Studio : English as a second language, secondary cycle two, year two. [2-2] 9782765036722, 2765036721

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Secondary Cycle Two

Year Two

d t i S o ENGLISH AS A SECOND LANGUAGE

Gillian Baxter Cynthia Beyea Claire Maria Ford Derek Wright

STUDENT WORKBOOK

Conforms to the PROGRESSION of Learning

Secondary Cycle Two

Year Two

d t i S o ENGLISH AS A SECOND LANGUAGE

Gillian Baxter Cynthia Beyea Claire Maria Ford Derek Wright

STUDENT WORKBOOK

Studio English as a Second Language Secondary Cycle Two, Year Two Student Workbook

Gillian Baxter, Cynthia Beyea, Claire Maria Ford, Derek Wright © 2012 Chenelière Education Inc. Editor: Melissa Repas Project managers: Jeanine Floyd, Amy Paradis Proofreader: Nancy Perreault Photo researchers: Stephanie Colvey, Marie-Chantal Laforge Permissions researcher: Marc-André Brouillard Book designers: Andrée Lauzon, Josée Brunelle Cover designer: Josée Brunelle Typesetters: Micheline Roy; Julie Champoux and Vicky Daigle (Interscript) Printer: TC Imprimeries Transcontinental

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. 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 978-2-7650-3672-2

Legal deposit: 2nd quarter 2012 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1 2 3 4 5 ITIB 16 15 14 13 12 We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. Government of Québec – Tax credit program for book publishing – SODEC

Acknowledgments The publisher would like to thank the following teachers for their valuable contributions to the publication of Studio, Year Two. Michael Carroll: C.S. des Samares Chantale Fluet: C.S. des Premières-Seigneuries Michael Marcoux: Collège de Lévis Sylvain Lair: C.S. de Laval Chantale Laliberté: C.S. de la Côte-du-Sud Martine Jean-Gilles: C.S. de Montréal

Table of Contents Units Unit 1

It’s All in Your Head! ..................................................

1

How do different factors affect your brain? Learn how age, exercise and distracted driving affect your brain.

Grammar: Gerunds and innitives, question words

Unit 2

Behind the Scenes ......................................................

21

What makes a movie memorable? Find out how various elements create unforgettable movies.

Grammar: Comparatives and superlatives, passive voice

Unit 3

Conict and Courage ......................................................

41

What is conict and how can it change us for the better? Discover inspiring stories of people who faced various conicts.

Grammar: Past tenses, direct and indirect speech

Unit 4

Marketing Mainstream ..................................................

61

How do marketing and the mainstream inuence us? Explore how marketing and the mainstream affect our lives.

Grammar: Used to, present perfect

Unit 5

What Would You Do? ......................................................

81

What does it take to make you react, or not? Explore some ethical dilemmas and discuss how you would react.

Grammar: Adverbs, conditional sentences

Unit 6

Experience Wanted ........................................................... 101 How can you gain experience in the world? Find out how you can set goals and gain valuable experience.

Grammar: The future, prepositions

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i

Verbs

1. Simple Present .......................................................................................... 122 Afrmative, Negative, Yes/No and Information Questions 2. Present Continuous ................................................................................... 126 Afrmative, Negative, Yes/No and Information Questions 3. Simple Past................................................................................................ 131 Afrmative, Negative, Yes/No and Information Questions 4. Past Continuous......................................................................................... 137 Afrmative, Negative, Yes/No and Information Questions, Simple Past or Past Continuous? 5. The Future ................................................................................................. 142 With Will, With Be Going To, Yes/No and Information Questions 6. Future Continuous ..................................................................................... 146 Afrmative, Negative, Yes/No and Information Questions 7. Present Perfect.......................................................................................... 149 Afrmative, Negative, Yes/No and Information Questions, Present Perfect or Simple Past? 8. Modals ....................................................................................................... 154 Afrmative, Negative, Yes/No and Information Questions 9. Conditional Sentences ............................................................................... 159 Forming Conditional Sentences, Yes/No and Information Questions 10. Gerunds and Full Innitives ...................................................................... 164 11. Active and Passive Voices.......................................................................... 168 12. Direct and Indirect Speech ........................................................................ 172

Sentence Builders

Grammar Section

13. Nouns ........................................................................................................ 175 Types of Nouns, Plurals, Countable and Uncountable, Possessive Form 14. Articles and Quantiers............................................................................. 179 Articles, Quantiers 15. Pronouns and Possessives........................................................................ 182 Types of Pronouns 16. Adjectives................................................................................................... 185 Order of Adjectives, Comparatives and Superlatives 17. Adverbs...................................................................................................... 190 Forming Adverbs from Adjectives, Types of Adverbs 18. Prepositions............................................................................................... 195 19. Conjunctions and Transition Words .......................................................... 198 20. Capitalization and Punctuation.................................................................. 202

Reference Section A. B. C. D. E. F. G. H. I.

ii

Functional Language ................................................................................. 207 The Writing Process .................................................................................. 210 The Production Process............................................................................. 212 Strategies .................................................................................................. 214 Verb Tense Overview ................................................................................. 217 Question Words.......................................................................................... 218 Question Formation ................................................................................... 219 Common Phrasal Verbs ............................................................................. 220 Common Irregular Verbs........................................................................... 222

Table of Contents

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Overview of Studio Second Cycle Year Two Units In the rst section of Studio, you will nd six interesting units. The opening page of each unit explains what you will learn and do.

Opening Page The unit number and title identify the unit.

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

The introduction of the unit presents the theme. The descriptions of the tasks tell you what you will do in the unit. The descriptions of the Extra Reading and the Production Studio tell you about the ideas and skills that you will reinvest.

The One-Minute Challenge activates your prior knowledge. Work alone, in pairs or in teams to make a list in one minute. You can also add an element of competition. The guiding question presents the focus of the unit.

Tasks Each unit contains six tasks that focus on reading, listening, speaking or writing.

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

The tab on the top of the page indicates the focus of each task. The task number and title help you to nd the task easily. The introduction helps you to understand the purpose of the task. Step-by-step instructions tell you what to do.

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Overview

iii

Reading Studio and Extra Reading

One text in each unit is deconstructed to provide a model for the writing tasks.

The Extra Reading text and activity let you explore the theme of the unit further.

The What Do You Think? box allows you to express an opinion on the topic, either orally or in writing.

Production Studio The Production Studio lets you reinvest what you learned in the unit and create a media text.

iv

Overview

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Grammar Section In the second section of Studio, you will nd grammar notes and numerous exercises to help you practise and reinforce your grammar skills. The Grammar Mix lets you combine two grammar concepts in the same exercise, just as you do in everyday English. The ! box points out grammar information to watch out for.

The title tells you what you will learn and practise. The opening page of each subsection shows grammar in context and provides a Grammar Check for you to nd out what you already know. The grammar notes help you understand the concept. The Grammar Game allows you to practise the grammar concept while interacting orally.

The Write It section lets you practise your grammar skills by writing a text.

Reference Section In the third section of Studio, you will nd useful reference tools such as Functional Language, the Writing and Production Processes and Strategies to help you use English in different situations, as well as additional grammar references.

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Overview

v

Icons The tabs tell you the focus of each task. SETTING UP

Vocabulary

CD

READING STUDIO

LISTENING STUDIO

SPEAKING STUDIO

WRITING STUDIO

The Vocabulary icon indicates new words to learn.

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

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write and produce texts.

T alk b ack

Talkback offers additional opportunities to practise speaking.

The mouse icon indicates ways to use technology for the tasks and project.

S o nd Check

Lang age p r om p ts

Sound Check provides tips to improve your pronunciation.

Language Prompts give you examples of the language you need for oral activities.

150 Go to Grammar Section page ctice. for more information and pra

This box tells you where to nd more about the grammar concept.

C l t re Clip

vi

Culture Clip introduces you to another aspect of the theme of the unit in world culture.

Overview

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UNIT

1

It’s All in Your

Head! Do you ever wonder what’s going on in your head? Your brain commands and controls everything you do, but things you choose to do can also have an impact on your brain.

In this unit, learn about different factors that affect your brain. Discover some interesting facts about the brain. Read about what makes your brain unique. Listen to a podcast about the effects of exercise on the brain. Find out how distracted driving affects the brain. Write about a factor that has an impact on the brain. Practise grammar: gerunds and innitives, question words.

Extra Reading Hockey and the Concussion Debate

Production Studio

One-Minute Challenge Make a list of everyday functions that the brain controls.

Create a trivia game to test your classmates’ brains.

How do different factors affect your brain? Reproduction prohibited © Chenelière Education Inc.

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1

SETTING UP

Name:

Date:

Group:

1. Brain Games Get your brain ready to learn. 1. What affects the brain and how it works?

2. Read about the brain and how to keep it active. Add information to your answer in Step 1.

Brain Facts It weighs only 1400 grams but your brain is made up of many dierent parts that control everything you do, from breathing and swallowing to learning a new language and solving complex puzzles. Your brain is your body’s boss. Many factors inuence the brain in positive and negative ways. Exercising, eating well and listening to music all promote brain development. Taking drugs, consuming alcohol and not sleeping enough have a negative eect on the brain. Aging also aects the brain. Memory starts to fail and people take longer to complete certain tasks. However, doing brain exercises can help slow down and even reverse the eects of aging. You might not worry about getting old just yet but it’s never too early to start exercising your brain. Just as your muscles improve with exercise, your brain gets stronger with training. Activities such as playing language and logic games or solving visual puzzles keep your brain active. Doing simple physical movements can also improve some brain functions. When it comes to your brain, remember, “Use it or lose it!”

2

two

It’s All in Your Head!

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Name:

Date:

SETTING UP

Group:

3. Try three different brain exercises. Label the exercises logic, visual or language.

A. Anagrams Rearrange the letters of the word to form a new word. a. baker

b. danger

c. live

e. present

* Challenge: education

Type of exercise:

B. Memory Game Study the ten objects. Then, cover them with a sheet of paper and list as many as you can remember.

• • • • • • • • • •

Type of exercise:

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Unit 1

three

3

Name:

Date:

Group:

C. Number pattern Complete each series and explain the pattern. a. -45, -25, b. 1, 6

, 15,

,

, 19, 27,

c. 15, 225,

, 75

Pattern:

, 46

Pattern:

, 50 625,

Pattern:

T alk b ack

Type of exercise:

With your classmates, discuss which brain exercise was the easiest and which one was the most difficult. Explain your answer.

Gerunds and Innitives A gerund is a verb form that functions as a noun. An innitive is the base form of a verb. Gerunds

Innitives

To form the gerund, add ing to the base form of the verb.

To form the innitive, use the word to and the base form of the verb.

Playing hockey keeps me in shape. I enjoy listening to music.

I love to play hockey in the winter. The students want to know their grades.

Some verbs can only be followed by a gerund: appreciate, avoid, dislike, enjoy, finish, imagine, miss, suggest.

Some verbs can only be followed by an innitive: agree, ask, choose, decide, expect, learn, want.

A. Underline the gerunds in the text in Step 2 on page 2. B. Complete the paragraph with the appropriate gerund or innitive. If you want (have)

1

a healthy brain, you should start (do)

brain training exercises. Try (practise) 4

(train) 5

3

2

a few exercises each day.

your brain regularly is a good habit. If you enjoy (learn)

new things, you can continue (work)

life! You can decide (focus)

7

exibility. Whatever you choose (do)

6

your brain for

on your memory, your concentration or your 8

, your brain will thank you.

164 Go to Grammar Section page ctice. pra and tion rma info for more

4

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It’s All in Your Head!

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Name:

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2. Brain Trivia

SPEAKING STUDIO

Group:

C1

What do you know about the brain and how it works? 1. Take the brain quiz. Try to answer all the questions.

Brain Quiz 1. How much does an average human brain weigh?

2. What are three things that have a negative effect on the brain?

3. When you laugh at a joke, how many areas of the brain are activated? a. 3

b. 7

c. 1

d. 5

4. Which lobe of the brain changes the most during adolescence? a. occipital

b. temporal

c. frontal

d. parietal

5. What are three things you can do to promote brain development?

6. What actions does the frontal lobe of the brain control?

7. Why is talking on a hands-free phone while driving not safe?

8. What happens to the brain as a person gets older?

9. Why is physical exercise good for the brain? a. It increases blood ow. b. It increases oxygen levels. c. It increases chemicals that help the thinking processes. d. All of the above

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Unit 1

ve

5

Name:

Date:

Group:

2. Compare your answers with a partner’s. Support your answers with facts or statistics or your own experience. Use the Language Prompts for help. 3. At the end of each task, check and correct your quiz answers.

Question Words Use question words to ask for specic information about people, places and events. Question Word

To Ask About

Example

Who

People

Who wants to learn about the brain and how it works?

What

Things and events

What activities promote brain development?

Which

Choice

Which hemisphere is usually associated with language development?

Where

Place

Where is the cerebellum located?

When

Time

When does the brain begin to develop?

Why

Reason

Why can’t you tickle yourself?

How

Manner

How does stress affect the brain?

How + adjective or adverb

Degree

How much did Albert Einstein’s brain weigh? How many neurons are in the human brain? How quickly can the brain process information?

Lang age p r om p ts • I think/I know the answer to number . . . is . . . because . . . • I agree/disagree with you because . . . • Why do you think that? • I learned that in science class.

Write four questions and their answers based on information from the text on page 2. Then, work with a partner to ask and answer each other’s questions. 1.

2.

3.

S o nd Check At the end of a question, the tone of your voice should go down.

6

six

4.

Go to Reference Section page 218 for more It’s All in Your Head!

information.

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Name:

Date:

READING STUDIO

Group:

3. This Is Your Brain

C2

Find out what goes on in the teenage brain. 1. What are some typical teenage characteristics or behaviours?

2. Why do you think many teenagers experience conict with their parents, teachers or other authority gures?

3. Read the article. Underline three important facts in each paragraph.

Tension in the Air “What were you thinking?” “Don’t you ever use your brain?” Does this sound familiar? Do your parents constantly overreact to things you do or say? Don’t worry. Firstly, you’re not alone and secondly, you are using your brain. It’s just very different from an adult’s brain. In the last 20 years, technology has changed considerably and science can now prove what parents already know—teenagers are a separate species! Knowing about the changes that take place in the brain at this time can help both teens and parents better understand what is going on.

A Mind of its Own During adolescence, there are dramatic changes to the brain. ese changes cause some of the less enjoyable aspects of being a teen: mood swings, impulsiveness, insecurity. Some changes are positive. e brain matures and becomes more specialized, faster and more sophisticated. Most changes take place in the frontal lobe, the area responsible for complex thinking, decision making, problem solving and behaviour control. It helps us exercise good judgment in dierent situations but it works dierently in teens than in adults. Adults sometimes jump to the

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Unit 1

seven

7

Name:

Date:

Group:

conclusion that teenagers are being irresponsible or not using their heads but brain studies show that they are using their heads— they’re simply not using an adult head!

A Taste for Something New All teenagers have the desire to experience new things. is desire comes from changes taking place in the brain. At this time in their lives, they think about getting a part-time job, continuing their education, signing up for work experience or taking humanitarian trips. Older teens might even consider moving out on their own. is behaviour gives teens the chance to grow into independent people. It allows them to take chances, make mistakes and, most important, learn from them.

Friends, Friends, Friends Teenagers have a strong desire to be with their peers. Most teens value time with their friends over time with their families. is can be very positive because it helps teens create social connections and develop a circle of friends. Having friends and being with people of the same age make a person happy and healthy.

Why Do Teens Do Crazy Things? Risk-taking might be the rst thing that comes to mind when people think about typical teenage behaviour. Teens are oen described as reckless, adventurous and impulsive. Changes in the teenage brain create a love of thrill and adventure that peaks at the age of 15. Many adults think that teens partake in dangerous activities without giving it a second thought. However, teens do recognize risk and are very aware of the consequences. e dierence between teens and adults is that teenagers don’t exaggerate the risk as much as adults do. In fact, because of further changes in the frontal lobe, adults tend to see things as more risky than they really are. For teenagers, the potential rewards of an activity are more important than the risks. ey also take greater risks when there are other teens around. Since teens are most oen with peers, this increases the chances that they will engage in risky behaviour. is desire for risk and new experiences plus a desire to be with peers may explain why teens do crazy things.

Vocabulary

peaks: reaches the highest level

8

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It’s All in Your Head!

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Name:

Date:

Group:

4. Answer the questions. Use information from the text. a. Why is a teen’s judgment different from an adult’s?

b. What are some new experiences teenagers might think about at this time in their lives?

c. Why is it so important for teens to spend time with other teens?

T alk b ack Work with a partner. Discuss how the information in the article applies to you. Give examples. • I like to experience new things such as . . . • I am/am not a risk taker because . . .

d. Why are teens susceptible to risk-taking behaviour? List at least three reasons from the text. •

C l t re Clip From the beginning

•

of time, teenagers have been known for their reckless, risky behaviour. Think of the most famous teenage story of all, Romeo and Juliet. Taking risks, looking for something new and wanting to be accepted by peers? They’re all there!

•

e. Do teenagers underestimate risk or are adults too cautious? Support your answer with information from the text.

5. What advice would you give to yourself and other teens to help “survive” adolescence?

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9

LISTENING STUDIO

C2

Name:

Date:

Group:

4. Exercise and the Brain Exercise is good for the body but it is also good for the brain. 1. Do you exercise regularly? What sports or physical activities do you participate in?

2. Read the following words and circle the ones you know. Find the denition of the ones you do not know. Then, complete the sentences. Vocabulary

dget t heart rate in shape neuroscience

impulsive stationary

in-depth

a. When you are _______________ or __________________ , it means you are healthy. b. You can speed up your ____________________ by riding a _________________bike. c. _________________________ is the study of the brain and the nervous system. d. Children who ______________ or are ______________ may have difculty in school. e. Advances in technology allow scientists to conduct _________________ studies of the human brain. 3. Read the statements below. Circle T or F. Then, listen to the podcast and conrm or correct your answers. If the statement is false, write the correct information.

10

CD

a. Playing a sport helps you get in shape, build relationships with other students and exercise your mind.

T

F

b. Children and teenagers are more active today than ever before.

T

F

c. Most students make exercise a priority in their lives.

T

F

d. The brain stops growing at a certain age.

T

F

e. Exercise increases a person’s ability to focus and remember information.

T

F

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It’s All in Your Head!

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Name:

Date:

Group:

4. Answer the questions about the podcast. a. Why do scientists today know more about the brain?

b. What are four positive effects that exercise has on the brain? • • • • c. What is the recommended workout for teenagers who want to increase brain function?

5. Would you like to do physical activity before starting work in class? Why or why not?

T alk b ack

6. What activities could your school offer to exercise students’ minds as well as their bodies?

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Unit 1

When students have problems in school, sports activities are often cut to give them more time to focus on their studies. Use information from the podcast to convince a partner that this is or is not a good idea. • I think that . . because . . . • I believe that . . . • In my opinion . . . • Students should/ should not . . . because . . .

eleven

11

READING STUDIO

C2

Name:

Date:

Group:

5. Distracted Driving Find out how distracted driving affects the brain. 1. What is a distracted driver?

2. Read the statements in the chart. Check (✓) Yes or No. I know someone who . . . while driving.

YES

NO

a. texts b. talks on a cellphone c. talks on a hands-free phone d. eats or drinks e. puts on make-up or xes hair f. reads maps or uses a navigation device g. adjusts the radio or other music device h. talks to passengers i. smokes j. tends to children 3. Which of the above actions do you think are safe to do while driving?

4. What do you think is the most dangerous driving distraction? Why?

5. Read the text. Focus on the text components while you read.

12

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It’s All in Your Head!

