chenelière Éducation website allows teachers to access a personal library containing the digital books they have acquired. Teachers can access their library by visiting www.cheneliere.ca/Ma bibliothèque.

Chenelière Éducation’s

PLATFORM

User-friendly and downloadable, the i+ Interactif platform is an environment perfectly adapted for in-class viewing of digital books. It offers a number of advantages. These include enhancing a workbook with personalized material and consulting various interactive content (hyperlinks, interactive maps, etc.) and reproducible documents offered by the publisher.

THE MAIN MENU In the platform, teachers can consult the digital version of each of the printed and digital components of a collection. The main menu contains the following buttons. 1. Table of Contents 2. Additional Material 3. Interactive Workshops 4. My Course 5. Presentations 6. Prole 7. Notes 8. Monitoring Coursework

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The “Table of Contents” button leads to the ipbook’s table of contents and allows teachers to explore the book. The “Additional Material” button accesses the additional material, reproducible documents and various interactive content offered by the publisher, as well as personal les included by teachers. Searches can be carried out by chapter or by type of material (reproducible documents, hyperlinks, etc.). The “Interactive Workshops” button allows teachers to consult the list of interactive workshops related to a title, create groups, assign activities in learning or evaluation mode to students and access their results. The “My Course” button allows teachers to group together in one space all the resources required to teach a course. It is also possible to organize the content of a course in the order best suited to that course, and to share it with students or with colleagues. The “Presentations” tool allows for the creation of animated presentations. It is possible to integrate screen captures, text, images, hyperlinks, page references, audio and video les and much more! The “Prole” button allows teachers to modify their personal information. It also provides the possibility of creating student groups and colleague groups with which teachers can then share notes and documents. The “Notes” button groups together all the personal and public notes in one single directory. In addition, lters allow for rening note search results. The “Monitoring Coursework” button allows teachers and students using the digital ipbook to monitor the exchange of coursework.

1. The digital flipbook The digital ipbook of the Snapshot collection offers teachers the possibility of projecting pages with the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers, either one by one or all at once, or consult the teacher’s notes for each page in one single click. The pages of the workbook also contain direct access to digital and interactive content. The following clickable icons thus appear throughout the pages of the digital ipbook.

Hyperlink Interactive workshop

Video

Audio clip

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Snapshot Year Two n Digital Tools

Page link

Reproducible document (handout)

Reproduction prohibited © TC Media Books Inc.

As with the workbooks, the digital ipbook of the teacher’s guide of Snapshot (which brings together all of the additional material) allows teachers to project reproducible documents using an interactive whiteboard or a projector. Teachers can also display there all the answers in one single click. This digital version contains all the reproducible documents in PDF format for easy printing, as well as in modiable Word format, allowing teachers to adapt documents according to their needs.

2. Interactive workshops The digital version of Snapshot Year Two contains 20 interactive workshops or quizzes 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 via the table of contents of the interactive workshops. They can be completed in class using an interactive whiteboard or individually in learning or evaluation mode. Students can complete them on their own in class, in the lab or at home using a computer or a tablet. Each of the workshops includes 8 to 12 questions, with two additional tries/attempts (true or false, multiple choice, ll-in-the-blank, matching, drag-and-drop, drop-down menus, etc.). In learning mode in most workshops, students are given a hint to help them answer questions, then the answer and feedback once they have submitted their answers. In evaluation mode, they get no additional tries, no hints and no answer. In both modes, however, accumulated points are displayed and are updated as the students answer questions. Pages of the workbook related to the workshop content

Navigation tabs

Accumulated points

Go to the next question

User-friendly learning management tools are also available to teachers with the interactive workshops. These tools allow, for example, for the creation of student groups, for assigning activities to these groups in learning or evaluation mode and for consulting the results. For more detailed information about interactive workshops, view the tutorials (in French) at www.cheneliere.ca under the tab / Tutoriels or the user’s guide (in French) available at www.cheneliere.ca under the tab i / Guides de l’utilisateur. Reproduction prohibited © TC Media Books Inc.

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3. Downloading the platform The downloadable version of Chenelière Éducation’s platform allows you to use most of its functionalities without the need for an Internet connection. Teachers only need to connect to the Internet to synchronize operations carried out while ofine. Please note that certain functionalities, like accessing a website or assigning an interactive workshop to students, require an Internet connection.

Download button For more information about downloading the platform, view the Downloading the platform tutorial (in French) or consult the user’s guide in French at http://platform.cheneliere.ca/beta/ pages_info/iplus-secondaire/guides.php.