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Name:

Date:

Distracted Driving Is Disastrous

Text Features Audience: anyone who drives or travels by car Topic: effect of distracted driving on the brain

1

Purpose: to give information about the effect of distracted driving on the brain. Language: clear and simple sentences Culture: driving habits and road safety Text components 1

Introduction

2

Thesis statement

3

Paragraphs

4

Topic sentence

5

Supporting details

6

Conclusion restates thesis and wraps up important information in text

Vocabulary

detrimental: harmful device: something made for a particular purpose

Group:

3

e hear it every day on the news—distracted driving kills. Yet many drivers continue to carry out tasks behind the wheel that aect their ability to concentrate while driving. Every action that a driver engages in while driving has an impact on a particular area of the brain. One action can be detrimental to another and the results can be disastrous. 2 Manual, visual and cognitive distractions inuence brain activity and contribute to dangerous situations on the road. Driving is a complex task that requires many levels of informationprocessing in the brain. Any distraction while driving can be dangerous: looking at a map on a navigational device, eating a sandwich, talking to a passenger. A manual distraction causes you to remove your hands from the steering wheel, perhaps to hold or pick up something or adjust a control on the dashboard. Manual distractions give the brain some4 thing else to think about and take away from your full concentration on the primary task—driving the car. You might not be distracted for long, but when you reach for something in the glove compartment or grab a sandwich from the passenger seat, you put yourself and others at risk. e most common manual distraction and the one that causes the most 5 accidents is texting while driving. When you text, your focus is taken o the road and onto the device. By the time you get the other hand back on the wheel, your reaction time has increased. ose few seconds can make the dierence between life and death. Manual distractions are obvious and easy to identify but they are only part of the distracted driving problem. A visual distraction causes you to take your eyes o the road in order to look at something else. A parent might turn around to check on children in the back seat or tend to a crying baby. Another driver may take a quick glance at a personal navigation device or check a map. When this happens, the area of the brain used for vision is torn between two tasks and consequently, one task is impaired. Drivers who focus their visual attention on things other than the road swerve more within lanes or have a hard time staying in their lane, creating a dangerous situation for themselves and others on the road.

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Name:

Date:

Group:

e least obvious type of driving distraction but possibly the most serious is cognitive distraction. is occurs when your brain is not focused on the task of driving. Having a conversation with a passenger may seem safe but it is still a cognitive distraction. When someone speaks to you or you laugh at a joke, three to ve dierent areas of the brain are activated. Studies show that when a driver focuses on what someone says and the brain works to understand the sentence, the area of the brain that processes visual information is aected. e driver’s ability to see is reduced. is raises the issue of hands-free phone use while driving. In the past, the dangers of cellphone use were associated with the manual distraction involved in dialling or holding the device. Now, it seems that is only part of the problem. It is estimated that even drivers who talk on a hands-free phone miss up to 50% of the visual information in the driving environment. e brain activity related to driving is suppressed by cellphone conversation, even if it is hands-free. Cognitively distracted drivers look at things on the road ahead but don’t necessarily see them. By the time a driver realizes there is a road hazard up ahead, it might be too late.

Vocabulary

reduced: smaller suppressed: eliminated

6

Even good drivers make bad mistakes. Experienced drivers use certain driving skills almost automatically but it does not take much for someone to be distracted. To keep the roads safe, drivers need to keep their hands on the wheel, their eyes on the road and their mind focused on the most important task—driving the car.

6. Complete the table with information from the text. Type of Distraction

Denition

Example

a.

14

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It’s All in Your Head!

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Name:

Type of Distraction

Date:

Group:

Denition

Example

b.

c.

7. Do you think it is more dangerous to drive while talking on a cellphone or to drive under the inuence of alcohol? Explain your answer.

8. Given what you know about the teenage brain, why do you think teenagers are the highest-risk group for accidents resulting from distracted driving?

9. Why do you think people continue to drive while distracted when most are aware of the risks?

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Unit 1

fteen

15

WRITING STUDIO

C3

Name:

Date:

Group:

6. Inside Your Head Write an informative text to explain a factor that inuences the brain. 1. Choose the topic for your text.

age

gender

playing brain games

committing a kind act

injury

predictive texting

drugs/alcohol

lack of sleep

stress

food and nutrition

music

other ________________________

2. Think about what you already know about this topic. Write key words and ideas.

3. Write an outline for your text. Conduct research to nd facts, statistics and examples to support the main idea in each paragraph. Make sure each body paragraph contains evidence to support your thesis statement. Use the model text in Task 5 for help.

Introduction Thesis statement:

Body Paragraph 1 Topic sentence: Supporting detail 1: Supporting detail 2: Supporting detail 3:

16

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It’s All in Your Head!

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Body Paragraph 2 Topic sentence: Supporting detail 1: Supporting detail 2: Supporting detail 3:

Body Paragraph 3 Topic sentence: Supporting detail 1: Supporting detail 2: Supporting detail 3:

Conclusion

4. Write the rst draft of your text. Look at the writing checklist in Step 5 for the task requirements. 5. Revise and edit your text. Use this writing checklist.

I included an introduction and a conclusion.

I did not share my opinion in the text.

I wrote a thesis statement in the introduction.

I checked my spelling and punctuation.

Each paragraph expresses a clear idea in its topic sentence.

I used gerunds and innitives correctly.

6. Exchange texts with a classmate. Get feedback on the content and clarity of your ideas. 7. Write your nal copy. Integrate feedback, changes and corrections. 8. Publish your work. Share your text with a partner.

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Unit 1

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Extra Reading

bate e D n io s s u c n o C e h Hockey and t

Concussion

Repeated concussions can have long-lasting effects on the brain. or real hockey fans, it is very upsetting to see a favourite player, lying motionless on the ice aer a major hit. Today, that sight seems a much more common one. Despite attempts by the National Hockey League (NHL) to reduce the number of hits to the head, more and more players seem to be sidelined by injury, some of them for months at a time. For many, that injury is a concussion. A concussion is a condition in which the brain is shaken or twisted during a hit. Sometimes, it causes loss of consciousness. In the past, players would oen consider a concussion to be an accepted part of the game. ey toughed it out and returned to play as soon as possible. It is possible then that many concussions were never actually reported.

that will decrease what it calls the “physicality” of the game.

In recent years, medical science has taught us a lot about concussions. We now know that there is really no such thing as a minor concussion. We know that immediate proper diagnosis is dicult but critical. We know that there is no treatment for a concussion other than rest. We know that the brain is extremely vulnerable to severe injury if players return to their sport too soon. We know that one concussion makes an athlete much more susceptible to further concussions. And we know that repeated concussions can result in permanent, debilitating brain damage.

Awareness of the dangers of concussions continues to grow and there is increasing pressure on the NHL to nd a way to reduce the risk to players. What the NHL will do remains a subject for debate.

Hockey concussions made the news big time aer Sidney Crosby was hit twice in January 2011 and forced to withdraw for almost two seasons. is incident, as well as injuries to several other players, has led to requests for the NHL to take strong measures to cut back the kind of play that causes severe head trauma and concussion. e League still remains resistant to any rule change

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eighteen

It’s All in Your Head!

In minor hockey circles, however, increased awareness of the dangers of concussion is having an eect. Rules against violent hits are being tightened. Some leagues do not allow body checking until players are at least 13 years old.

Vocabulary

body checking: using the body to push or knock another player consciousness: the state of being awake and aware

toughed it out: got through a difcult situation withdraw: remove oneself from something

sidelined: taken out of a game

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Name:

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Before Reading 1. Have you or has anyone you know ever had a concussion? What caused it?

2. In what sports are players more likely to suffer a concussion?

While Reading 3. Read the text to learn about the causes and long-term effects of concussions. Underline three ways in which a concussion affects the brain.

After Reading 4. Answer the questions. Use complete sentences. a. How did players react to concussions in the past?

b. Why does the NHL not want to change the rules to cut back on the kind of play that increases the risk of concussions?

c. What is one way in which minor hockey leagues try to reduce the risk of injury to their younger players?

W ha t Do You Th ink? Should hockey leagues be held responsible for the injuries that their players sustain? Use information from the text and your own experience to explain your answer to your classmates.

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Unit 1

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C3

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Production Studio Create a trivia game to test your classmates’ brains.

Pre-Production Step 1

Plan your trivia game. Use your text from Task 6 to create the content of your questions.

Use software or online-game templates for your game. Step 2

Choose the format for your questions. I will use this format:

Step 3

multiple choice

short answer

true or false statements

other

nd the question

Decide how you will present your game. Choose the format of your media text. I will produce a: questionnaire and answer sheets poster

computer presentation

other

Production Step 4

Create the game. Prepare the questions and answers. Present a rough copy to a sample audience. Get feedback from your classmates. Use the feedback to revise and edit your work.

Post-Production Step 5

Present your trivia game to the class. Test your classmates to see how much they know about factors that inuence the brain.

Step 6

Evaluate your work. Decide how you can improve your game. Improvements:

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It’s All in Your Head!

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UNIT

2

Behind the

Scenes Great movies impress, surprise and move us. They make us laugh and they make us cry. Sometimes they scare us. What does it take to create such a magical experience?

In this unit, nd out how different elements create unforgettable movies. Talk about movies that made an impression on you. Learn about the technology behind special effects. Listen to a makeup artist share the secrets of the trade. Read about the behind-thescenes realities of movie production. Write an opinion text about a movie. Practise grammar: comparatives and superlatives and the passive voice.

One-Minute Challenge Make a list of box-ofce hits.

Extra Reading Moviegoing: Pastime or Passed Time?

Production Studio Present a memorable movie at a lm festival.

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twenty-one

21

SETTING UP

Name:

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Group:

1. The Right Combination It takes the right combination to make an outstanding movie. 1. What are two movies that made an impression on you?

T alk b ack

•

Work with a partner. Compare your ratings. Discuss the elements for which you both wrote O.K. or Wow! • What movies did you choose? • When did you check Wow? • Why did you say that? • I think that . . . is only O.K. because . . . • I love it when . . . because it is so . . .

• 2. Read the following movie elements and ratings. Rate the elements in the two movies from Step 1. Calculate the totals.

Movie 1 Element

Rating O.K. 1

Good 2

Very Good 3

Wow! 4

a. Title b. Story c. Setting d. Acting e. Special effects f. Makeup and costumes Total:

=

Movie 2 Element

Rating O.K. 1

Good 2

Very Good 3

Wow! 4

a. Title b. Story c. Setting d. Acting e. Special effects f. Makeup and costumes Total:

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Behind the Scenes

=

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SETTING UP

Group:

3. Circle the movie that got more points. 4. Compare your movies with your classmate’s. Explain why your top movie deserves to win.

Comparatives and Superlatives Use comparatives to compare two things. The book is more exciting than the movie. Use as + adjective + as if two things are equal. The setting is as beautiful as the costumes. Use superlatives to compare more than two things. That was the longest film ever! Comparatives

Superlatives

Add er + than.

Add est and place the before the adjective.

fast ➜ faster than

fast ➜ the fastest

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.

sad ➜ sadder than

sad ➜ the saddest

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

Most other adjectives with two or more syllables

Add more or less before the adjective + than.

Add the most or the least before the adjective.

boring ➜ more/less boring than

boring ➜ the most/least boring

Irregular

bad ➜ worse than far ➜ further than fun ➜ more fun than good ➜ better than

bad ➜ the worst far ➜ the furthest fun ➜ the most fun good ➜ the best

One-syllable adjectives

Use the information in Steps 1 to 4 to write sentences about your favourite movies. Use adjectives and comparatives and superlatives. 1. 2.

!

We can also use adverbs as comparatives and superlatives. He acts more naturally in this film than in that one.

3. 4. 5. 187 Go to Grammar Section page ctice. pra and tion rma info re for mo Reproduction prohibited © Chenelière Education Inc.

Unit 2

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SPEAKING SETTING STUDIO UP

C1

Name:

Date:

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2. Movie Technology The technology used in lm making has come a long way since the time of black and white Charlie Chaplin lms. 1. Form teams of three. Each team member chooses two different movie milestone cards on pages 26 and 27. For each card, complete the chart. Use the passive voice where possible.

Element

Movie Milestone

Movie Milestone

a. Technique

b. Year Appeared

c. Intended Effect

d. Explanation of Technique

e. Examples

2. Share the information from Step 1 with your team. Work together to place each movie milestone on the timeline. blue screen technology

stop motion

Where to next? early 1800s

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1968

Behind the Scenes

2000s

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SETTING UP

Group:

3. Take turns discussing the following questions with your team.

Lang age p r om p ts

st a. What are the late advances in movie history?

• I think this milestone came first because . . . • Let’s put this one next. • What about this one? • Shouldn’t we place this milestone here? • Let’s check our work.

latest lm e th o d w b. Ho add chniques making te nce? vie experie o m e th to

c. Which do you think is more important, the story or the visual effects? Explain your answer.

S o nd Check

k is d. What do you thin s? the future of movie

Pronounce the initial h in words such as how and history clearly.

The Passive Voice Use the passive voice to emphasize the object (person or thing receiving the action) or if you do not want to identify the subject (person or thing doing the action). Active Voice

Passive Voice

Subject + verb + object.

Object + to be + past participle of the main verb.

Simple Present

The director calls the actors for auditions.

The actors are called for auditions (by the director).

Simple Past

Gary Ross directed The Hunger Games.

The Hunger Games was directed by Gary Ross.

Future

A local team will shoot the film in Québec.

The movie will be shot in Québec (by a local team).

Read your two movie milestones again. Underline ve examples of passive verbs. Rewrite the sentences in the active voice. 1. 2.

!

Don’t forget to use the correct form of the past participle for irregular verbs.

3. 4. 5. 168 Go to Grammar Section page ctice. pra and tion rma for more info Reproduction prohibited © Chenelière Education Inc.

Unit 2

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MOVIE MILESTONE 1 phy Stop-Motion Photogra

Méliès, at hnology was Georges The rst to use th is tec gician th century. He was a ma the tur n of the twentie ed the pp covered that if he sto and lmmaker who dis ject. Once he could change an ob , ing lm ile wh ra me ca ra was or changed, the came the object was moved make objects used this technique to s liè Mé . ain ag d rte sta for example, en into other objects, turn into people or ev technique derella’s carriage. This Cin s me co be kin mp pu a ects artists imators and visual eff will still be used by an Father . Some call Méliès the for many years to come sed on ba movie Hugo (2011) is of Special Effects. The his life.

MOVIE MILESTONE 3 Computer-Generated

2 ILESTONE M IE V O M hnology c e T e r u t nce-Cap was Performa gy, which

chnolo y apture te -c e c as used b n a Perform capture, w n o ti o in m clud g called is lms in h f originally o y n a ielberg eron in m and by Sp ), 9 0 0 (2 James Cam r Avata used to 997) and 011). It is (2 Titanic (1 n ti in T f nd ventures o d scenes a in The Ad h as crow c u s eras. ts c a c e l-time m ual eff a is v re te g a in s re c lmed u roducer enes are  d by the p te la u stunts. Sc ip n ma Facial ge is then d scenes. te The foota ra e n e g Avatar. omputerloped for e v e d to direct c s a re w ad and nce captu actor’s h e e performa th to d produces cap is xe h e or she s a A special ts n e used vem ta is then facial mo a d e h T . s captures otion uterriety of em s in comp n o si a wide va s re p ex impressed uce facial es will be c to reprod n ie d u A lves and acting. ology evo n h c generated te re ance-captu as perform vies. more mo enhances

26 twenty-six

Behind the Scenes

Imagery (CGI)

The rst computer-gen erated image was cre ated by Russians in 1968. It was a cat. However, Jam es Cameron created the rst computer-genera ted character to be includ ed in a movie: the sea creature in his movie The Abyss (1989). Reali stic imaginary creatures an d characters are create d using computer-genera ted imagery. Another example of this techn ology, which is used in collaboration with an imatronics , are the din osaurs in Jurassic Park, which was produced in 1993 . The articial din osaurs we re created digitally on a computer by the Indus trial Light and Magic company and were the n integrated into the lmed live scenes.

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MOVIE MILESTONE 4 Blue Screen Blue screen technology was developed by Larry Butler in The Thief of Bagdad (1940). Later , this technology was us ed when the boys ew through the air in Spiel berg’s famous E.T.: The Extra-Terrestrial in the 1980s and in other family favourites such as Star Wars, Return of the Jedi and Back to the Fu ture. The effect is prod uced by lming a scene live with a blue screen be hin d the action. Props and equipment are then dig itally erased and the backgro und is replaced. The im pact keeps moviegoers on the edge of their seats during high-action se gments.

MOVIE MILESTONE 5 Subsurface Scattering food in the movie Did you know that the tempting and Ratatouille (2007) looks s touched up by delicious because it wa This technique is used subsurface scattering? characters in animation to make th e food and . It lets producers add features look appealing as listic properties such shading and other rea g yin d moisture by pla softness, reection an lour tinting an d with light radiation, co . ate highlights or depth image softening to cre d hard look of meals an One day the plastic or be ll wi and complexions characters’ hairstyles . completely eliminated

MOVIE MILES TONE 6 3D Movies 3D movies w ere invented much earlie r believe. In fa than many pro ct, the rst 3D bably movie was sc projecting tw reened in 1856 o stereoscop by ic images fro Nowadays, 3D m two points movies are p o f view. roduced by co camera shots mbining mult into one mult ip le i- dimensional popularity in view. After lo the 1950s, th si ng ey made a re wore 3D glass covery when es to experie vi ew ers nce the IMAX in the mid-198 theatre phen 0s. With the o m enon arrival of H D movies , such imaging, man as Fright Night y re gular (2011) and Th were produce e Smurfs (201 d in 3D and w 1) , ere packaged for home view in Blu-ray form ing. at Vocabulary

shading: add darker or lighter colour softening: made less hard

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Unit 2

twenty-seven

27

READING STUDIO

C2

Name:

Date:

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3. It’s A Wrap! It takes a talented team to turn a basic concept into a blockbuster storytelling experience.

Steps

1. What does it take to make a movie? List some of the steps and people involved in the process. Team Members

•

•

•

•

•

•

•

• 2. Skim the article about the movie-making process on page 29. Match each of the following subtitles with a paragraph.

T alk b ack Discuss with a classmate why the movie version of a book is sometimes so different from the actual book. The book is different from the movie because . . .

a. Behind the Scenes:

Paragraph

b. Square One:

Paragraph

c. Detail Dilemma:

Paragraph

d. Visionaries at Work:

Paragraph

3. Read the article about the movie-making process. Place the steps in order. a. Get a great idea.

1

b. Shoot the movie and special effects. c. Put the movie together. d. Write a solid screenplay. e. Edit the soundtrack. f. Select the director and crew. g. Plan the sets and location. h. Discuss lighting and special effects.

6

i. Prepare the treatment. j. Sell the idea to a producer. k. Select the cast. l. Hold the premiere.

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Behind the Scenes

12

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From Idea to Blockbuster: A Simple Science? By Dick Lipzinki 1.

When you’re sitting in the movie theatre being blown away by incredibly lifelike animated characters or nerve-wracking stunts, it all seems so easy. Yet, taking a story from idea to blockbuster is complex, dicult and very expensive. e process is divided into six parts: development, pre-production, production, post-production, distribution and viewing. e multiple challenges encountered at each stage of the process make it an adventure.

2.

During the development stage, the idea for a movie is presented to movie executives and the producer. e person with the idea may have to rework the story many times to transmit his or her vision. Once the producer shares that vision and believes that it will make a successful movie, the story is bought. en the treatment—a resumé of the story with practical ideas for shooting—is prepared. In the case of animated movies, the treatment includes storyboards that illustrate the general rhythm of the story.

3.

e pre-production stage now begins. e producer studies the story again and discusses it with a professional screenwriter. e screenwriter is extremely important because he or she has to write a screenplay that conveys the producer’s vision and also appeals to moviegoers. When the script is solid, it is time to choose the director and crew, which includes the cinematographer, production manager, location manager, editor, musical director and casting director. is group reads the script and plans the technical details of shooting (shots, angles, lighting), special eects, the set (design and construction), the location and the soundtrack. If necessary, they suggest changes to the script to improve their particular aspect of the movie. Auditions are held, the cast is chosen and production can now begin.

4.

In the production stage, the cast and crew work long hours to bring the story to life. A typical day consists of reviewing the previous days’ lming, shooting the current day’s action and planning the next day. Stunts and special eects are lmed as well. Cinematic decisions about lighting, location and sets and unpredictable factors such as the weather, accidents and new ideas may mean that parts of the lm have to be lmed again.

5.

Finally, shooting is nished and it is time to go back to the studio for the post-production stage. e lm is pieced together bit by bit and the script is changed for the last time to add to the movie’s impact. Set details are painted in; unwanted scenes and other elements are deleted; the look and voices of actors are changed; the soundtrack is edited; shots are resequenced and special eects are perfected. is process continues until the nal product tells the story in a perfect and convincing combination of action, image and sound.