4. Tablet versions of the interactive workshops and student flipbooks In addition to being available to teachers and students on desktop and laptop computers, Chenelière Éducation’s interactive workshops are also accessible on iPad and Android tablets. This allows students to complete workshops on their tablets. For more information regarding the Chenelière Éducation application for iPad, consult the user’s guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application for iPad at www.cheneliere.ca under the tabs / Guides de l’utilisateur and / Tutoriels.

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DIGITAL TOOLS OFFERED WITH SNAPSHOT The Snapshot collection is available on the The following elements are included.

platform, which is online and downloadable.

For students • The digital flipbook version of the workbook • Access to 20 interactive workshops and exercises with automatic feedback, to be completed in class, in the lab or at home (these workshops are related to the workbook’s themes and grammar notions) • Access to audio files (model dialogues and recorded texts) • Complementary documents and all other digital content made available by the teacher For teachers • All printed components in digital version • Interactive workshops and exercises with automatic feedback developed according to the progression and structure of the collection, to be completed as a group or individually, comprised of 16 grammar, 2 reading comprehension and 2 listening comprehension workshops • Learning management tools to measure students’ progress • All the reproducible documents in PDF and modifiable Word formats • Answers that can be displayed one by one • More than 30 hyperlinks • Access to 27 CD tracks • Access to 4 videos with and without English subtitles

OVERVIEW OF INTERACTIVE WORKSHOPS Completion time for each workshop is approximately 30 minutes. For each unit, there are one to three grammar workshops covering grammar notions presented in the unit; there are four additional grammar workshops linked to the Grammar Section. There are also two reading comprehension and two listening comprehension workshops linked to specic units in the workbook. You can assign these workshops in any order you like directly from the “Interactive Workshops” buttons located throughout the digital version of the workbook. See the following pages for a list of all the workshops offered with Snapshot Secondary Cycle One, Year Two.

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Secondary Cycle One • Year Two List of Interactive Workshops

Verbs and Sentence Builders Unit 1 Uniquely Cool Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

1

Adjectives

Position of adjectives, p. 10

Adjectives, pp. 203–204

2

Simple Present

Simple present verbs, pp. 13–14

Simple present verbs, pp. 148–159

Unit 2 Trivia Challenge Notion Covered in Grammar Section

Workshop

Workshop Title

Notion Covered in Unit

3

Question Words

Question words, p. 26

Question words, pp. 222–224

4

Simple Past

Simple past, pp. 31–32

Simple past, pp. 160–171, 237–238

Unit 3 Extraordinary Sports Workshop

Workshop Title

Notion Covered in Unit

5

Modals

Modals can, could, must, have to and should, p. 43

Notion Covered in Grammar Section Modals, pp. 190–193

Unit 4 Animation Secrets Notion Covered in Grammar Section

Workshop

Workshop Title

Notion Covered in Unit

6

Adverbs and Ordinal Numbers

Sequence adverbs and ordinal numbers, p. 63

Adverbs, pp. 210–213; Sequence adverbs and ordinal numbers, p. 214

7

Present Continuous

Present continuous, pp. 69–70

Present continuous, pp. 179–183

Unit 5 The Push and Pull of Advertising Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

8

Imperatives

Imperatives, p. 81

Imperatives, pp. 194–195

9

Future with Will and Be Going To

Future with will and be going to, pp. 87–88

Future, pp. 172–178

Unit 6 Weird News

354

Workshop

Workshop Title

Notion Covered in Unit

10

Past Continuous

Past continuous, pp. 105–106

Snapshot Year Two n Digital Tools

Notion Covered in Grammar Section Past continuous, pp. 184–189

Reproduction prohibited © TC Media Books Inc.

Verbs and Sentence Builders Unit 7 Fears and Phobias Workshop

Workshop Title

Notion Covered in Unit

11

Comparative and Superlative Adjectives

Comparative adjectives, p. 119

Notion Covered in Grammar Section Comparatives and superlatives, pp. 205–206

Unit 8 Travel the World Workshop

Workshop Title

Notion Covered in Unit

12

Modals (Would, Could and Should)

Would, could and should, pp. 141–142

Notion Covered in Grammar Section Modals, pp. 190–193

Extra Workshop

Workshop Title

Notion Covered in Unit

Notion Covered in Grammar Section

13

Nouns

–

Nouns, pp. 196–199

14

Pronouns and Possessive Adjectives

–

Pronouns, pp. 200–202; Possessives, pp. 207–208

15

Demonstratives, Conjunctions and Articles

–

Demonstratives, p. 209; Conjunctions, pp. 219–220; Articles, p. 221

16

Prepositions

–

Prepositions, pp. 215–218

Comprehension and Vocabulary Workshop

Workshop Title

Type

Unit

17

Teen Wins for Cool Science Project

Reading Comprehension

Unit 1, p. 1

18

Welcome to the World

Reading Comprehension

Unit 8, p. 129

19

What Makes a Great Character?