6.

At last the cast, crew and producers can shout, “It’s a wrap!” Now there are only two more phases: distribution and viewing. At the premiere, the entire cast and crew hold their breath until critics and viewers proclaim the movie a hit. Vocabulary

nerve-wracking: scary

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shooting: lming

Unit 2

twenty-nine

29

Name:

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4. Answer the following questions. a. What are the six phases of the movie-making process? • • • • • • b. Who changes the story as the lm is being produced? Explain why. Who

Why

•

•

•

•

•

•

•

•

C l t re Clip James Cameron was born and raised in

5. The title of the article is:“From Idea to Blockbuster: A Simple Science?” Is it simple to make a blockbuster out of an idea? Write a paragraph to explain your answer with examples from the article.

Canada. Before he became a famous director, he worked in the movie industry as a set designer and a screenwriter. His hits include science-fiction and action movies such as The Terminator, Aliens, The Abyss and Titanic. However, his biggest blockbuster was Avatar, which made 1.8 billion dollars and earned him a reputation as a trailblazer for his innovative use of computer-generated imagery.

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Behind the Scenes

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Name:

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LISTENING STUDIO

Group:

4. The Story Behind the Face

C2

Take a look behind the scenes to discover how makeup artists transform actors into realistic and credible characters. 1. Describe a movie character whose visual appearance impressed you. Explain your choice.

2. Complete the sentences with the appropriate word. Vocabulary

bald cap

dentures

gashes

prosthetics

thicken

wig

makeup

a. A makeup designer uses a __________________ to cover actors’ hair and make them look like zombies or aliens. b. Monochromatic __________________ is used to create a surreal futuristic look for the actors. c. When the actor put on the ________________ her hair went from long, straight and blond to thick, curly and black. d. The monster was made even more terrifying by applying ____________________ to create clawlike hands and scaly legs. e. The actor’s cuts and ________________looked so realistic that people in the audience fainted. f. The dog wore ________________ to make it look as if he was smiling! g. The makeup crew used chemicals to make the blood ________________ as it cooled.

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Unit 2

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31

Name:

CD

Pre- Prod uc ti

Date:

Group:

3. Listen to the interview with a makeup artist. While listening, write down three tasks the makeup artist does in the pre-production, production and post-production stages.

on

• • •

Prod uc ti on • • •

on

Po st - P ro du cti • • •

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Behind the Scenes

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Name:

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Injured

Sick

Older

4. How does a makeup artist make actors look older, sick or injured?

5. What aspect of the makeup artist’s job do you nd the most interesting?

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Unit 2

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33

READING STUDIO

C2

Name:

Date:

Group:

5. Real or Virtual? Read an opinion text about the use of performance-capture technology in modern moviemaking. Decide if it is thumbs up or down. 1. Write a denition of the expression “thumbs up or thumbs down.”

2. Read the following movie opinion blog. Underline the main idea in each paragraph. Text Features Topic: use of performancecapture technology in movies

The Future of Movies: Real or Virtual?

1

Audience: moviegoers

By Casandra Deluca

Purpose: to give an opinion about specic technology

Tintin and Hugo have in common? They all use performance-capture

Culture: moviemaking Language: simple sentences, use of passive voice and comparatives and superlatives

What do movies such as Avatar, The Hobbit, The Adventures of technology. This technology uses live actors to create computerwants. From facial expressions to gestures, the whole range is covered. But I think performance capture is overrated.

3

First of all, performance-capture technology will never be able to replace actors’ looks and talents. This is what moviegoers really want to see. When you hear that certain actors are starring in a movie, you hope to see them in person. You want to hear their voices and witness their actions and reactions. With performancecapture technology, you are presented with a pale imitation of the

Text components

2

generated scenes that can be adjusted to act exactly as the director

4

real thing. For example, you see characters like Tintin and Captain Haddock with lifeless eyes and unrealistic hands and ngers.

1

Title

2

Introduction

3

Thesis statement

4

Development

technology. Use of this technology reduces the numbers of hours

5

Conclusion

required for real people. The crew shoots sequences with actors and

Computer-generated characters are not as credible or impressive as actors like Meryl Streep or George Clooney. Second, the acting profession is at risk from performance-capture

then creates computer-generated gures that will be used for the remaining segments of the movie. This is yet another example of

4

how humans are being replaced by technology. Will moviemaking

Vocabulary

witness: see

34

thirty-four

become one more trade that employs robots or automated systems instead of skilled professionals? This is an alarming thought.

Behind the Scenes

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Name:

Date:

Group:

Furthermore, the acting in a movie that uses performance-capture technology cannot qualify for Golden Globes or Oscars since genuine acting skills have not been demonstrated. As a result, the number of

4

categories for live performances will diminish in favour of technological merits. Movie awards ceremonies will then become an opportunity to recognize only technological exploits. In summary, I think that performance-capture technology is a threat to the acting community and tradition of Hollywood. We need to question the tendency of directors to use this technology to produce

5

major box-ofce hits that earn them millions of dollars. Movie fans wake up! Which do you prefer: real or virtual actors and actresses? Chris · 5 hours ago · Comments: 12 · Tags: movie, future, performance

3. Complete the chart with details that support the author’s arguments. Arguments

Supporting Details

• 1. Live actors cannot be replaced.

• • •

2. The acting profession is in jeopardy.

• • •

3. Awards ceremonies will change.

• •

4. Do you think that the future of acting is threatened by technology? Use examples from movies to support your opinion.

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Unit 2

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35

WRITING SETTING STUDIO UP

C3

Name:

Date:

Group:

6. Movie Review Write an opinion text about a movie. 1. Choose a memorable movie. 2. Plan your opinion text using the graphic organizer below. Focus on three elements from your rating list in Task 1 to prove why the movie is memorable (arguments 1, 2, 3). Use the model text in Task 5 for help. Title

Introduction and Thesis Statement

Argument 1

Argument 3

Element:

Element:

Details:

Details:

Argument 2 Element: Details:

36

thirty-six

Behind the Scenes

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Name:

Date:

SETTING UP

Group:

Conclusion

3. Write the draft of your opinion text on a sheet of paper. Look at the writing checklist in Step 4 for the task requirements. 4. Revise and edit your opinion text. Use this writing checklist.

Each sentence expresses a clear idea. I checked my spelling and punctuation. I used comparatives and superlatives. I used the passive voice correctly. My text includes: – a thesis statement – arguments – supporting details – examples – a conclusion

5. Exchange texts with a classmate. Ask for feedback. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work by sharing it with your classmates.

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Unit 2

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37

SETTING UP C2

Name:

Date:

Group:

Extra Reading

Moviegoing: Pastime or Passed Time? Going to the movies is a popular pastime. But is it here to stay? Changing Trends? Do you still go to the movies? Some people think that moviegoing is becoming a thing of the past. With a movie ticket costing more than ten dollars and the popcorn and so drinks three times more than that, and the possibility of watching any movie you want at any time on your digital device, laptop or home TV, who needs to go to the cinema? A Costly Pastime In 1929, a bag of popcorn cost only about ve cents. e movie ticket was another 35 cents. Today, your movie ticket costs y times more and your medium-sized popcorn and drink cost about twenty times more! And if you want to bring your own snacks to cut on the costs, you may get kicked out of the theatre. It is no longer permitted. Put on your economist’s hat a moment and take a closer look at where your movie ticket money goes. If you go to see a movie the rst week it is in theatres, the production studio will get 75% of your movie ticket money. Aer the rst week, the production company gets less and less for every extra week the movie shows. e next percentage of the prots goes to the lm booker, an agency that arranges for the movie to be shown in the movie theatre. Aer that, a small part of your ticket will pay for advertising. Next, the movie theatre has to pay people to keep the theatre operational and attractive. Most important, they pay big dollars to keep up to date with the latest technology. Equipment is expensive and a new screen can cost up to $150 000. In fact, digital projection technology for 3D movies made ticket prices go up more than 30%.

e movie theatre may get only a quarter of the money you paid for your ticket but it makes huge prots from the sale of snacks. So, not only are costs getting higher and higher, but the other little annoyances are adding to the viewers’ frustration: garbage on the oor, mobile phones ringing, people texting during the show, broken seats. Cinema Solutions What are the solutions? Let’s just consider two: a local theatre that combines all the latest in technology, architecture and food services or a personal home cinema haven. e successful movie theatre of the future will probably oer smaller state-of-the-art sound and IMAX screens showing video on demand in an ultra-modern aerodynamic auditorium designed to reect a natural organic environment. ey will have reclining leather armchairs and a range of good food. If you prefer to enjoy your movie in the privacy and comfort of your own home, you can invest in a home cinema system, with a mega screen and a multi-speaker surround system to provide the ultimate cinematic experience. Just add room furnishings that oer all the cushy comforts of a luxury movie house. Imagine comfortable armchairs and footrests and the tantalizing aroma of fresh popcorn from a home-sized machine and you’re all set. Just connect to movies on demand, and on with the show!

Vocabulary

annoyances: frustrations

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cushy: comfortable

Behind the Scenes

reclining: able to move back

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Name:

Date:

SETTING UP

Group:

Before Reading 1. Read the title of the article. What does it tell you about the text?

While Reading 2. Read the newspaper article and underline reasons why the future of movie theatres may be in danger.

After Reading 3. Indicate with an X if the following sentences are true or false. Write the correct statement beside each false one. Sentence

True

False

Correction

1. Movie tickets cost less in 1929 than today. 2. Theatres avoid buying new technology.

3. Ticket sales account for the greatest part of the theatre’s prots.

4. Home cinema systems appeal to movie lovers.

4. Who shares moviegoing prots?

W ha t Do You Th ink? Do you think that cinemas will eventually close? Why or why not? If so, what are your solutions? Use information from the text and your own experience to support your opinion.

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Unit 2

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SETTING UP

C1

C2

C3

Name:

Date:

Group:

Production Studio Present a memorable movie at a lm festival.

Pre-Production Step 1

Think of a movie that impressed you. Identify the elements that made the movie unforgettable to present at the festival. Movie: Elements:

Step 2

Brainstorm ideas for your presentation. Choose the format of your media text. I will produce a: slide show

Step 3

poster

video

other

Plan your festival presentation. Think about the following features. Purpose:

Visit film festival websites to learn more about various types of film festivals.

Audience: Type of language:

Production Step 4

Produce your media text. Use visual aids to make it interesting. Present it to a sample audience and get feedback. Use the feedback to revise and edit your work.

Post-Production Step 5

Present your movie. Write down your classmates’ comments.

Step 6

Evaluate your work. How can you improve your presentation? Improvements:

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Behind the Scenes

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UNIT

3

Conict and

ourage

Conict is a part of life and we experience it in many ways. When we face conict with courage, it can lead to positive changes.

In this unit, explore aspects of conict. Learn about different types of conict. Listen to teenagers talk about their personal struggles. Talk about conicts you faced. Read about extraordinary people who overcame enormous conict. Write a biography of someone who inspires you. Practise grammar: past tenses and direct and indirect speech.

Extra Reading Shared Survival

One-Minute Challenge Make a list of some everyday conicts.

Production Studio Produce a media text to raise awareness of a cause or conict.

What is conict and how can it change us for the better? Reproduction prohibited © Chenelière Education Inc.

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SETTING UP

Name:

Date:

Group:

1. Types of Conict Conict can come in many forms. 1. Circle the words you associate with conict. Vocabulary

addiction

depression

protest

agreement

harmony

rights

battle

hassle

indifference

bullying

peace

struggle

competition

pressure

unity

2. Write the type of conict beside each situation. Then, add a situation for each conict in g, h, i and j.

Types of Conflict • Inner conflict

• Conflict with nature

• Conflict with others

• Conflict with society

Situation

Type of Conflict

a. Countries at war b. Backcountry skiers in

an avalanche c. Students protesting against

their school’s dress code d. A junk food addict e. A tornado that destroys

a town f. Students bullying someone

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g.

Conict with others

h.

Conict with nature

i.

Inner conict

j.

Conict with society

Conict and Courage

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Name:

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SETTING UP

Group:

3. Look at the pictures below. What types of conict do the pictures show? What are the reasons for the conicts?

Type of conict: Reason:

A.

Type of conict: Reason:

B.

Type of conict: Reason:

C.

Type of conict: Reason:

D.

4. Write a denition of conflict.

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LISTENING STUDIO

C2

Name:

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Group:

2. Balancing Act What are the effects of inner conict and how can you get help? 1. What effects can inner conict have on physical and mental health?

2. Look at the two pictures. Complete the Venn diagram with words related to one or both situations. Use the Vocabulary box.

Internet Gambling Addiction

School Pressure

Vocabulary

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accomplishment

exhaustion

overachiever

addiction

expectations

performance

anxiety

gambling

pressure

burnout

guilt

shame

depression

low self-esteem

stealing

excel

lying

worry

Conict and Courage

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Name:

CD

Date:

Group:

3. Listen to two students talk about personal problems they experienced. Complete the charts with information from the recording.

William

Natasha

Consequences of problem

Consequences of problem

People who helped

People who helped

Coping strategies

Coping strategies

4. What are some signs that someone is experiencing inner conict?

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SPEAKING STUDIO

C1

Name:

Date:

Group:

3. Stress Busters Coping strategies help us to face conict with condence. 1. Read the list of coping strategies.

Lang age p r om p ts • The strategy . . . can really help when . . . • . . . is a good strategy for . . . • When do you think . . . is useful?

• • • • • • •

Ask for help. Avoid denial. Be aware of yourself. Don’t take everything personally. Enjoy the present moment. Establish routines. Learn to say no.

• • • • • • •

Let others win once in a while. Listen to others. Make a budget. Manage your time. Reward yourself. Set limits. Visualize positive outcomes.

a. Discuss the strategies in teams. In what situations can each strategy be useful? b. Give some other coping strategies.

S o nd Check

2. What conicts do you face? Check (✓) all the categories that apply. The ed at the end of regular past tense verbs can sound different commitments Internet/video games telephone/texting depending on the verb: exercising junk food time management • coped: /t / sound • worried: /d / sound family money work • wanted: /ed / friends school other pronounced as a separate syllable. a. List two situations in which you experienced some of the conicts. How did you deal with them? Read the Grammar Preview for help with past tenses.

Situation

What I did

1.

2.

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b. Discuss the situations and how you dealt with them. Listen to your teammates and ask them questions. Use the Language Prompts.

Lang age p r om p ts • • • •

c. How can you learn from the conicts you face?

I struggled with . . . It helped when I . . . I handled it by . . . What did you do . . .?

Simple Past and Past Continuous Use the simple past to describe completed actions or past states. I studied last night. Use the past continuous to describe actions in progress in the past. I was studying with my cousin. A simple past event can interrupt a past continuous event.

!

Some verbs are irregular in the simple past.

My friend texted me ten times while we were studying. Simple Past Afrmative

Negative

Question

Past Continuous

Subject + base form of the main verb+ed (or irregular form) + rest of the sentence.

Subject + was/were + base form of the main verb+ing + rest of the sentence.

We asked the teacher for help.

We were preparing for the exam.

Subject + did not + base form of the main verb + rest of the sentence.

Subject + was/were not + base form of the main verb+ing + rest of the sentence.

I didn’t understand the homework.

I wasn’t sleeping enough.

(Question word) + did + subject + base form of the main verb + rest of the question?

(Question word) + was/were + base form of the main verb+ing + rest of the question?

Did she help you with your work?

How were you feeling on exam day?

Complete the paragraph. Use the simple past or the past continuous. Camille (go) _______________1 to bed late last night. She (play) ___________________2 video games while she (study) __________________3 for an exam. Her mother (tell) ________________4 her to go to bed but Camille (stop, negative) _________________5. She (try) __________________6 to beat her high score. She (lose) __________________7 track of the time and (fall) __________________8 asleep in front of her computer. (do, she) _____________________9 well on the exam the next day? Not as well as she (hope) __________________10.

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131 and 137 Go to Grammar Section pages for more 222 e pag and Reference Section information and practice. Unit 3

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READING STUDIO

C2

Name:

Date:

Group:

4. Drastic Measures Conicts with nature can be dramatic and dangerous. 1. Give examples of how the following situations can be both thrilling and dangerous. Thrilling

Dangerous

a. Backcountry snowboarding b. Rock climbing

c. Whitewater kayaking

2. Read about Aron Ralston’s survival story. Underline the sentences that use direct and indirect speech.

Aron Ralston, an avid and experienced mountain climber from Aspen, Colorado, faced unbelievable odds to survive ve days trapped alone in an isolated slot canyon. On May 8, 2003, 27-year-old Aron gave his rst press conference since his amazing story of survival became international news.

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A Beautiful Day Turns Ugly Aron told reporters that it was a sunny Saturday morning on April 26 when he le alone for Canyonlands National Part in Utah. He planned to spend the day mountain biking, hiking and climbing some of the most challenging rock faces in the United States. Aron said that he didn’t tell anyone about his trip because he intended to return home that evening. Aer parking his pickup truck, Aron biked 24 kilometres to Blue John Canyon. It was a beautiful, warm spring day and he was wearing only a T-shirt and shorts. He was carrying rock-climbing equipment and a backpack with some food and water, a rst aid kit, a digital camera and a pocket knife. Reproduction prohibited © Chenelière Education Inc.

Name:

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e day was going well until mid-aernoon when Aron was manoeuvering in a one-metrewide slot canyon. He was attempting to climb over a 360-kilogram boulder that was wedged between the deep narrow walls of the canyon. He climbed up one side of the boulder and stood on top of it to admire the beauty of the canyon. en, as he was climbing down the other side, disaster struck: the huge boulder moved and pinned his right arm against the canyon wall. He was trapped!

Nature’s Unforgiving Strength Aron knew he had to stay calm and not panic. He considered his options: – Wait for help: unlikely because no one knew where he was. – Free his arm: doubtful because the solid rock boulder was huge. – Die: not an option as far as Aron was concerned. For several hours, Aron tried desperately to move the boulder but it was too heavy. For several more hours, he tried to chip away at it but the rock was too hard and his pocket knife was too small. e temperature fell below 0° Celsius at night. Since Aron had no jacket, he had to endure the cold. He slept when he became exhausted. Sunday and Monday passed and Aron was still trapped. He tried to conserve his food and water but they ran out on Tuesday. He kept his mind busy by thinking of his family and friends and making short video recordings for them on his digital camera. He also never stopped thinking about how to free himself.

Group:

On Wednesday, Aron was convinced that he was going to die and he recorded a goodbye message to his family. en, he carved his epitaph into the canyon wall:

R.I.P. October 75 Aron April 03 A Reason to Survive On ursday morning, Aron woke up exhausted and dehydrated, but still alive! In a delirious state, he had a vision of a smiling young boy running to a one-armed man. Aron said that he believed it was a vision of his future. At that moment, he decided that surviving required drastic action. In order to escape from the canyon and save his life, Aron made the unthinkable decision to cut o his arm. First, using his body weight, he forced his arm against the boulder until the bones snapped. Next, he used his knife to cut through the esh and amputate the arm below the elbow. Finally, he tied a tourniquet around the bleeding stump. e entire procedure took almost one hour. Aron said that the amputation was painful but he also had a feeling of ecstatic relief because he was nally free. He told reporters, “It was a moment of joy when I nally cut my arm o and got free. I stepped out of my grave.” He climbed out of the canyon and hiked eight kilometres in the direction of his truck. Vocabulary

boulder: huge rock chip away: break off small pieces esh: soft body tissue pinned: held down ran out: nished slot canyon: deep narrow rock crevice snapped: broke suddenly stump: end wedged: stuck between

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Unit 3

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Name:

Date:

Group:

Fortunately, Aron met a vacationing family who gave him food and water and alerted rescue services. A helicopter crew picked him up and took him to a hospital. e rescuers said that Aron had a phenomenal will to live.

A New Outlook on Life Aron is famous for his incredible determination to survive. He wrote a book about his adventure and his story was made into a movie called 127 Hours, referring to the number of hours he was trapped in the canyon. Aron wants his story to inspire people to have the courage and perseverance to do what they think is impossible. He gives motivational speeches all over the world. His rst speech was to students at his old high school in Greenwood Village, Colorado. Aron told them, “e enduring lesson of my entrapment is that relationships, not accomplishments, are important in life.”

Aron said that he is inspired by the fact that the vision he had of the future when he was trapped in the canyon alone is now real. He is happily married and the proud father of a young son. Vocabulary

crew: team will: determination

4. Answer the following questions. a. What are four mistakes that Aron made before the accident?

b. What are three positive things that Aron did before he decided to free his arm?

5. What motivated Aron to take drastic action to free himself?

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Name:

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Group:

6. Explain the subtitles in the article. Use information from the text for help.

Subtitle

Explanation

a. A Beautiful Day Turns Ugly

b. Nature’s Unforgiving Strength

c. A Reason to Survive

d. A New Outlook on Life

7. Explain the following quotes from Aron’s press conference. Use information from the text and your own ideas. a. “I did this. I created it. I chose to go there. I created this accident“

b. “I took the responsibility for my decisions, which helped me take on the responsibility of getting myself out.”

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c. “Walking out of the canyon was like being reborn.”

T alk b ack Discuss how Aron’s story can help and inspire people. • It can help by . . . • His story is inspiring because . . . • He is a role model for . . .

8. Explain how Aron’s story is about both conict with nature and inner conict.

Direct and Indirect Speech Use direct speech to repeat someone’s exact words. Use indirect speech to report what someone says without using their exact words. Direct Speech

Indirect Speech

Simple present Ryan said, “I jog every weekend.”

Simple past Ryan said that he jogged every weekend.

Present continuous Audrey said, “Ryan is jogging right now.”

Past continuous Audrey said that Ryan was jogging right then.

Complete the chart. Use direct and indirect speech. Direct Speech

Indirect Speech

1. Lucas said, “Chloé rides her bike to school on sunny days.”

2.

Léa said that Mathis was hiking in the forest.

3.

Camille said that her mom was swimming in the pool.

4. I told my gym teacher, “I exercise three times a week.” 172 Go to Grammar Section page ctice. pra and tion rma for more info

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Name:

Date:

READING STUDIO

Group:

5. Freedom Fighter

C2

Conicts with society can change the world. 1. Write down the name of a person who helped change the world for the better. What impact did the person have? Name: Impact:

Read or listen to King’s I Have a Dream speech on the Internet.

2. Read the biography of Martin Luther King Jr. Underline his accomplishments.

Martin Luther King Jr., Civil Rights Leader

Text Features Topic: life and accomplishments of Martin Luther King Jr. Audience: readers interested in history and social justice Purpose: to inform and inspire Culture: American Language: past tenses, direct and indirect speech Text components 1

Title

2

Picture First paragraphs: introduction and basic biographical information

3

4

5

Middle paragraphs: information about accomplishments Final paragraphs: link to present time

1

2

Martin Luther King Jr. was one of the world’s most important civil rights leaders and advocates of non-violent protest. He used peaceful means to ght for racial equality during the American civil rights movement of the 1950s and 60s. King was an eloquent orator who captured the hearts and imaginations of Americans, both black and white.

Born in Atlanta, Georgia in 1929, Martin Luther King Jr. grew up in a religious family. He graduated from high school when he was 15 years old and continued his education, earning a doctorate in theology from Boston University. At age 24, King married Coretta Scott and they had four children. King’s rst job was as a church pastor in Montgomery, Alabama in 1954. King came of age in the American South, a place of strict racial segregation at the time. People lived in neighbourhoods based on the colour of their skin. Black and white children went to separate schools. Restaurants and cinemas had segregated seating. African-Americans could not use the same public washrooms, drinking fountains or even hospitals as white Americans. Interracial marriage was illegal and voting rights for African-Americans were restricted or denied.

3

3

3

King’s goal as an advocate for social justice was to end segregation in every aspect of American public life. To achieve his goal, he promoted non-violent methods to protest and disobey unjust laws. e peaceful protests took many Vocabulary

came of age: became an adult

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Name:

C l t re Clip The Irish rock band U2, famous for their music and their advocacy of social change in Africa, composed two songs dedicated to Martin Luther King Jr.: “Pride (In the Name of Love)” and “MLK”. Both songs are on the inspirational 1984 album Unforgettable Fire. Listen to the songs on the Internet.

Vocabulary

sit-ins: peaceful occupations

Date:

Group:

forms, such as refusing to ride public buses that forced African-Americans to sit in the back, boycotting businesses that did not treat black customers equally and taking part in sit-ins at restaurants that refused to serve African-Americans. He also organized rallies to encourage all races to vote for politicians who supported social change. Even when he and his supporters were attacked by police, they allowed themselves to be arrested without resorting to violence. King was awarded the Nobel Peace Prize in 1964 for his peaceful eorts for social change. In his acceptance speech, he said, “Non-violent protest is not sterile passivity, but a powerful moral force which makes for social transformation.” King hoped that non-violent protests against segregation, reported extensively by the news media, would create a wave of pro-civil rights public opinion. In 1963, at a massive protest for civil rights in Washington D.C., King delivered his famous I Have a Dream speech to an audience of more than 250 000. In his speech King said, “I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character.” e event had a huge impact that resulted in the Civil Rights Act of 1964, which made racial segregation and discrimination illegal. It also led to the Voting Rights Act of 1965, which forced states to remove all restrictions on voting. Most Americans admired King but there was still an angry minority that feared desegregation. On April 4, 1968, at the age of 39, King was assassinated in Memphis, Tennessee. In 1983, Martin Luther King Jr. Day was established as a U.S. federal holiday to celebrate his accomplishments. King is one of the most honoured citizens in the history of the United States. He set the standard for equal rights and his powerful message is still heard around the world.

3. How did King create social change to end segregation?

T alk b ack How are the effects of Martin Luther King Jr.’s work felt today? • His work is present today because . . . • How do you see the effects . . . ?

4. King said that he hoped his four little children would one day live in a nation where they would be judged by the content of their characters. What did he mean?

5. What other groups of people are ghting for equal rights or social equality? What strategies do they use in their struggle?

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4

5

Name:

Date:

WRITING STUDIO

Group:

6. Who Inspires You?

C3

Write a biography of someone who inspires you. 1. Choose a person who overcame conict for the subject of your biography. Research information about the person. a. I will write about: b. The conict this person faced was:

2. Plan your biography. Use the model text in Task 5 for help. a. Write down details that you will include in your biography.

e

Ch ildhood and Fa mily Lif

Ca re er

Name

Ed uc at io

n

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Accompli shments

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Name:

Date:

Links to the Present

Qu ot es

T alk b ack Describe the person in your biography to a partner. Answer your partner’s questions. • I wrote about . . . • He/She inspires me because . . . • He/She made a difference by . . . • Who did you write about? What did the person do?

Group:

b. Write an interesting title for your biography.

3. Write a rough draft of your biography on a sheet of paper. Look at the writing checklist in Step 4 for the task requirements. 4. Revise and edit your biography. Use this writing checklist.

I included all the text components of a biography. I provided sufcient biographical information. I used the simple past and past continuous correctly. I used direct and indirect speech correctly. I checked my spelling and punctuation.

5. Exchange biographies with a classmate. Get feedback on the clarity of the biographical information. Use the Internet or photo software to include a picture of the person.

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6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work. Read your classmates’ texts. Did one of them write a biography about someone else who inspires you?

Conict and Courage

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Name:

Extra Reading

Date:

Group:

C2

Shared Survival Imagine the terror and panic of being buried alive hundreds of metres underground with no way to escape. For 33 men at the San José mine near Santiago, Chile, that nightmare came true on August 7, 2010. On that day, a portion of the mine they were working in collapsed, trapping them deep underground.

Waiting as One For 17 days, no one knew if the men were dead or alive. en, using a giant drill, rescuers drilled narrow shas into the mine and lowered listening equipment. Finally, rescuers heard sounds of hammering deep in the mine. e drill broke into the refuge chamber where the miners were trapped. e chamber was specially built in case of accidents such as this. When the drill was pulled up to the surface, it had a handwritten note attached to it that said, “We 33 are all ne in the refuge.” e men were alive but rescuing them would not be easy. An escape sha needed to be drilled. It had to be wide enough to lower a capsule down to the men and then bring them up to the surface, one at a time. It took almost two months to drill the new sha and bring the 33 miners to the surface. e refuge chamber was about 47 square metres and contained chairs, benches and blankets. ere were no beds, but there was a portable toilet. e temperature was a constant, humid 30 °C. e men had limited lighting from their helmet lamps.

Group Leaders Despite some initial panic and discouragement, the miners united as a group with the hope that ocials outside the mine were actively trying to rescue them. Foreman Luis Urzua continued to be recognized as the group’s leader and he and the other miners organized routines and procedures to keep the group functional. e little food that was available in the refuge was carefully rationed and shared by the men. Each miner received two spoonfuls of tuna, a biscuit and a few sips of milk every 48 hours. ey used mining equipment to dig for water in some of the safe tunnels surrounding the chamber.

Reproduction prohibited © Chenelière Education Inc.

It was fortunate that the miners were co-workers before the collapse and knew each other well. It also helped that other men in addition to Urzua assumed leadership roles. Mario Gomez, the oldest miner, established a small chapel that was a comfort to some of the men. Yonny Barrios, who took a nursing course before becoming a miner, helped monitor everyone’s health.

Working Together When rescuers nally located the miners, doctors and psychologists immediately became involved to keep the miners as physically and mentally healthy as possible. e rst order of business was to get fresh supplies to the men. All the supplies had to go down a sha about 15 centimetres in diameter. Supplies were delivered in plastic packages called palomas, or doves. Each packet took about an hour to make its way to the refuge. e rst items sent down were hydration gels, liquid nutrients and medicines. e men were able to follow a regular diet by the fourth day. ey exercised at least one hour a day to stay strong for their imminent rescue.

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Group:

Fibre-optic cables were a real blessing for the miners, allowing them to communicate with family members who were at the mine to support them. Brief daily contact with parents, wives and children helped keep spirits up, underground and on the surface. Rescuers also provided the miners with uorescent lights. ey used these to set up a pattern of light and dark periods that matched the natural cycle above ground. Chilean ocials relied on the advice of two groups of experts to help the trapped men get through their dicult time underground. One of these was NASA, which had decades of experience helping astronauts deal with the stress of living in very small spaces. e other was the Chilean navy’s submarine force, also experts in living in isolated environments.

Yonny Barrios was the underground assistant to the medical personnel above ground. He took blood pressure readings and urine and blood samples from the men. He also gave the miners vaccinations against tetanus, pneumonia, meningitis and inuenza.

Keeping Spirits Up e rescuers drilled a total of three small access shas to ensure communication and ventilation as well as supplies to the miners. Eventually, all sorts of comfort goods went down the three tunnels: dismantled camp beds, clean clothes, letters, movies, dominoes, tiny Bibles, toothbrushes and skin creams.

Areas were set up near the refuge chamber for activities such as sleeping and entertainment. Daily routines were established and the miners were encouraged to perform creative tasks, such as making videos of their experience for their families. When rescue day nally came more than two months aer the collapse, people around the world cheered. Millions watched on live TV as the Fénix 2 capsule brought the miners to the surface one at a time over a 26-hour period. Vocabulary

blessing: gift

set up: establish

foreman: work site boss

shafts: tunnels

hammering: banging with a tool

sips: small drinks

Before Reading 1. Read the title and the subtitles. What do they all have in common?

While Reading 2. Read the text. Circle the names of the people and organizations that helped in the survival and rescue of the trapped miners.

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Conict and Courage

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Name:

Date:

Group:

After Reading 3. How did the miners ensure their physical and mental health while underground? How did the rescuers care for the trapped miners? List ve ways.

Miners

Rescuers

•

•

•

•

•

•

•

•

•

•

4. How did the Chilean miners avoid conict with one another?

5. What role could you take in an emergency?

W ha t Do You Th ink? In what ways was it good for the miners to be trapped together? How could it also create difcult situations? Discuss your opinion with your classmates.

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Unit 3

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Name:

C1

C2

C3

Date:

Group:

Production Studio Produce a media text to raise awareness of a cause or conict.

Pre-Production Step 1

Choose a cause or conict that you will present. Review the tasks in the unit for inspiration. My choice: Type of conict: Reasons I want to raise awareness:

Step 2

Choose the format of your media text. I will produce a: poster

web page

video

multimedia presentation

other Step 3

Research the cause or conict and plan your media text.

Production Step 4

Create a rough version of your media text. Present it to a sample audience and get feedback. Use the feedback to revise and edit your work.

Post-Production Step 5

Present your media text to the class. Observe your classmates’ reactions and write down their comments.

Step 6

Evaluate your media text and production process. Did your audience learn about the cause or conict you presented? Yes

No

To some extent

How could you reach your audience more effectively next time?

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UNIT

4

Marketing

Mainstream

We are targeted everyday with media messages from companies promoting products and services. Our choices help determine what becomes mainstream.

In this unit, explore how our lives are affected by marketing and the mainstream.

One-Minute Challenge Make a list of some products and services that are targeted at teenagers.

Learn how marketers target teenagers. Read about how alternative culture can become mainstream. Discuss how advertising has affected you. Read about the latest TV innovation. Write a magazine article. Practise grammar: used to and the present perfect.

Extra Reading Steve Jobs: Mainstream Maker and Marketer

Production Studio Present an idea for an app for social TV users.

How do marketing and the mainstream inuence us? Reproduction prohibited © Chenelière Education Inc.

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SETTING UP

Name:

Date:

Group:

1. What Is Mainstream? What is popular today and why? 1. Read the comments from an online teen forum. Write your own comment that explains your denition of mainstream. Use the other comments and the vocabulary below for help.

Teen Forum Thread: What is mainstream? I think that mainstream is being part of regular society. It means having similar tastes to your friends’ in clothes and music and wanting to do the things that they do. Things that the majority of people like or do are mainstream. MR39

5 days ago

Real Deal

Mainstream is what big companies want us to accept. They want us to buy, watch, listen to and talk about the products and services they sell. Mainstream is what people with no creativity like. It’s conforming to popular culture and not thinking for yourself. Mainstream is boring! 3 days ago

Vocabulary

brand

Knowing what’s in style is mainstream. Anything popular— music movies, TV shows, clothes, shoes, hairstyles—is mainstream. TV, the Internet, magazines and ads show us what’s cool and what’s not.

celebrity commercial consumer

Hipster

2 days ago

customer fad fashion social media trend

DW

Mainstream is what people “like” on Facebook, the people that everyone follows on Twitter or the latest viral video on YouTube. It’s being connected wherever you go and always knowing where your friends are and what they’re doing. It’s also being up to date with what’s happening in entertainment, sports and news. 2 days ago

Your Comments

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Marketing Mainstream

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Name:

Date:

SETTING UP

Group:

2. For each category, write down people or things that are mainstream. Category

Mainstream

a. Fashion

b. Television

c. Music

d. Movies

e. Technological Devices

f. Internet Sites

3. Choose one category from Step 2. Write down ways that advertisers market the people and/or things you listed.

T alk b ack Work with a partner. Discuss how your tastes are similar to the mainstream. How are they different?

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LISTENING STUDIO

C2

Name:

Date:

Group:

2. Targeting Teens Teenagers are an important market for companies. Listen to a webcast to nd out more. 1. Write down the names of two products or services that you like. • • a. Where do you see them advertised? • • b. How do the advertisements capture your attention?

Vocabulary to listen for

attention spans: duration of mental focus

• •

label: brand logo: emblem multitasking: doing many things at once

2. Read the rules advertisers follow to target teenagers. a. Under My Predictions, write the information you think you will hear in the webcast.

spokesperson: representative sponsoring: supporting updates: latest information

Rules

CD

b. Listen to the webcast. Under My Notes, write the reasons why advertisers follow the rules. Add some of the speaker’s examples. c. Compare your notes with your predictions. Highlight your correct predictions.

My Predictions

My Notes Why:

1. Brands matter.

Examples:

Why: 2. Be authentic.

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Examples:

Marketing Mainstream

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Date:

Rules

My Predictions

Group:

My Notes Why:

3. Technology rules.

Examples:

Why: 4. Create some buzz.

Examples:

Why: 5. Keep it simple.

Examples:

3. Circle the rule in Step 2 that you think is the most important for advertisers to follow. Why?

4. Write two more rules for advertisers who want to target teens. •

T alk b ack Work with a partner. Discuss how teens can be manipulated by marketing. How can you be smart consumers?

•

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READING STUDIO

C2

Name:

Date:

Group:

3. Against the Mainstream Some people like to be different. 1. Circle the words not associated with the mainstream. Vocabulary

conform

eccentric

rebellious

established society

alternative

individualism

rejection

to not t in

accepted

shock

normal standards

anti-establishment

2. Write examples of people and things that are not part of the mainstream. People

Things

•

•

•

•

•

•

•

•

3. Read the text. Underline the form used to.

d e n e p p a H t a Wh ? k c o R k n u P o t

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1.

Punk rock used to be more than just a musical style. Punk was a youth movement in the late 1960s, based on dierent ways of thinking and new kinds of expression. Punk rockers were dissatised with established mainstream society and they wanted others to know it.

2.

In the 1970s, the term punk rock was applied to a new style of music. e music had an energetic angry sound and its lyrics were about the rejection of mainstream attitudes and values. Some of the early punk-rock groups were e Ramones, e Clash and Blondie.

3.

Punk rock became associated with many things outside of the mainstream such as eccentric clothing, wild hairstyles, tattoos and

Marketing Mainstream

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Vocabulary

buy into: agree with

body piercing. Punk rockers used to lead alternative lifestyles. Many of them preferred to be unemployed and live without rules on the streets. 4.

t in: get along

In the early days of the punk-rock movement, punks were rejected by mainstream society. ey didn’t t in with their families or peers. Parents used to tell their punk-rock children to get jobs or leave home.

5.

However, like many other youth movements, as punk-rock culture matured it became less rebellious and more socially acceptable. In the 1990s, new punk-rock bands brought the punk sound and style into the mainstream.

6.

Today, punk rock and punk style no longer shock people the way they used to. In fact, tattoos and body piercing, which were once powerful symbols of rebellion, are now called body art and are part of mainstream style. It’s not unusual for advertisers today to hire models with prominent body art.

7.

Why did punk rock lose its rebel status and become part of the mainstream? Some hard-core critics think that old punk rockers burned out. e new punk-rock groups sold out and gave up the punk values of independence and individualism for mainstream success and fortune. Others argue that the original punk rockers just became adults and settled down. ey didn’t want to abandon the music and style that dened them in their youth so they continued to listen to new, less extreme punk rock. Another reason may be that younger generations are attracted to the non-mainstream look and sound of punk rock but don’t buy into its original anti-establishment aspects.

8.

So what does it mean to be punk today? It means being independent and relying on yourself. It means not listening to music that is produced by huge entertainment conglomerates but supporting local music and local artists.

9.

Most of all, being punk means following your own path and not conforming to the mainstream if you don’t agree with it.

hard-core: having an extreme belief hire: employ peers: people your age relying: depending settled down: started to live a stable life

4. Read the Grammar Preview on page 69. For each example of used to that you underlined, write the number of its function below. Paragraph 1:

Paragraph 4:

Paragraph 3:

Paragraph 6:

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Name:

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Group:

5. Answer the following questions with information from the text.

What did punk rock represent in the past?

What does punk rock represent today?

6. Why did punk rock become mainstream?

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Marketing Mainstream

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Name:

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7. Why do alternative movements, fashions and music often become mainstream? Use personal examples and examples from the text to support your answer.

Used to Use used to to describe: 1. actions that happened regularly in the past 2. situations that no longer exist Afrmative

Negative

Question

Subject + used to + base form of main verb + rest of the sentence.

Subject + did not + use to + base form of main verb + rest of the sentence.

Did + subject + use to + base form of main verb + rest of the sentence?

Sid used to collect punk rock records.

Sid did not (didn’t) use to collect punk rock records.

Did Sid use to collect punk rock records?

Blondie used to be popular.

Blondie didn’t use to be popu- Did Blondie use to be lar. popular?

Write a paragraph about things that you used to do regularly when you were younger and situations from your past that no longer exist.

Go to Grammar Section page for more information. Reproduction prohibited © Chenelière Education Inc.

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SPEAKING STUDIO

C1

Name:

Date:

Group:

4. Effective Marketing? How does marketing inuence you? 1. Answer the following questions and give examples. Then, add your own question in k.

Have you bought a product or service because . . .