Listening Comprehension

Unit 4, p. 55

20

Today in the News

Listening Comprehension

Unit 6, p. 93

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Makes a Great Character?

Unit 4

Interactive Workshop 19

Transcript

HOST: Hello, William. Welcome to our show. Tell us about yourself. WILLIAM: I’m studying 3-D computer animation at CEGEP. HOST: What else do you do? WILLIAM: In my spare time, I work as a freelance animator for TV shows. I help to create characters. HOST: So what makes a great animated character? WILLIAM: Many things, I think. A good character is unique. Let’s say it’s a dog. This dog may walk in an unusual way. He’s funny and does surprising things. Maybe he wears special outts or is a strange colour. He’s different from everyone else. He has an attitude. HOST: What makes a character popular? WILLIAM: Let’s take the example of the dog again. This dog uses humour. He’s intelligent and curious but he also has a major aw. He isn’t perfect. He’s clumsy and causes accidents around him. This makes him more sympathetic to the audience. HOST: Besides acting differently, wearing special clothes and having an important aw, what else makes an animated character a star? WILLIAM: I always create different facial expressions for my characters. Audiences like this. But part of a character’s popularity depends on another artist called a voice-over artist. An appealing character has a distinct voice that gives him or her a distinct personality. For example, a deep voice can make a character sound serious—“My name is Scruffy.” A high-pitched voice gives a different impression—“My name is Scruffy.” HOST: You’re right, there’s a lot of difference between those two voices. William, thank you for talking with us today. WILLIAM: You’re welcome.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Today in the News

Unit 6

Interactive Workshop 20

Transcript

ANNOUNCER: Good day. This is John-Carlo Santella with the Weird News Service report. Today in the news, we have a fantastic story of good luck and survival from New Zealand. Our reporter Stephanie Kroiter has the story. Stephanie, what happened? STEPHANIE: Thanks, John-Carlo. This really is an incredible story. A man was kitesurng on the ocean near his home in New Zealand. It was about 2 p.m. The wind became very strong. It lifted the kitesurfer high into the air and carried him past the beach and over some trees. He crashed onto the roof of one of the houses. He was badly injured, but his life is not in danger. The most incredible part of this story is who lives in that house. It’s the kitesurfer! He landed on the roof of his own house. The woman who lives next door saw it all happen and called the ambulance. She said, “It gave me a huge shock.” ANNOUNCER: Thanks, Stephanie. That really is an incredible story. Join us tomorrow for the next Weird News Service Report.

Reproduction permitted © TC Media Books Inc.

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Snapshot Complete teaching material for successful learning Student Workbook

Updated themes New watching activities, featuring videos with and without English subtitles More opportunities for oral interaction New Reference Section New interactive workshops on the i+ Interactif platform

Answer Key

Eight units offering an original take on innovative Colour workbook with answer key and teacher’s themes notes Varied reading, watching, listening, speaking and writing tasks Teacher’s Guide and Answer Key A nal project that gathers information learned Answer key in the unit in a written production Handouts that include extra reading activities, An extra reading text and activity to explore the listening activities, grammar quizzes and unit’s theme further evaluation tools Contextualized and form-focused grammar Three evaluation situations exercises A CD with model dialogues and listening activities A complete grammar section with numerous A DVD offering videos with and without English exercises subtitles A useful reference section that offers functional language, strategies, tips for writing and production processes and other grammar references

Digital resources take teaching to another level For students

For teachers

Digital Student Workbook accessible on any computer and iPad Access to a large number of interactive exercises and workshops with automatic feedback that follow the progression of the workbook Additional documents and digital content that can be made available by teachers

All the features and tools of the i+ Interactif platform Digital versions of all the printed material and all the digital content that is available to students Learning management tools to monitor students’ progress All handouts in both PDF and Word formats Answers that appear one by one and numerous hyperlinks

With Chenelière’s new i+ Interactif platform, available online and downloadable, display, create, personalize and share pedagogical content and so much more!

The components of Snapshot, Secondary Cycle One, Year Two, 2nd Edition Print Version • Student Workbook • Answer Key • Teacher’s Guide

Digital Version • platform • Digital Student Workbook • Digital Teacher’s Guide and Answer Key

ISBN 978-2-7650-5215-9