Yes

No

Examples

a. you liked the brand?

b. you liked an advertisement? c. a friend inuenced you?

d. a celebrity endorsed it?

e. it was new on the market? f. you wanted it, although you didn’t really need it? g. it was popular on social media? h. you knew your parents would disapprove? i. it was unique?

j. you liked the company’s environmental or social activism? k.

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Name:

Date:

Group:

2. Compare and discuss your answers in Step 1 in a team. Ask your teammates the questions. How are your experiences similar or different? Use the Grammar Preview for help. 3. Write down examples of advertising that you have found . . . Helpful

Entertaining Helpful

Annoying Helpful

Misleading Helpful

Lang age p r om p ts • Yes, I have bought . . . • No, I haven’t bought . . . • A friend / advertisement has influenced me, for example . . . • I have found advertising to be . . .

S o nd Check Make sure to pronounce the h sound in the verb have when you use the present perfect.

4. Discuss your answers in Step 3 with your teammates. How can marketers improve their advertisements?

Present Perfect Use the present perfect to describe an action completed at an unspecied time in the past (Nathan has been to a concert.) or an action that began in the past and continues in the present (Nadège has wanted to be a singer since she was five.). Afrmative

Negative

Question

Subject + have/has + past participle of the main verb + rest of the sentence.

Subject + have/has + not + past participle of the main verb + rest of the sentence.

Have/Has + subject + past participle of main verb + rest of the sentence?

They have downloaded a new album.

They have not (haven’t) downloaded a new album.

Have they downloaded a new album?

Simone has won an award.

Simone has not (hasn’t) won an award.

Has Simone won an award?

Complete the sentences with the present perfect form of the verbs in parentheses. 1. Léa (have) _______________________ a cellphone since last year. 2. Xavier (go, negative) _______________________ to a rock concert yet.

Go to Grammar Section page 149 for more information and practice.

3. (hear, you) _______________________ the new hit song yet? 4. Kareem and Dana (see) _______________________ the Montréal Canadiens often. 5. We (watch, negative) _______________________ a movie on DVD for two years.

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Unit 4

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READING STUDIO

C2

Name:

Date:

Group:

5. Social TV The latest revolution to hit television has arrived!

Rating: Uses:

1. Look at the photo. Indicate how often you use each device from 0 (never) to 4 (very often). Write down examples of what you use them for. a. e. Rating: Uses: b. d.

Rating:

Rating:

Uses:

c.

Uses:

Rating: Uses:

Text Features Topic: the evolution of TV Audience: TV viewers and readers interested in technology Purpose: to inform and reect on changes in TV Culture: general Language: descriptive, use of present perfect, specialized vocabulary Text components

72

1

Title

2

Pictures

3

Captions

4

Subtitles

seventy-two

2. Read the magazine article. Highlight information that is new to you.

TV Is Cool Again

1

Television has had a huge impact on society for several generations. Since its introduction in 1939, TV has evolved signicantly. e technology that goes into 5 televisions, the programs we watch and how we watch them have changed dramatically and another major change is underway.

2

Television has come a long way.

3

Television Over the Years 4 Television was introduced in Canada in the early 1950s and has been a big part of Canadians’ lives ever since. e Canadian Broadcasting Corporation’s (CBC) rst black and white broadcast was in 1952 from a station in Montréal. At that time, the station aired shows and commercials in English and French. Since 6 then, innumerable innovations have kept television at the forefront of delivering mainstream news, entertainment and marketing to our homes. Television and how we watch it have not stopped evolving, from the introduction of colour television in the 1960s, improved reception through cable in the 1970s and stereo sound and video cassette recorders (VCRs) in

Marketing Mainstream

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

the 1980s to the explosion in the choice of channels in the 1990s. A constant presence, however, has been commercials that market products and services to viewers of all ages.

5

First paragraph introduces the topic

6

Middle paragraphs give information about changes in technology

7

Final paragraph summarizes and looks to the future

6

Some recent advances in technology are at screen TVs and high denition 6 digital channels that provide programming in 3D. ese innovations have improved the viewing experience, but the transformations haven’t stopped yet. A New Era in Television 4 Social TV is the fastest growing trend in television. Social TV is social media activity that takes place on a TV screen in conjunction with programming. Its growing popularity is largely due to advances in smart TV technology and widespread interest in social media.

6

Smart TVs are hubs that bring together news, entertainment and marketing. ey Social TV is the latest innovation allow users to surf the Internet on their in television. 3 TV, stream movies, or play games with 6 people thousands of kilometres away. rough convergence and interaction, smart TVs connect users with their smart phone or tablet computer and the TV screen to oer new forms of mainstream news and entertainment. ey also provide a direct channel for advertisers to reach their target audience. With social TV, users can interact with their TV and the programs they 6 watch. It also lets them communicate with others while they watch their favourite shows. ey can interact with smart TVs to nd shows based on their interests and share their television-viewing experiences with anyone. Social TV allows users to chat with Facebook friends on the TV screen or vote for their favourite reality-show contestant while watching programs or commercials. Social TV uses content recognition apps to analyse user’s interests and preferences and recommends specic programming. It can also direct commercials at them based on their viewing habits and social media prole. e power to control TV content is starting to shi to viewers. TV ratings are based more and more on the amount of social activity a TV program or commercial generates while it airs. TV producers and advertisers realize that social recommendations made during a program promote interactivity. It is in their interests to encourage social interaction even more by creating programming that targets social media users. We have moved a long way from the days when a family used to sit down together in the evenings to watch their favourite TV programs on the only television in the house. In the future, TV viewing may become a more individual activity in the home but it may be shared, discussed and rated with countless viewers around the world.

Reproduction prohibited © Chenelière Education Inc.

Vocabulary

aired: transmitted apps: abbreviation of software applications broadcast: transmission commercials: TV advertisements hubs: centres programming: TV content underway: happening widespread: extensive

6

6

7

Unit 4

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73

Name:

Date:

Group:

3. Circle the present perfect verbs in the text. Read the second paragraph. Explain why the present perfect is used. Use the Grammar Preview on page 71 for help.

4. Answer the following questions with information from the text. a. What has been a part of television since its beginning?

b. Which innovation in television before the 2000s do you think had the biggest impact? Why?

C l t re Clip

Dragons’ Den is a CBC television show in which entrepreneurs try to sell their business proposals to a group of successful Canadian business people. The Dragons know the business world well and can recognize winning ideas and great marketing plans. They are tough because they invest their own money in contestants’ business ventures. You can watch episodes of the show on the Internet.

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c. What is social TV? Explain in your own words and give examples.

d. Why is social TV an important development for advertisers?

5. What TV innovation would you like to see? Make three predictions about the future of television.

Marketing Mainstream

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Name:

Date:

WRITING STUDIO

Group:

6. Mainstream Evolution

C3

Write a magazine article about how something in the mainstream has changed over time. 1. Brainstorm ideas for your magazine article. Research the topic if necessary. a. The general topic of my article will be: entertainment

fashion

music

news

sports

technology

other ___________________________

b. The subject I will write about is: 2. Plan your magazine article. Use the model text in Task 5 for help. a. Write the information you will include in your article. Introduction

How Subject Has Changed Over Time Information from the past

Information from the present

Conclusion (Predictions about the subject)

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Name:

Date:

Group:

b. Write a catchy headline for your article. Headline: c. Write subtitles.

d. Include a photo related to the subject. Write a caption that explains the photo. The photo will be of: The caption will say:

Use computer software to write the final copy of your magazine article.

3. Write a rough draft of your magazine article on a sheet of paper. Look at the writing checklist in Step 4 for the task requirements. 4. Revise and edit your magazine article. Use this writing checklist.

I included all the text components of a magazine article. I included information about how the subject has changed over time and made predictions about the subject’s future.

I wrote an introduction and a conclusion. I used the present perfect tense correctly. I checked my spelling and punctuation.

5. Exchange magazine articles with a classmate. Get feedback on the organization and clarity of your information. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work.

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Marketing Mainstream

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Name:

Extra Reading

Date:

Group:

C2

Steve Jobs: Mainstream Maker and Marketer Steve Jobs (1955-2011), co-founder of the technology company Apple, was a visionary in both the world of technology and the world of marketing. He had a talent for identifying what was important and eliminating what was not. Consumers can see this in Apple’s line of products and its marketing campaigns. e roots of the company’s success are simplicity, clarity and consistency. In Jobs’ opinion, marketing is not about dazzling consumers with amazing new features, super fast speeds or huge amounts of megabytes. It is not about comparing yourself with the competition, either. He thought good marketing was identifying a company’s core values, knowing what a company stands for and then communicating that to consumers clearly, simply and consistently. Many people think that Apple’s aim is to provide reliable electronic devices for people to use at work, at home or on the go. However, its brand tries to represent interesting lifestyles, innovation, passion and power to the people through technology. Jobs believed in removing unnecessary complexity from people’s lives and making real connections with customers.

“I think if you do something and it turns out pretty good, then you should go out and do something else even better. Don’t think about your success for too long—gure out what’s next.” An example of his marketing style was the popular ink Dierent marketing campaign of 1997. Viewers saw pictures of some of the greatest minds of the twentieth century, including omas Edison, Albert Einstein, Pablo Picasso and John Lennon, followed by the Apple logo. is campaign, according to Jobs, illustrated what the company was all about. Jobs wanted customers’ needs and a product’s design, function and marketing to come together to create things that improved and even changed lives. He developed products that set the standard for technological devices. e results of his thinking transformed how we interact with one another and with the world around us.

Reproduction prohibited © Chenelière Education Inc.

Unit 4

Vocabulary

core: central dazzling: stunning founder: creator minds: brains on the go: active, busy stands for: represents

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Name:

Date:

Group:

Here are some ways that Jobs combined technology, design and marketing. • People do not know what they want until they see it: When you create a new product, the public cannot imagine it or their need for it until the product actually exists. • Good marketing educates people: You cannot lie to people about a product and expect them to continue to believe in the brand. A product has to speak for itself and good marketing is simply a reection of the product. • Design is more than good looks: Good design needs to be integrated into every aspect of a product—how it looks and how it works. • Change the world: Whatever a company makes, they need to think about how they are going to help to improve the world. • Make things easy for consumers: Apple is legendary for its focus on how easy their devices are to use. Making products and services that allow customers to have good experiences should not be limited to technology rms. Banks, hospitals, government oces and stores can all benet from this lesson.

T alk b ack

• Create a favourite brand: Companies that can turn customers into ambassadors for their brands are rare. It happens when consumers enthusiastically spread the word about their positive experiences with a product or service. ese brands benet from one of the most powerful marketing techniques—word of mouth, whether face to face or through social media.

Work with a partner. Discuss how Steve Jobs was a visionary. Who are other people that you consider to be visionaries?

Perhaps Steve Jobs’ biggest contribution was not the products that he helped create but the way he showed the world how much people can achieve when they are inspired.

Before Reading 1. Write the names of two companies that you think have had an impact on the mainstream. Give examples of their impact.

Company

Impact

a.

b.

While Reading 2. Read the text. Underline the parts of the text that describe Jobs and Apple’s philosophy.

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Marketing Mainstream

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Name:

Date:

Group:

After Reading 3. Answer the following questions with information from the text. a. What was Steve Jobs’ approach to marketing?

b. How did Steve Jobs try to improve people’s lives with the products he helped create? Do you think he succeeded?

4. Steve Jobs combined technology, design and marketing in many ways. Which way do you think is the most important? Why?

5. Explain the quotation from Steve Jobs on page 77. Use examples from your own life.

W ha t Do You Th ink? Do companies have an obligation to improve the world? Why or why not? Discuss your opinion with your classmates.

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Unit 4

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Name:

C1

C2

C3

Date:

Group:

Production Studio Present an idea for an app for social TV users.

Pre-Production Step 1

Brainstorm ideas for an app so that people can interact with social TV. Review Task 5 for help. My app will allow users to: The name of my app will be:

Step 2

Decide how you will present your idea. Choose the format of your media text. I will produce a: website

page on a social media site

multimedia presentation Step 3

video

other

Plan your media text. Consider the following: • Purpose: • Audience: • Type of language: • Text components: • Information about your app:

Production Step 4

Create your media text. Present a rough copy to a sample audience and get feedback. Use the feedback to revise and edit your work.

Post-Production Step 5

Present your media text to the class. Observe your classmates’ reactions and write down their comments.

Step 6

Evaluate your media text and production process. • Was your audience excited about your idea for a social TV app? Yes

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No

Marketing Mainstream

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UNIT

5

What Would

You Do?

What if you were confronted with an uncomfortable situation where your reaction could make a difference? What if it required you to move outside your comfort zone? What would you do?

In this unit, explore ethical dilemmas. Discuss how you would react in different situations. Consider one teen’s ethical dilemma. Listen to an expert explain what motivates people to act, or not. Learn about experiments psychologists have used to understand human nature. Write a narrative about an ethical dilemma. Practise grammar: adverbs and conditional sentences.

One-Minute Challenge Make a list of people who have made a difference in our world.

Extra Reading Homeless Man Saves Teen’s Life

Production Studio Present your What Would You Do? scenario to the class.

What does it take to make you react, or not? Reproduction prohibited © Chenelière Education Inc.

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81

SETTING UP

Name:

Date:

Group:

1. What’s Your Style? Take this quiz to see how your personality affects the way you approach different situations. 1. Read the situations and circle the answer that is the closest to your typical reaction.

Personality Quiz 1. If someone older tries to give you advice, you . . . a. most likely listen. He or she is older and has more experience. b. listen but do pretty much what you want to do anyway. c. loudly tell him or her to stay out of your business. 2. At the store, the cashier gives you back $2 less change than she or he should have. You point out the error but she or he disagrees, so you . . . a. probably just let it go. It’s only $2. b. politely explain that she or he made an error and ask to see the manager. c. get angry and accuse the cashier of trying to rip you off. 3. In your household . . . a. your parents make all the decisions. b. your parents make most of the decisions but they let you make some, too. c. you’re denitely in charge. It’s your way or the highway! 4. If a teacher is unfair to another classmate, you . . . a. likely mind your own business. You can’t change anything. b. probably tell him or her to complain. c. denitely talk to the teacher yourself. 5. If you have a disagreement with your parents, you . . . a. back down. It’s not worth getting in trouble. b. certainly stay calm and explain your point of view. c. yell and go to your room and slam the door.

6. When your parents ask you to clean your room, you . . . a. denitely get it done fast, so you can do something more exciting. b. do a bit and then get distracted by what you nd under your laundry. c. hide the mess in your closet and call it a day. 7. You see a couple of big teenagers kicking a stray dog. You . . . a. probably keep walking. It’s not your dog. b. go into the corner store and ask for help. c. denitely yell at the guys to stop or you’ll call the police. 8. In general, you think that . . . a. people need to look out for themselves. b. people should help others if it’s not too much trouble. c. people should always help others. 9. You get a low mark on a test and you think the teacher is being unfair. You . . . a. probably complain to your friends at lunchtime. b. ask your parents to call the teacher. c. denitely ask the teacher to justify the mark after class. 10. Your team’s goalie goes to a party instead of coming to a game. You . . . a. probably roll your eyes and say,“At least he or she nally got invited out!” b. ask the coach to bench him or her at the next game. c. text the goalie and tell him or her to get over to the game.

Vocabulary

back down: retreat

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household: home

rip off: cheat

What Would You Do?

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SETTING UP

Group:

2. Calculate your score. Give yourself one point for each a answer, two points for each b and three points for each c. Then, read your prole. 10–16 points You don’t like to make waves. You dislike standing up to people directly. You might be a follower, but you might also just be shy. Think about why becoming more assertive might be a good thing as you work through this unit.

17–23 points

24–30 points

You might stand up for what you think if it’s important enough, but you often go with the ow. What does it take to make you react? Keep that in mind as you work through this unit.

You’re an independent thinker and you’re not afraid to jump into a difcult situation. a: x1= Does your assertive approach always b: x2= serve you well? Think about that c: x3= as you work through this unit. Total:

3. How closely does your prole describe you? What parts are true? What are not true?

Sentence Adverbs

T alk b ack Discuss your answers to Step 3 with a partner. • Really, the profile fits me well, especially . . . • Actually, the profile doesn’t describe me well because . . .

Use sentence adverbs to add information to sentences. They usually indicate the user’s opinion. They precede verbs but follow modals and the verb to be. They can also go at the beginning or end of sentences. Honestly, I love spinach. You should probably think about it. He is actually a nice guy. For the negative form, add not after the adverb. I would certainly not go. A. Use a dictionary to nd the meaning of the following adverbs. Adverb

Meaning

Adverb

1. actually

6. perhaps

2. certainly

7. possibly

3. denitely

8. probably

4. honestly

9. surely

5. (most) likely B. Circle the sentence adverbs used in the quiz.

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Meaning

10. unquestionably 191 Go to Grammar Section page ctice. pra and tion for more informa Unit 5

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SPEAKING STUDIO

C1

Name:

Date:

Group:

2. Sticky Situations You never know when you might nd yourself in a difcult situation. 1. Read the situations and contexts below. 2. Discuss the following questions with two of your classmates. a. What would you do if . . .

1. Situation You saw a friend kissing . . .

2. Situation You hit and damaged a parked car with your scooter and . . .

Context a. the new student at school. b. your ex. c. your brother’s girlfriend.

Context a. nobody saw you. b. your younger brother saw you. c. several people saw you.

3. Situation You found a bag full of cash on the ground . . .

Lang age p r om p ts • Would you do anything? • If it were me, I would probably . . . because ... • Why would you do that? • I would . . . but I should probably . . . • Would you react differently if it were . . .?

84

Situation You saw somebody shoplifting and it was . . .

a. outside a big store. b. outside the school ofce. c. outside a soup kitchen.

Context a. a homeless person. b. your friend. c. your teacher.

5. Situation You found a wallet and it belonged to . . .

S o nd Check

Context

Don’t pronounce the l in would, should and could. They sound like wood, shood and cood.

a. your ex. b. the school principal. c. someone you really disliked.

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4.

Context

What Would You Do?

6. Situation Your friend showed you how to hack into the school’s computers . . . Context a. to raise your marks. b. to lower someone else’s marks. c. to remove all your absences.

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b. Does your reaction change according to the different contexts of each scenario? How? c. Is there a difference between what you could do, what you would do and what you should do in the different situations? Which ones?

!

When using to be in hypothetical conditional sentences, use were. If I were you . . . If she were here . . .

Unreal Conditional Sentences Use unreal conditional sentences to express conditions that are not true or are imaginary or unlikely, and the results of those conditions. They have two parts: the if-clause describes the condition and the main clause describes what would happen as a result. Main Clause

If-Clause If + verb in the simple past,

modal + base form of the verb.

If I found a cellphone, If you saw someone hitting a dog, If your friend told you to steal something,

I would take it to the office. you could tell them to stop or report them. you should say no.

To form questions with unreal conditionals, follow this word order: What would you do if you saw someone hit a dog? Write unreal conditional sentences about what you could do, would do and should do in the situations in Step 2. Include sentence adverbs. 1.

2.

3.

4.

5.

6.

159 Go to Grammar Section page ctice. pra and tion for more informa Reproduction prohibited © Chenelière Education Inc.

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READING STUDIO

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Name:

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Group:

3. Out of Control Sometimes the excitement of being in a crowd makes you do things you never thought you would do. Read about one teen’s dilemma. 1. Do you know of any events where a crowd got out of control? What happened?

2. Read the narrative and underline what happened during the riots.

Text Features Topic: participating in an outdoor event that turned violent Language: descriptive Purpose: to entertain and provoke reection Audience: teenagers and adults Culture: sports fans Text components

86

1

Title

2

Setting (time, place, mood)

3

Rising action

4

Climax (high point of action)

5

Resolutions to the conict or problem

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The Vancouver Riots 1

What could be more exciting than watching a Stanley Cup playo game with thousands of screaming fans? I was in Vancouver during the Stanley Cup playos. I was visiting my cousins, Adam and Chris. We heard that there was a big party downtown with screens outside to watch game seven, so we decided to go. Little did we know what was about to happen.

2

At rst, the outdoor party was a blast! ere were thousands of people there of all ages. e police were cool—they were giving high ves to the fans and everybody was having a great time. e hockey game wasn’t going so well, though. e Canucks were losing. As the end of the game neared, some people started leaving. en we saw a plume of smoke rise up from down the street. At rst we thought maybe it was from reworks, but we heard angry people shouting and we saw a car burst into ames. Suddenly there were police in riot gear with a very dierent attitude. We all started moving down the street.

What Would You Do?

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Vocabulary

Some people were ghting and tipping over cars and then suddenly, they were breaking store windows, including e Bay, Chapters and Future Shop. People were grabbing whatever they could from the stores and running away. Other people were shouting at them to stop. My cousins and I found ourselves in front of the electronics store. Its windows were broken. Suddenly my cousin Adam ran inside to see what he could grab. I hesitated, and then . . .

gear: equipment 3

4

3. Name two things that you could do in this situation. Complete the following charts with the pros and cons of each option. Pros

Cons

I could . . .

Pros

Cons

Option B

Option A

I could . . .

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4. Read the following endings to the story. Complete the following chart with the pros and cons of each one.

A

Vocabulary

perpetrators: people responsible for something bad showed up: appeared

Ending

B

I followed him in. It was dark and smoke was coming in from the 5 burning cars outside. It was surreal. I grabbed a few boxes and some video games and ran outside. My hands were shaking but it was exciting! Some people were taking pictures and video on their cellphones. A few days later, my picture showed up on a web page the Vancouver police department was using to identify the rioters. Someone identied me. I had to appear in court and face the judge. Now I’m on probation. I yelled at him. Chris and I grabbed him and pulled him back. At rst he was angry at me but then his head seemed to clear and he understood what was going on. We ran back into the street and took 5 pictures of what was happening on our cellphones. Later we learned that the damage costs were in the millions of dollars and that the police were using social networks to catch rioters. Our pictures even helped them catch one of the perpetrators. We were really glad that we stayed out of it.

Pros

Cons

A

B

5. For which ending do you think the pros are more important than the cons?

6. Which ending was similar to what you would do in this situation?

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What Would You Do?

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LISTENING STUDIO

Group:

4. What Makes Us Act, or Not? C2

Human beings almost always have motives for what they do or avoid doing. 1. What do you think motivates people to . . . a. help others? b. ignore others?

2. Match the words and expressions with their meanings. Some have the same meaning. Vocabulary

1. get involved

a. be mean to, intimidate

2. bully

b. not become associated, not intervene

3. herd 4. split-second

c. avoid blame or punishment

5. gut

d. become associated, intervene

6. step in

e. very fast

7. pick on

f. group of animals

8. get away with 9. stay out of 10. go with the ow

g. emotional part of a person h. do what everybody else is doing

3. Which of the words or expressions have similar meanings? a. ____________________ and ____________________ b. ____________________ and ____________________

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Name:

CD

12 Angry Men is a critically acclaimed movie that tells the story of a jury that must decide the guilt or innocence of a young man charged with murder. The film explores how one man stands up for what he believes and slowly convinces others to adopt his point of view.

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4. Listen to an interview with a psychologist. In the chart below, take notes about what makes people do something or not.

Factors That Make People Do Something

C l t re Clip

Date:

Factors That Stop People From Doing Something

5. Why do people try to convince themselves that there is no real emergency?

6. Explain what herd mentality means. Give an example.

7. Which factors do you think affect you the most when you make a decision to act or not?

What Would You Do?

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8. Read the statements below and check (✓) agree, partly agree or disagree. Write an example from your own experience to support your response to each statement. Agree

Partly Disagree Agree

a. I take time to think before I act. Example:

b. I listen to my gut instinct. Example:

c. I have the condence to act differently from others. Example:

d. It takes time for me to be pushed to act. Example:

e. I act without thinking rst. Example:

f. I regret it when I act (or don’t act). Example:

9. Do you think that people should be ned if they do not help someone in need? If yes, in what circumstances? If no, why not?

T alk b ack Compare your answers to Step 8 with a classmate’s. • I acted without thinking when . . . • How did you feel afterwards?

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READING STUDIO

C2

Name:

Date:

Group:

5. Under the Circumstances Psychologists have performed some interesting experiments to see how people react in certain situations. Sometimes the results are surprising. 1. Read the three situations below. Write how you think you would react in each of them.

Situation

Your Reaction

a. You are participating in an experiment in which you have to give a strong electric shock to someone each time he makes a mistake. The shocks are getting dangerous, but the experimenter tells you that you must continue.

b. You are in a group of strangers and have to give your opinion. It is different from everyone else’s.

c. You are at an audition for a reality TV show. The other participants are all being unkind to someone who does not have nice clothes. It is important that this group likes you for you to get on the show.

T alk b ack Discuss your answers in Step 1 with your classmates. • If I were in that situation . . . • Would you do that? • What would you do if that were you?

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2. Read the articles about the experiments. Highlight information that surprises you. Then, complete the chart on page 94.

What Would You Do?

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THE EXPERIMENT FILES

Name:

Date:

Group:

CASE 1

The Milgram Obedience Study In the 1960s, psychologist Stanley Milgram carried out a famous research study. He told forty male volunteer research subjects that they were participating in a study about the eects of punishment on learning. However, the real study was to see if the subjects would keep hurting another human being just because they were told to do so. He gave each subject the role of teacher. e “teacher” was told that his task was to help another subject learn a list of words. e “learner” was strapped to a chair that had an electrode. Each time the learner made a mistake, the teacher had to give him an electric shock by ipping a switch. e teacher was told to increase the shock level each time the learner made a mistake, until a dangerous shock level was reached. In reality, the learner was not an experiment subject but Milgram’s accomplice. He never actually received a real electric shock but just pretended to be in pain when the shocks were administered.

THE EXPERIMENT FILES

Before the study, experts thought that only about 1% of subjects would give what they thought were dangerous shocks to the learners. However, Milgram found that two-thirds of the subjects gave up to the highest level of shock, even though they believed it was dangerous and the learners were in great pain. Milgram thinks this happened because they were pressured to do so by an authority gure (a scientist) who was in the room telling them that they had to do it because it was important for the experiment.

CASE 2

The Asch Conformity Experiment Dr. Solomon Asch performed an interesting experiment on group pressure. He put a subject in a room with six other people who were his accomplices. e subject thought the six were also subjects. e group was asked to compare simple images on two cards and say which images were the same. At rst, the accomplices gave the correct answers and so did the subject. On the next twelve tasks, the accomplices started choosing the wrong answers. e subjects, who in the order of the experiment always answered last, began to conform to the choices made by the group, even if they knew they were wrong. More than two-thirds of the subjects Asch tested agreed with the group’s wrong answers at least some of the time. Asch found that conformity increases when a person feels insecure and does not want to look foolish. As well, the size of the group was important. e bigger the group, the more people tended to conform. In variations on this experiment, Asch found that if even one other person in the group disagreed, a subject was much less likely to conform, proving that one person really can make a dierence. Vocabulary

accomplice: assistant

strapped: attached

foolish: not intelligent

subjects: people observed in a study

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THE EXPERIMENT FILES

Name:

Date:

Group:

CASE 3

The Zimbardo Bullying Scenario Dr. Zimbardo, who was famous for many behavioural experiments, put teenage girls in a situation to see if they would join in bullying or try to stop it. He set up what the girls thought was an audition for a reality television show. In the room, there were three accomplices and three subjects. Two of the accomplices and the three subjects were dressed in trendy clothing; one accomplice was wearing unfashionable clothing. e girls were told to decide who should not take part in a reality television show. e girl in plain clothing (an accomplice) was to be picked on by the two other accomplices. Zimbardo wanted to see if the subjects would join the bullies or try to stop them. e subjects seemed uncomfortable but although some of them said that they did not like the way the girl was being treated by the others, they did not object strongly or try to stop it. In fact, only one girl refused to vote with the others and actually le the experiment. e other girls said that they felt bad aerwards and regretted their actions, but they still put themselves rst. Two reasons for their conforming were that they did not want to be rejected by the trendy girls and they were willing to do whatever it took to be on the reality show.

Case

What The Psychologist Wanted To Know

What The Psychologist Learned

Why The Subjects Reacted This Way

1 2 3 94

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What Would You Do?

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Name:

Date:

Group:

3. Look at your answers in Step 1. How do you compare with the subjects in the experiments? After reading the articles, do you think your answers to Step 1 would change?

4. Answer the following questions. Support your opinions with information from the text. a. Why do you think that nobody wants to be the only one in a group with a different opinion?

b. In each experiment, there were subjects who disagreed with the group. How would you describe their personalities?

c. Do you think that schools encourage students to conform or not? Explain your opinion.

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WRITING STUDIO

C3

Name:

Date:

Group:

6. Write a What Would You Do? Scenario Write narrative about an ethical dilemma with two endings. 1. Brainstorm ideas for your narrative. a. Choose a point of view for your narrative.

rst person (I)

second person (you)

third person (he/she)

b. Write your ideas in the graphic organizer.

Topic: Title: Se tt in g

Et hi ca l D ilem ma

Rising Ac ti o n

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What Would You Do?

Clim ax

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En ding 1

Endi ng 2

2. Write the draft of your narrative with two endings on a sheet of paper. Refer to the model text in Task 3. Look at the writing checklist in Step 3 for the task requirements. 3. Revise and edit your narrative. Use this writing checklist.

I wrote from one point of view.

The verb tenses are accurate.

The scenario is clear.

The two endings represent different choices.

I used descriptive language to add interest.

4. Exchange texts with a classmate. Ask for feedback. 5. Write your nal copy. Integrate feedback, changes and corrections. 6. Publish your work.

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Name:

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Group:

Extra Reading

Homeless man saves teen’s life WINNIPEG - A homeless man is being called a hero aer diving into the frigid fast-moving Red River to rescue a teenage boy over the weekend. Faron Hall and his friend, Wayne Spence, were sitting on a bench on the riverbank just north of the Provencher Bridge when they spotted a teenage boy falling over the bridge’s guard rail and into the Red River. e boy and his friends were trying to race across the sidewalk when the boy jumped over a railing onto what he thought was the pedestrian bridge. But instead of landing on concrete, he fell into the water. e sound he made on impact was remarkable, say witnesses. at’s when Hall, without thinking, dropped his backpack and dived into the river, swimming out about 15 metres to grab the boy. “When he jumped in, I thought, ‘Are you nuts?’ ” said a witness. e boy was apparently unable to swim because his back was injured, so he panicked and was sucked under by the water currents. “He started to ght me and climb on me,” said Hall. “He pulled me under a couple of times so I had to slap him or he would have drowned both of us. I feel really bad about that but we would be dead now if I hadn’t. I said ‘You’re cold, I’m cold. Just lie on your back and kick.’ ” Just as Hall was nearing the shore and about to give in to the cold and exhaustion, Spence reached out and dragged the two and pulled them onto shore. By then, paramedics had arrived and took the teenager and Hall to St. Boniface General Hospital.

Hall, 44, has been an alcoholic living under the Provencher Bridge for about seven years. “-51°C with the wind chill is my record,” he recalls. A member of the Dakota Tipi First Nation, he says he grew up in a good foster home in Waverley Heights, nished high school and was working as a teaching assistant while taking education classes at the University of Manitoba. But alcohol took hold, especially aer his mother was murdered about a decade ago. About three years ago, his sister was stabbed. “I had potential,” said Hall. “But there have been so many problems in my life.” Marion Willis, a St. Boniface resident who witnessed the incident, said that Hall’s quickthinking bravery should make people think twice when they encounter the homeless. “is is a man that most people would avoid at all costs, who looks kind of scary,” said Willis. “But he had both the courage and the humanity to not even think about himself and to just plunge into the water to save a life.” Vocabulary

foster home: temporary home for child whose parents cannot keep him or her frigid: very cold give in to: stop ghting slap: hit

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What Would You Do?

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Group:

Before Reading 1. How would you react if a homeless person asked you for something?

2. Would you expect a homeless person to help you if you needed it?

While Reading 3. Read the article about one teenager’s experience. Underline the main events in the story.

After Reading 4. Why did the boy fall into the river?

5. What difculties has Hall faced in his life?

6. What words in the article describe Hall?

W ha t Do You Th ink? Based on what you have learned about human nature in this unit, do you think the teenage boy would have jumped into the river to save the homeless man? Support your opinion with examples and discuss it with your classmates.

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Name:

C1

C2 C3

Date:

Group:

Production Studio Present your What Would You Do? scenario to the class.

Pre-Production Step 1

Decide how you will present your scenario. Choose the format of your media text. I will produce a: storyboard for a television dramatization live skit

Step 2

web page

multi-media presentation

other

Plan your media text based on the text you wrote in Task 6.

Use photo, word processing or other software to make your scenario interesting.

Production Step 3

Create your media text. Present a rough copy to a sample audience and ask if it is clear and easy to follow. Use the feedback to revise and edit your work.

Post-Production Step 4

Present the rst part of your scenario to the class. Ask the audience what they would do before you present the two endings. Observe your classmates’ reactions and write down their comments.

Step 5

Evaluate your work. How can you improve next time? Improvements:

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What Would You Do?

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UNIT

6

Experience

Wanted!

Soon, you will make important decisions about your future. You might worry about making the right choices but you are probably excited about the endless possibilities.

In this unit, nd out how you can gain valuable experience, set goals and achieve your objectives. Take stock of your goals, achievements and strengths. Dene and talk about your comfort zone. Read about different volunteer opportunities. Listen to stories about ways to gain experience. Read about a special school. Write a personal statement. Practise grammar: the future and prepositions.

One-Minute Challenge List important decisions you will make soon.

Extra Reading Studio Spotlight on Canada World Youth

Production Studio Create a personal experience portfolio.

How can you gain experience in the world? Reproduction prohibited © Chenelière Education Inc.

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101

SETTING UP

Name:

Date:

Group:

1. Personal Prole Take stock of personal milestones and set goals for the future. 1. Think about some signicant things you have done so far. Write notes in the following boxes.

Ex tra-curric ul ar Ac tiv iti es

(sports, ar t, mu sicTe ) en Foru

Sc ho ol

m

Pe rsonal Life

shi ps)

tion (tra vel, community ser vice , rela

Othe r M il es to n

es

Work Experience

2. Think about one goal you hope to achieve in the future.

Lang age p r om p ts • By the end of the year, I will . . . • I am going to . . . • By 2020, I will be able to . . . • What will you be doing ten years from now? • First, I will . . . Then I will . . .

a. Write your goal below. For example: Three years from now, I will be studying in Toronto. b. Write three steps you will take to achieve it. Use the correct future forms. c. Discuss your goal with a partner.

Personal Milestones: Into the Future My Go al

Three years from now, I

Step 1: Step 2: Step 3:

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Experience Wanted!

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Name:

Date:

SETTING UP

Group:

The Future Use the future with will for future actions or states, promises and predictions. Use the future with be going to for intentions and predictions. Use the future continuous for actions in progress over a period of time in the future. Future Form Future With Will

Afrmative Subject + will + base form of the main verb + rest of the sentence.

Negative Subject + will not (won’t) + base form of the main verb + rest of the sentence.

She will get her driver’s licence soon. I won’t spend all my savings. Future With Be Going To

Future Continuous

Subject + am/are/is + going to + base form of the main verb + rest of the sentence.

Subject + am/are/is not + going to + base form of the main verb + rest of the sentence.

She is going to learn to drive.

I am not going to buy a new phone.

Subject + will + be + base form of the main verb+ing + rest of the sentence.

Subject + will not (won’t) + be + base form of the main verb+ing + rest of the sentence.

One year from now, she will be travelling.

Ten years from now, I won’t be living with my parents.

Answer the questions with the appropriate future form. 1. Predict one way you think your social media habits will change and one way they will not change in the future. a. b. 2. Write one thing you are denitely going to do and one thing you are denitely not going to do before you turn 18. a. b. 3. Imagine your best friend in twenty years. Write one activity you think your friend will be doing and one activity you think he or she will not be doing. a. b. 4. Make two predictions about what winters will be like in Québec in fty years’ time. a. b. Go to Grammar Section pages Reproduction prohibited © Chenelière Education Inc.

tion and practice. 142 and 146 for more informa Unit 6

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SPEAKING STUDIO

C1

Name:

Date:

Group:

2. Stepping Out If you don’t push yourself to try new things, you won’t gain experience. 1. Read the denition of comfort zone. A comfort zone refers to a set of familiar things that make someone feel comfortable and secure. It includes familiar and predictable activities, people, places and routines.

2. Dene your own comfort zone. List the activities, people, places and routines that are part of it.

S o nd Check Pronounce the gerund form correctly. Don’t put the stress on the final ing syllable. Say go-ing, not go-ing.

1

3. How likely are you to try the activities below? Rate them and give reasons to support your answers.

2

Not At All Likely

4

Not Very Likely

Very Likely

Activity

5

Rating

3

Somewhat Likely

Denitely

Reasons

a. Making a speech in public

b. Joining an improvisation group or acting in a school play c. Trying an extreme sport (e.g. bungee jumping, whitewater rafting) d. Participating in a summer study program in another city or province to improve your English skills e. Volunteering for a community event

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Name:

Date:

Activity

Group:

Rating

Reasons

f. Signing up for a humanitarian trip

g. Planning a weekend away with friends

h. Going to a movie alone

i. Taking a wilderness camping vacation

j. Trying out for a school sports team

k. Eating an exotic meal in a restaurant Vocabulary

humanitarian: concern for the welfare of others improvisation: type of acting done without preparation or script

4. Discuss the following questions with your classmates. a. Which of the activities push you out of your comfort zone? Why? b. Have you ever tried any of the activities? Which ones? c. What could you gain by trying out some of the activities? 5. Look at the goal you set on page 102. Did you choose a goal that requires you to step outside your comfort zone? Explain your answer.

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Unit 6

Lang age p r om p ts • I would definitely try . . . because . . . • I would never try that because . . . • This activity sounds interesting but . . . • I don’t think I would do this because . . . • I rated this activity . . . because . . . • How did you rate the activity? • Would you ever do that?

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READING STUDIO

C2

Name:

Date:

Group:

3. Get Involved Volunteering is a way to gain valuable experience that can help you in your future career or your personal development.

T alk b ack

1. Why do people volunteer? Why do others not volunteer?

! u o Y d e e We N

Work with a partner to talk about the reasons why people choose to volunteer or not.

2. Read about different types of volunteering. Underline three tasks that you can do for each one.

Every day, thousands of people around the world make a difference by helping others from home, in their communities or abroad.

Virtual Volunteering

“I don’t have very much time to give.” “I can’t drive.” “I’m not really very good at anything.” ese are common reasons for not becoming involved in volunteering or community work. However, there are solutions to these problems. Nowadays, you can get involved in volunteering from the comfort of your own home. is is called online or virtual volunteering and many organizations oer volunteering opportunities on their websites.

Online volunteering is simple. Volunteers work to help non-prot organizations such as community groups, foundations and schools. Depending on the organization, volunteers carry out tasks alone or with a team using Vocabulary the Internet and their abroad: overseas carried away: excited

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personal computer. Because this work is done at home on your own time, the rst thing you need to do is determine how much time you can give and stick to it. It’s easy to get carried away and lose track of time, especially when you’re doing something you enjoy. You can volunteer for a variety of projects ranging from one to ve hours to ten to twenty hours per week.

You can choose tasks that suit your skills and dierent areas of knowledge. You might be good at writing, designing, creating web pages or creating podcasts. You may feel strongly about issues such as young people, the environment, health or human rights. When you volunteer

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Name:

Date:

online, you can usually select from a list of tasks and subjects to match your interests and strengths. Finally, you can choose to work for a region of the world that is particularly important to you. It might be impossible for you to be there in person and do hands-on things to help the people who live there but you can denitely make a big dierence from a distance.

Community Service Sometimes you have to leave home to volunteer but you don’t have to travel very far to make a dierence. You can volunteer in your own neighbourhood.

Group:

Volunteering Abroad Working with a local community to help them save endangered sea turtles, conduct an AIDS awareness campaign or build a school library. Do any of these projects appeal to you? If so, you might be interested in volunteering abroad. Some teens have a strong sense of adventure and feel the need to go beyond their immediate surroundings to make a dierence. When you volunteer abroad, you travel to a foreign country to help the people there with various aspects of their daily lives—education, health or the environment. ere are many organizations that give teens the chance to get out in the world.

One of the best places to nd out about volunteering opportunities in your community is at school. Many schools team up with community organizations to help those in need. You can also visit your local community centre or your town’s website for ideas.

You don’t have to pack your bags and leave home for months at a time. You can start small and gradually increase the length of your trips. ere are summer programs that allow students to volunteer overseas for one to three weeks at a time. ere are other one-week programs during March break.

In every town or city, there are organizations and places such as schools, residences, hospitals and even animal shelters that need volunteers to help out with everyday tasks. Many cities also hold special events like winter carnivals, sports tournaments and cultural activities throughout the year that require the help of volunteers.

Teens who participate in these programs may work in villages, orphanages, schools or homes for the elderly. ey live together under close supervision to ensure their safety and wellbeing. Some programs include cultural activities, language learning and sightseeing as well as the volunteer work.

Teens can also take the initiative to organize their own community service activities. ink about what you can do and what you can oer your community. Depending on your talents and strengths you might decide to get together with friends to provide music at a seniors’ residence or organize a food or clothing drive and donate the goods to a local food bank or thri store. You could also become a peer tutor and use your academic skills to help a classmate or younger student who is having trouble.

When it comes to making a dierence, there’s something for everyone. No matter what type of volunteer work you choose, your contribution will change your life and the lives of others both near and far.

Volunteering in your own community is an excellent way to create a network that may be useful in the future. Vocabulary

AIDS: Acquired Immune Deciency Syndrome appeal to: be of interest to

hands-on: practical

orphanage: home for children who have no parents

network: group of people who can be of help professionally

thrift store: store that sells used goods

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Group:

3. Read the descriptions. Choose one or more types of volunteering for each person: Virtual Volunteering (VV), Community Service (CS) or Volunteering Abroad (VA). Support your ideas with information from the texts. a. I would like to volunteer in a developing country but I don’t want to leave home for a long period of time.

b. I am good at creating web pages but when I start using the computer, I can be on it for hours and hours.

c. I could devote approximately eight hours a week to volunteer work but I don’t have a car during the day.

d. I want to raise people’s awareness of environmental issues in my neighbourhood.

e. I want to help others but I also want to explore different parts of the world and learn about other cultures.

4. Answer the following questions. a. Which of the three types of volunteer work is best suited to your current situation? Why?

b. Which of the three types of volunteer work would push you out of your comfort zone? Why?

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Name:

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4. Dare to Explore

LISTENING STUDIO

Group:

C2

There are many different work or study experiences available to teens. 1. Do you know anyone who has participated in a work or study experience? What was it? When did they do it?

Vocabulary to listen for

spring: season between winter and summer hurts: is painful in shape: t CD

2. Listen to two young adults talk about their work and study experiences. Complete the chart with information from the text. Pay special attention to how you use prepositions of time and place. Information

Annie

tough: difcult shy: not comfortable with people

Cédric

a. Type of expe rience

b. Reas on for ce the expe rien

c. Time pe riod

d. A typic al day

e. Liv ing conditi ons f. Nega tive aspe cts

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Group:

3. What did the teens gain from their experience? Annie:

T alk b ack Discuss which experience you would like to try.

Cédric:

Prepositions Use prepositions of time and place before nouns, pronouns or gerunds. Preposition at

Indicates

Example

Being inside or around a destination

They are at the beach.

A specic time

I go to work at 10:00 a.m.

Being in a place with boundaries

He is in Moncton.

A particular month or year

My birthday is in July.

on

A specic day or date

We start school on August 27.

to

Movement toward a destination

We walk to school.

in

Complete each sentence with the preposition at, in, on or to. 1. Tree-planting applicants are invited ________ 1 an information session that will take place ________ 2 the school auditorium ________ 3 Friday afternoon. 2. The tour guide asked us to meet him ______ 4 the City Hall lobby ______ 5 four o’clock. 3. This week the band is going ________ 6 Montréal for a music competition. 4. Send your application ________ 7 the organization head ofces, which are located ________ 8 2356 Canal Street. 5. Jeremy called to say he had safely arrived ________ 9 Calgary International Airport. 6. The ship will be arriving ________ 10 Québec City ________ 11 Monday morning. Go to Grammar Section page

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195 for more information and

practice.

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READING STUDIO

Group:

5. Setting Sail for School

C2

Some schools offer unique and interesting ways to learn. 1. What are some specialized schools or programs that you know of?

2. Write the denition of each word. Vocabulary

a. chore: b. lights out: c. maintenance: d. on-board: e. sail: f. treading water: 3. Read the text and the daily schedule. Find and underline the words from Step 2.

magine that your classroom is a tall ship and that you will sail the Atlantic, visiting over 20 countries and learning about dierent cultures. Does this sound too good to be true? It’s not. It’s the mission of a unique school called Class Aoat. Would you like to take part in a program that combines work, study, travel and volunteer services?

Vocabulary

tall ship: sailing ship with tall mast

Every year, 48 Canadian students from 16 to 19 spend ve to ten months at sea. ey balance their studies with challenging on-board duties and get involved in community life on the ship and in the ports they visit. Potential candidates must be in good physical condition to keep up with the work on board, daily physical tness routines and

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111

SETTING UP

Name:

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Group:

adventure activities on land. Participants must have completed the bronze medallion course or be able to swim 200 metres followed by 20 minutes of treading water. ey must be able to do at least one pull-up from a hanging position. Candidates must be responsible and have strong personal qualities and excellent work habits. e main goal of the Class Aoat program is “to extend to young people the opportunity to discover who they are and help them realize that they can make a dierence to the quality of their own lives and the lives of those with whom they share this world.”

Daily Schedule Class Aoat students 7:00 7:30 8:00

. work long hard days l education routine

Wake-up and physica

ation for the day Breakfast and prepar uncements and Assembly with anno information

8:15

Cleaning and chores for the day

to prepare the ship

tend up to ve Classes: students at 55-minute classes. Watch duty. d two hours on Day Students must spen anoeuvres and ey perform sailing m During this time, th ship maintenance.

9:00-19:00

12:30-13:30

Lunch

17:30-18:30

Supper

prepare the to galley duty. They e ut rib nt co o als ts Studen er the meal. cook and clean up aft eating area, help the g activities 19:30-22:00 Evenin 22:00

Lights out :00, students must do

08 Between 20:00 and of night watch.

two hours

Vocabulary

bronze medallion course: lifesaving program galley: kitchen area of ship or plane pull-up: pulling one’s body up to chin level

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Name:

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4. Which of the qualications for potential Class Afloat candidates do you have?

5. Would you like to participate in an experience like this? Explain your answer.

6. Read the personal statement from a potential candidate. Many people apply for Class Aoat but only a few are selected. Academic grades aren’t enough to guarantee a place in the crew. Potential candidates must convince the admissions committee that they deserve to be accepted and that the committee will not regret their choice. Applicants write a text to share their qualities and strengths. is text is called a personal statement.

Text Features Topic: personal information about candidate for work, study or volunteer experience Purpose: to inform and persuade Audience: selection committee, potential employer or person in charge of volunteer project or study program Language: formal, descriptive, clear, concise; rst person point of view Culture: personal interests, experiences and accomplishments Text components 1

Paragraph 1: skills

2

Paragraph 2: past experience

3

Paragraph 3: goals and potential contribution

I believe I have the qualities and skills necessary to be a great asset to the Class Aoat crew. I completed my Bronze Medallion last spring and am now enrolled in the Bronze Cross program. I have played on my school’s basketball team for the last ve years. Being on the team has taught me what it means to work hard to achieve a goal. I love sports but I have a variety of interests. I perform with my community theatre troupe and I also play piano. I speak English and French uently and realize the importance of being bilingual in today’s world. I appreciate and understand dierent cultures and value what I can learn from them.

1

Last summer, I worked at a camp for young people. My responsibilities were mostly in the kitchen and dining room. I carried out my duties thoroughly and lived up to my employer’s expectations. For one week, I worked as a monitor and took charge of seven children. ey appreciated my energy and enthusiasm and I learned that I am very comfortable working with people. I am patient and sensitive to others’ needs. No matter what my task is, I am reliable and willing to work hard to do it well.

2

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Group:

As part of the Class Aoat crew, I hope to go beyond what I could achieve in a traditional classroom. Academic success is important to me but I also want to live and work closely with others and know that my contribution helps the team. My past athletic and work experiences prove that I am a team player. I believe that the success of my group is as important as my own accomplishments. I am condent that I am an excellent candidate for Class Aoat and hope that you will consider me for your crew.

3

7. Do you think the candidate should be accepted as part of the Class Afloat crew? Support your opinion with information from the text.

C l t re Clip

Canadian Terry Davies founded Class Afloat in 1984 as part of the United Nations’ International Youth Year program. At the time, Davies was working at West Island College in Montréal. He decided to create a floating school that would give students the opportunity to study as they travelled the world. They would also learn to live with other people, both on board and in the communities they visited. On September 5, 1985, the first Class Afloat crew set sail from Montréal.

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Name:

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6. Who Am I?

WRITING STUDIO

Group:

C3

Some programs ask applicants to write a personal statement to share what makes them unique. 1. Choose the experience in which you want to participate. Class Afloat

community service

language study

tree planting

virtual volunteering

volunteering abroad

other _______________________

2. Brainstorm things you have done in your life that would make you a good candidate for the program you chose. Refer to your notes in Task 1. Think about the following questions. a. How do your interests and activities show your personality, qualities and skills? b. What relevant work or volunteer experience do you have? Have you gained experience at home or school that you could use in the program? c. What objectives do you hope to achieve by participating in this program? Why do you think you would be a good candidate? 3. Organize your ideas and plan your text. Write notes in the following boxes. Use the model text in Task 5 for help.

Paragraph 1: My Skills

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Paragraph 2: My Past Experience

Paragraph 3: My Goals and My Contribution to the Program

4. Write the rst draft of your text. Look at the writing checklist in Step 5 for the task requirements. 5. Revise and edit your text. Use this writing checklist.

The language in my text is formal, clear and concise.

I used varied vocabulary.

I used the rst person point of view.

My text includes information about my qualities and skills, my past experience and my goals and contribution.

I checked my spelling and punctuation.

I used verb tenses and prepositions correctly.

6. Exchange texts with a classmate. Ask for feedback. 7. Write your nal copy. Integrate feedback, changes and corrections. 8. Publish your work. Show your personal statement to a classmate. Ask him or her to decide whether you would be accepted for your program based on your text.

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Name:

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Extra Reading

Group:

C2

Studio Spotlight on Canada World Youth Studio: Today we are speaking to Pierre-Luc Picard. Pierre-Luc, last year you decided to take a break aer CEGEP. What did you decide to do? How did you make the decision? Pierre-Luc: I wasn’t sure what I wanted to do aer CEGEP, so I talked to my parents and they suggested Canada World Youth. Studio: Canada World Youth? What is it and what do they do? P-L: It’s an organization that oers volunteer work programs for Canadian youth. ere are dierent types of programs for young people from 15 to 29. I took part in the Youth Leaders in Action program. Participants are placed in teams of six Canadians and six people from another country. ey spend three months in Canada and three months in the partner country. In my case, I went to Cochrane, Alberta and Palca, Peru.

Studio: Why did you choose to take part in an overseas project, instead of staying in Canada? P-L: ere are three reasons really. First of all, I wanted to learn more about global issues. Also, I knew I would get a dierent kind of work experience. Finally, it sounded exciting. I love adventure. I wanted to see new places and meet people from a dierent culture. Studio: Did it meet your expectations, then? P-L: Denitely. It changed my life completely! For one thing, I learned to appreciate the simple things in life, like clean water, being able to have a hot shower, eat well and get around easily and safely. I realized how lucky I was to have all the privileges we have in a country like Canada. Studio: What did you do in Canada?

A Gap Year A gap year is time away from school or work to travel, get a different kind of work experience, volunteer, take unconventional courses or enjoy time to reect. Many colleges and universities encourage students to take a break and there are many structured programs for young people who are looking for adventure and experience.

Vocabulary

overseas: foreign

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Name:

P-L: Canada World Youth focuses on issues related to health, education, community development and the environment. In Alberta we worked in a new school library and shelved books. We also worked in a thri store. I learned how a thri store works and worked as cashier. Studio: And in Peru? What did you do there? P-L: Our project in Peru was to help a small mountain community. First we learned how to made bricks from mud and water. en we built wood-burning stoves and basic fridges. We planted some trees and also spent time in educational workshops. Of course, we tried to t in some sight seeing. Studio: So you gained good work experience and you got to travel. But tell me, was it always fun?

Date:

Group:

Our team leaders gave us training in teamwork, communication skills, tolerance and respect. Studio: What else did you gain from the experience? P-L: It’s a great way to gure out who you are and what you really want to do in life. It motivated me to apply to university and helped me become more condent and focused. I nally gured out that I want to be a teacher. Studio: Before we go, do you have any advice for teens who are considering a volunteer work program? P-L: For sure. Be open. Get on the Internet and look at all the options before you make a decision. Don’t try to copy everyone else—do what’s right for you. You don’t have to go to another country or be away for six months or a year. ere are short programs that high school students can do during the summer vacation.

P-L: It was fun, but it was hard work. You have to be available and ready to help your team at all times. You don’t get paid for your work—it’s all Studio: ank you for sharing! voluntary. e work actually begins before you leave because you have to participate in fundraising P-L: anks for the opportunity! activities. When you are on the project, you are with your team or host family all the time. It’s not always Vocabulary easy, getting along with dierent people. You have to learn to communicate and work out dierences. fundraising: projects to make money

Before Reading 1. Do you know anyone who took time off from school or work to try another experience? What did they do?

While Reading 2. Read the interview and highlight the three reasons why Pierre-Luc participated in Canada World Youth. Underline the challenges of this type of program.

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Name:

Date:

Group:

After Reading 3. What is a gap year?

4. What type of issues does Canada World Youth focus on?

5. Complete the chart with information from the text about the three main aspects of PierreLuc’s time with Canada World Youth.

Benet

Details

a. Travel

b. Work Experience

c. Personal

Development

6. How can a gap year be a life-changing experience?

W ha t Do You Th ink? Would you ever consider participating in a volunteer program like those offered by Canada World Youth to gain experience? Discuss your reasons with your classmates.

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Name:

C1

C3

Date:

Group:

Production Studio Create a personal experience portfolio.

Pre-Production Step 1

Use photo and other software to make your portfolio stand out. Step 2

Think about the skills, abilities and talents you want to show in your portfolio. Consider the following: school activities community involvement special skills awards and recognitions other

your personal statement education extra courses work experience volunteering

Decide how you will present your portfolio. Choose the format of your media text. I will produce a: paper portfolio

slideshow

personal web page

DVD

other

Production Step 3

Create your personal portfolio. Present it to a sample audience. Get feedback from your classmates. Use the feedback to revise and edit your work.

Post-Production Step 4

Present your personal portfolio to the class. Ask your classmates for feedback.

Step 5

Evaluate your work. What can you improve next time? Improvements:

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REFERENCE SECTION

Grammar and Reference Sections VERBS

SENTENCE BUILDERS

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

Nouns.................................................................... 175

Affirmative, Negative.......................................... 122

Types of Nouns................................................... 175

Verb To Be ........................................................... 123

Plurals ................................................................ 175

Yes/No and Information Questions.................... 124

Countable and Uncountable .............................. 177

Present Continuous ............................................. 126

Possessive Form ................................................ 178

Affirmative, Negative.......................................... 126

Articles and Quantifiers ...................................... 179

Yes/No and Information Questions.................... 128

Articles ............................................................... 179

Simple Past .......................................................... 131

Quantifiers.......................................................... 180

Affirmative .......................................................... 131

Pronouns and Possessives ................................. 182

Negative.............................................................. 134

Types of Pronouns.............................................. 182

Yes/No and Information Questions.................... 135

Adjectives ............................................................. 185

Past Continuous................................................... 137

Order of Adjectives............................................. 185

Affirmative, Negative.......................................... 137

Comparatives and Superlatives......................... 187

Yes/No and Information Questions.................... 139

Adverbs ................................................................ 190

Simple Past or Past Continuous?...................... 141

Forming Adverbs from Adjectives ..................... 190

The Future............................................................ 142

Types of Adverbs ................................................ 191

Future With Will – Affirmative, Negative............... 142

Prepositions ......................................................... 195

Future With Be Going To – Affirmative, Negative... 143

Conjunctions and Transition Words....................198

Yes/No and Information Questions ..................... 144

Capitalization and Punctuation........................... 202

Future Continuous ............................................... 146

Capitalization...................................................... 202

Affirmative, Negative.......................................... 146

Punctuation ........................................................ 205

Yes/No and Information Questions.................... 148 Present Perfect.................................................... 149 Affirmative, Negative.......................................... 149 Yes/No and Information Questions.................... 152 Present Perfect or Simple Past? ....................... 153

REFERENCE SECTION Functional Language........................................... 207 The Writing Process ............................................ 210

Modals .................................................................. 154

The Production Process ...................................... 212

Affirmative, Negative.......................................... 154

Strategies............................................................. 214

Yes/No and Information Questions.................... 157 Conditional Sentences......................................... 159

Verb Tense Overview ........................................... 217

Forming Conditional Sentences ........................ 160

Question Words.................................................... 218

Yes/No and Information Questions.................... 162

Question Formation............................................. 219

Gerunds and Full Infinitives................................ 164 Active and Passive Voices.................................... 168 Direct and Indirect Speech.................................. 172

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Common Phrasal Verbs....................................... 220 Common Irregular Verbs .................................... 222

Reference Section

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121

VERBS

Name:

Date:

Group:

Simple Present GRAMMAR CH CK Read the text. Circle all the simple present verbs. Look at the chart below if you need help.

Do you have a Facebook page? If so, what type of Facebook user are you? 1. The first types of users are the Fanatics. They update their pages constantly. I am on the bus. It’s starting to snow. You get the idea! 2. The second types are the Linkers. They share links to the hottest sites or the latest videos you absolutely don’t want to miss! 3. Then there are the Groupies. They join all the political, social and fan groups. Is it possible to be that involved? 4. The Kids-Are-Us users come next on the list. Their posts showcase the latest photos of their outstanding kids. It makes you wonder who they were before they had kids! 5. And finally, we have the Spies. They use Facebook to check on your activities and then decide whether to keep you as a friend.

Use the simple present to describe: • Facts • Habits • Present states

Alex-Anne works at the grocery store. Jean-Christophe practises the piano every day. She is tired today. Affirmative

Singular Plural

Negative

Subject + base form of the main verb (+ s or es) + rest of the sentence.

Subject + do/does + not + base form of the main verb + rest of the sentence.

I/You play She/He/It plays We/You/They play

I/You do not (don’t) hockey. She/He/It does not (doesn’t) We/You/They do not (don’t)

play hockey.

Spelling for third person singular For verbs that end in ch, o, s, sh, x, z, add es (watches, goes). For verbs that end in a consonant + y, change the y to i and add es (tries, worries). Exceptions The third person singular of have is has; the verb to be. Time markers Include always, normally, usually, regularly, often, sometimes, occasionally, rarely, never.

T alk b ack Work with a classmate. Discuss which type of Facebook user you are. Then, invent another type of user.

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Simple Present

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Verb To Be Affirmative

Singular

Plural

Negative

Subject + am/are/is + rest of the sentence.

Subject + am/are/is + not + rest of the sentence.

I am (’m) You are (’re) She/He/It is (’s)

I am (’m) You are (’re) She/He/It is (’s)

We/You/They are (’re)

artistic.

not artistic.

We/You/They are (’re)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. 1. Underline the subjects and complete the text below with verbs in the simple present.

No Joke: Laughter Is Good for You 1 Guess what? Exercise ( negative) isn’t the only way to 2 get healthy. A new study ( ) that regular laughter 3 ( ) your body some of the same benets as exercise. 4 Scientists say that laughter ( ) blood 5 pressure, ( ) cholesterol levels, 6 ( ) antibodies and, most of all, 7 ( ) people’s moods. They 8 ( ) watching funny movies or comedy 9 routines. Scientists ( negative) 10 why laughter ( ) us, but they say that 11 the results ( ) clear. Now that you know 12 that traditional exercise ( negative) the only key to a healthy life, start laughing more today!

2. Write sentences to describe the person in the picture using the verbs provided. 1. (be)

Students’ answers will vary.

2. (be, negative) 3. (like) 4. (like, negative) 5. (have) 6. (go)

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VERBS

Name:

Date:

Group:

Yes/No Questions Verb To Be

Other Verbs

Am/Is/Are + subject + rest of the question? Singular

Plural

Am I Are you Is she/he/it

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

Do I Do you funny? Does she/he/it

Are we/you/they

work?

Do we/you/they Information Questions

Verb To Be

Other Verbs

Question word + am/is/are + Question word + do/does + subject + base subject + rest of the question? form of the main verb + rest of the question? Singular

Plural

Why am I Why are you Why is she/he/it

free?

Why are we/you/they

When do I When do you When does she/he/it

work?

When do we/you/they

Go to Reference Section page 218 for more information

about question words.

3. Write yes/no questions in the simple present with words from the word bank. The verbs can be used more than once. Subject Jonathan Marcie your uncle Mike Amid you and your sister the English teachers Ralph

Verb be like tell work sing

Rest of the Question still in Africa in the choir to water ski at the day camp a vegetarian bad jokes good friends

1. Is Jonathan a vegetarian? 2. 3. 4. 5. 6. 7.

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Simple Present

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Name:

Date:

Group:

4. Complete the interview with yes/no or information questions that fit the answers.

Studio Spotlight on . . . Mike D., Kendama Master Studio:

1. A kendama is a traditional Japanese toy.

Mike: Studio:

2. It looks like a hammer with a spike on one end. A wooden ball is attached to it with a string.

Mike: Studio:

3. To play, you swing the ball into the air and catch it in one of the wooden cups or on the spike.

Mike: Studio:

4. Yes, it is difficult at the beginning, then it gets easier, like anything else.

Mike: Studio:

5. I practise for two or three hours each day.

Mike: Studio:

6. Some tricks I know are the Lighthouse, the Earth Spin and the Nightingale. They are really difficult.

Mike: Studio:

7.

Mike:

Writ

No, kendama isn’t just for kids! There are international competitions for adults.

e

t

Write about your use of social media. How does it affect your life? Are you similar to or different from your friends? Use the simple present affirmative and negative.

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VERBS

Name:

Date:

Group:

Present Continuous GRAMMAR CH CK

Mom: Hey, Nick. What are you doing?

Read the dialogue.

Nick: I’m watching a video that I downloaded on extreme snowboarding. They are riding in Alaska. It’s crazy.

Circle all the present continuous verbs. Look at the chart below if you need help.

Mom: Really? Where’s the photographer recording the video from? Nick: The riders are filming. This one’s wearing the camera on his helmet. Oh, no! Look, he’s wiping out! Mom: They’re crazy to do that! They’re running the risk of causing an avalanche. Nick: They’re just having a good time!

Use the present continuous to describe: • An action that is happening right now The snowflakes are falling. • An action planned for the near future She’s coming to the party on Saturday. • An ongoing action I’m taking Spanish this year. Affirmative Subject + am/are/is + base form of the main verb+ing + rest of the sentence. Singular

Plural

I am (’m) You are (’re) She/He/It is (’s)

Negative Subject + am/are/is + not + base form of the main verb+ing + rest of the sentence.

I am (’m) playing You are (’re) video games. She/He/It is (’s)

We/You/They are (’re)

not playing video games.

We/You/They are (’re)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. Exceptions Verbs that express states are not generally used in the continuous. These include: believe, belong, hate, have, hear, know, like, love, need, own, possess, prefer, remember, see, understand and want. Time markers Include (right) now, today, presently, currently, at this moment. Spelling Rules: Continuous Verbs Verb

Rule

Most verbs (do, watch)

Add ing.

doing, watching

Verbs that end with one e (bake, move) Remove the e and add ing.

baking, moving

One-syllable verbs that end with a Double the last consonant and short vowel + one consonant (except add ing. w, x, y) (run) Two-syllable verbs whose stress falls on the last syllable (begin)

running, beginning

Verbs that end with ie (die, lie)

126

Example

one hundred and twenty-six

Replace the ie with y and add ing. dying, lying

Present Continuous

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Name:

Date:

Group:

1. Complete the sentences with the present continuous of the verbs in parentheses. 1. Anna (write)

a letter to complain about the magazine article.

2. My team (take, negative)

the plane to Toronto this evening.

3. A college representative (come) about new programs. 4. Everyone (look)

to the school today to talk forward to school on Tuesday.

5. I heard that Simon (return, negative) on Saturday. 6. It looks like it (rain)

from Cayo Coco again.

7. The latest new cellphones (sell, negative) 8. My little sister (get)

as well as expected. her ears pierced after school.

2. Rewrite the present continuous verbs in the following sentences in the negative. Use contractions. 1. Social media is changing the way teens interact today. 2. More and more, they are communicating by texting instead of phoning. 3. Some people believe that language is suffering as a result. 4. People are writing shorter messages. 5. This means they are expressing their ideas less. 6. However, others claim that language is evolving with progress. 7. People are replying to each other more quickly with instant messaging. 8. Personally, I am enjoying the freedom and creativity that social media provide.

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VERBS

Name:

Date:

Yes/No Questions

Singular

Plural

Group:

Information Questions

Am/Are/Is + subject + base form of the main verb+ing + rest of the question?

Question word + am/is/are + subject + base form of the main verb+ing + rest of the question?

Am I Are you Is she/he/it

Why am I Where are you When is she/he/it

joining the team?

Are we/you/they

joining the team?

How are we/you/they

Go to Reference Section page 218 for more information

about question words.

3. Write yes/no questions in the present continuous with words from the word bank. Subject

Verb

Rest of the Question

the leaves the football team Jeremy and Olivier your cat her parents the organizers

sign up plan leave change go play

for hockey to hold the fundraiser next month as soon as they are ready colour to the veterinarian in the play-offs

1. 2. 3. 4. 5. 6. 4. Write an information question about the information underlined in each sentence.

Countdown to the Oscars 1. TV crews are setting up the cameras. 2. Workers are rolling out the red carpet at the front entrance of the Kodak Theater.

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Present Continuous

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Name:

Date:

Group:

3. Fans are predicting which film will get the most awards. 4. Celebrities are rushing because they need to get ready! 5. Designers are adding last-minute touches to the stars’ outfits. 6. Jewellers are sending their latest designs to the stars. 7. The Hollywood hospitality industry is preparing by adding the stars’ preferences to rooms and menus. 8. Over a thousand bottles of champagne are arriving for the Governor’s Ball. 9. Oscar nominees are expecting the show to last three hours. 10. The stars are holding their breath in anticipation.

Writ

e

t

Imagine that you are at an event like a sports match, concert, or cultural event. Write about the event to a friend. Use the present continuous, including the affirmative and negative.

Grammar Game Where Am I? Work in a team of four. Take turns describing an event you are attending. Describe what is happening. The person who guesses the event first wins.

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VERBS

GRAMMAR

MiX

Name:

Date:

Simple Present and Present Continuous

A. Complete the report with the simple present or present continuous of the verbs in parentheses. Use contractions where possible.

Breaking News on the Mountain

Group:

Use the simple present for facts, habits, feelings and present states. Use the present continuous for an action happening right now, an action planned for the near future or an ongoing action.

1 Good afternoon, this ( ) Hugo Levasseur, 2 QTV. I ( ) from a ski resort in the 3 Charlevoix region. I ( ) at the top of the 4 western slope, where a moose ( ) . It 5 6 ( ) young and ( ) 7 confused. Moose normally ( ) deep in the woods. They 8 ( negative) usually out during 9 the day. It ( ) around. I think it ( ) 11 to decide which direction to go. Children ( ) and skiers 12 ( ) pictures with their cellphones before the animal runs 13 away. Wait! Now, it ( ) back into the woods. 14 I ( , negative) it anymore.

10

B. Complete the advisory about vehicle accidents using the simple present or present continuous.

Attention: Moose Crossing! 1 Québec drivers ( ) to be more 2 vigilant when they ( ) the Parc des Laurentides because the number of collisions with moose and deer 3 ( ) . One of the reasons for this increase is the warmer 4 winters: animals ( ) more young, which means that 5 more moose and deer ( ) in the park. Another reason 6 is that more campers ( ) wild animals, so they ( ) 7 less scared of people and cars. 8

Animals ( ) In summer, they (

to cleared areas near roads for various reasons. 9 ) to avoid ies, which ( ) 10 11 in damp wooded areas, or ( ) 12 for food along the roadside. In winter, they ( ) advantage 13 of cleared roads to travel more easily as they ( ) . Taking extra care ( )

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Present Continuous

14

the best way to ensure a safe journey.

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Name:

Date:

Group:

Simple Past GRAMMAR CH CK

Shakespeare hits the town

Read the note.

Parents, friends

an unforgettable performance of the

and students

two couples’ tumultuous romances.

alike were

The drama teacher had nothing

delighted with

but praise for the cast and crew’s

the production of

dedication and hard work. The show

Underline the regular simple past verbs. Circle the irregular simple past verbs. Look at the chart below if you need help.

didn’t even interrupt the students’ studies. The actors started learning that Grand Falls High drama

their lines in the fall. Despite the

students put on last Saturday night.

extra time they spent on rehearsals,

A record crowd laughed, sighed

they didn’t miss a single exam or

and applauded as the play held the

assignment. Their drama teacher

spectators spellbound in the school’s

commented with pride that they

packed auditorium. The actors gave

were absolutely wonderful.

Use the simple past to describe: • An action or event completed in the past at a definite time Charles-Antoine got his driver’s licence yesterday. • An action or event that took place over a completed period of time in the past Lara skated for the Villeneuve Figure Skating Club for 10 years. • A past habit My uncle always bought his morning paper at that convenience store. Affirmative Verb To Be

Regular Verbs

Subject + was/were + rest of the sentence. Singular

Plural

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

happy.

Irregular Verbs

Subject + base form of the main verb+d/ed/ied + rest of the sentence.

Use the list on page 222 to learn the past tense of irregular verbs.

I/You/She/He/It

I/You/She/He/It

We/You/They

loved the show.

We/You/They

went last night.

Time markers Include yesterday, last week/month/year, on Monday, in August, in 2010, when I was little, a few minutes/hours/days/years ago.

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VERBS

Name:

Date:

Group:

Spelling Rules: Regular Past Tense Verbs Verb

Rule

Example

Most verbs that end with a consonant (open, play)

Add ed.

opened, played

Verbs that end with e (disagree, live)

Add d.

disagreed, lived

Verbs that end with a consonant + y (fry, marry)

Change the y to i and add ed.

fried, married

One-syllable verbs that end with a short vowel + one consonant (except w, x, y) (hop) Two-syllable verbs whose stress falls on the last syllable (admit)

Double the last consonant and add ed.

hopped, admitted

Pronunciation: Ending of Past Tense Verbs Verb

Pronunciation

Example

Verbs that end with the sound t or d (edit, end)

/id/

edit/id/, end/id/

Verbs that end with the sounds ch, f, k, s or sh (touch, laugh, rake, miss, wish)

/t/

touch/t/, laugh/t/, rake/t/, miss/t/, wish/t/

All other sounds (bill, disagree)

/d/

bill/d/, disagree/d/

1. Complete the article with verbs in the simple past.

Studio Spotlight on Music 1 Women ( ) the music industry this year as female 2 artists ( ) record numbers of downloads and albums. 3 Female singers ( ) the top of the charts at a time 4 when the music industry ( ) dismal. Experts ( ) 5 that the turnaround is due to the increased amount of 6 money producers ( ) on music videos. In addition, 7 the singers ( ) every awards show possible and actively 8 ( ) their products. Social media buzz also ( ) 9 10 sales and ( ) downloads.

v

Grammar Game News Break Work with another student. Write a list of 15 verbs. Use the irregular verb list on page 222. Exchange your list with another team’s. Write a news article with the verbs on the list. Share your creations and vote on the most interesting article.

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Simple Past

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Name:

Date:

Group:

2. Place the simple past verbs from the article in Exercise 1 in the correct column. In parentheses, write the pronunciation of the regular verb endings or the base form of the irregular verbs. Regular Verbs

Irregular Verbs

saved (d)

sold (sell)

3. Complete the dialogue with verbs in the simple past. So Forgetful! Vanessa: Hey, Cesia. I (send)

1

Cesia: Oh, really? I (get) 3 (go) straight to bed. Vanessa: I (have)

2

you an email message last night.

home late from judo practice and

a question about our physics project.

4

Cesia: Physics project? I (think) partners with Simon. Vanessa: I (be) to be your partner. Cesia: I (do)

7

10

5

you (decide)

sure I (tell)

8

6

you I (want)

to be

9

mine with Naomi.

Vanessa: Oh, boy. I can’t remember if Mr. Moreau (tell) 12 he (want) it today or Tuesday.

11

us

13 14 Cesia: I (hear) him say the project (be) 15 due on Tuesday. You probably (write) it in your agenda.

Vanessa: I (lose) Cesia: That ( )

16

17

my agenda.

your third agenda this year!

18 Vanessa: Oh, I (find) it: Tuesday. Whew! Looks like I’m safe. Now, if I could just remember where 19 I (put) my French text.

Cesia: Vanessa!

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VERBS

Name:

Date:

Group:

Negative Verb To Be

Regular Verbs

Subject + was/were + not + rest of the sentence. Singular

I was not (wasn’t) You were not (weren’t) She/He/It was not (wasn’t)

Plural

Subject + did + not + base form of the main verb + rest of the sentence.

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

We/You/They were not (weren’t)

want to go.

We/You/They did not (didn’t)

4. Complete the speech bubbles with wasn’t, weren’t or didn’t. Troubleshooters

Lydia:

What did you do to the computer? It isn’t working.

2 Are you sure you go on that new game site last night?

You

4

You

I

7

9

the last one on the computer?

on the computer, then?

use the computer.

Yes ... Oh! I get it. Back in a second. [A few seconds later] Guess what? 11 It plugged in!

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Simple Past

Daniel:

I

1

No, I

do anything.

3

here.

5 No, I even touch the computer last night. I at home.

Hold on, the computer?

Wait, last night?

8

10

6

you using

Mom downstairs

12 You mean you even check that? Oh, brother!

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Name:

Date:

Group:

Yes/No Questions Verb To Be

Singular

Plural

Other Verbs

Was/Were + subject + rest of the question?

Did + subject + base form of the main verb + rest of the question?

Was I Were you Was she/he/it

Did I/you/she/he/it

interested?

Were we/you/they

have a good time?

Did we/you/they Information Questions

Verb To Be

Singular

Plural

Other Verbs

Question word + was/were + subject + rest of the question?

Question word + did + subject + base form of the main verb + rest of the question?

When was I Why were you Where was she/he/it

When did I/you/she/he/it there?

Why were we/you/they

leave? Why did we/you/they

about question words. Go to Reference Section page 218 for more information

5. Write yes/no questions to match the answers below. 1. Yes, Lea called you during March break. 2. No, the speed skater was not down when the other skater passed her. 3. No, the neighbours were not at home when the package arrived. 4. Yes, the students were photographed for the school newspaper. 5. Yes, my best friend left the auditorium during the intermission. 6. No, the bassist did not record a new album last year. 7. Yes, I was there when Hugo and Karine dove off the cliff in Acapulco.

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VERBS

Name:

Date:

Group:

6. Complete the dialogue with yes/no questions and information questions using the simple past. Use the underlined information to write the questions.

STUDIO INTERVIEW:

Meet a Video Game Creator

Interviewer:

Welcome, gamers. Today, we are speaking to Cody, a video game creator. Welcome aboard!

Cody:

Nice to be here.

Interviewer: 1. When I was a kid, I spent hours playing video games. That inspired me to choose my career.

Cody: Interviewer: 2.

Yes, I went to CEGEP.

Cody: Interviewer: 3.

I went into the video game design program.

Cody: Interviewer: 4.

The program lasted 50 weeks.

Cody: Interviewer: 5.

Yes. I did an internship at Ubisoft. I was lucky.

Cody: Interviewer: 6.

The internship was 300 hours.

Cody: Interviewer: 7.

I worked specifically on lighting and some special effects during my internship.

Cody: Interviewer: 8. Cody:

I enjoyed working with the specialists and experts in the industry.

Interviewer:

That’s all the time we have for today, folks.

Writ

e

t

Write about a favourite concert, movie or show. Add details about when, where, why, how, with whom. Use the simple past.

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Simple Past

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Name:

Date:

Group:

Past Continuous GRAMMAR CH CK

Photo Memories

Read the dialogue.

Mike: Hey, what were you doing with your cellphone?

Circle the past continuous verbs.

Carolanne: I was looking at the picture of Pierre-Luc and Raphael. They were fooling around at the bus stop.

Underline the simple past verbs.

Mike: What were you doing in this picture? Carolanne: Oh, that was when we were driving down to Virginia Beach last summer.

Look at the chart below if you need help. How many of each did you find?

Mike: You went to Virginia Beach with your family? Carolanne: Yes, we went for three weeks [continues scrolling through pictures].

Past continuous Simple past

Mike: Stop! What was your brother doing there? Carolanne: Oh, that was when he was playing in a music festival. I think it was in Jonquière. Mike: Wow! You’re always doing fun things. Carolanne: What are you talking about? What were you doing when I was in Virginia last summer? Weren’t you vacationing in Europe? Mike: Oh, that’s true. I was touring the Alps with my aunt and uncle. Carolanne: See? The grass is not always greener on the other side of the fence!

Use the past continuous to describe: • An action in progress at a specific point of time in the past The kids were screaming in the apartment above us last night. • A past action that happened at the same time as another event The girl was skiing down the slope when she lost control. Affirmative

Negative

Subject + was/were + base form of the main verb+ing + rest of the sentence. Singular I was You were She/He/It was Plural

We/You/They were

Subject + was not/were + not + base form of the main verb+ing + rest of the sentence.

I was not (wasn’t) You were not (weren’t) watching a movie. She/He/It was not (wasn’t)

watching a movie.

We/You/They were not (weren’t)

Time markers Include at, while, during, when. Reproduction prohibited © Chenelière Education Inc.

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VERBS

Name:

Date:

Group:

1. Use the timeline of events to write a report of the series of events. Use the past continuous. Subway Theft 10:20 p.m.: I’m on the Orange Line going home from the game at the Bell Centre. 10:20 p.m.: The train stops at Rosemont station and the train doors open. 10:21 p.m.: A man wearing a baseball cap walks in. He listens to his MP3 player. 10:22 p.m.: He rudely pushes the other passengers out of the way to sit down. 10:23 p.m.: The train doors close. The other passengers avoid the man. 10:23 p.m.: A female passenger asks the man a question. 10:24 p.m.: The man pulls out his MP3 player from his pocket to turn down the volume. 10: 24 p.m.: The woman grabs the MP3 player as the train stops at Beaubien station. 10:25 p.m.: The train doors open and I watch as the thief runs away. 10:26 p.m.: The man runs after her. At 10:20 p.m. you were on the Orange Line going home from the game at the Bell Centre.

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Past Continuous

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Name:

Date:

Group:

2. Complete the sentences with verbs in the past continuous. Bad Bad Breaks Breaks off off the the Field Field Footballquarterback quarterbackBrian BrianGriese Griese(climb) (climb) 1.1.Football hetripped trippedover overhis hisdog. dog.He Heprobably probably(look, (look,negative) negative) he 3 3 . he(go) (go) he .

thestairs stairswhen when the 2 2 where where

11

4 4 so much Guitar Hero that Baseballplayer playerJoel JoelZumaya Zumaya(play) (play) 2.2.Baseball so much Guitar Hero that he he hurt his wrist almost missed the World Series. hurt his wrist and and almost missed the World Series. 5 5 a platter of fajitas when he burned his RafaelNadal Nadal(enjoy) (enjoy) 3.3.Rafael a platter of fajitas when he burned his hand hand and a bandage while playing and had to had weartoawear bandage while playing tennis.tennis.

Soccerplayer playerPaulo PauloDiogo Diogo(climb) (climb) 4.4.Soccer fingergot gotcaught caughtand andwas wasripped rippedoff. off. finger

overaafence fencewhen whenhis hisring ring over

66

7 7 when he dreamed that spiders (crawl) GlenallenHill Hill(sleep) (sleep) 5.5.Glenallen when he dreamed that spiders (crawl) 8 8 all over him. The baseball player all over him. The baseball player 9 9 out of bed when he crashed (jump) (jump) out of bed when he crashed into a glass table and cut his foot. into a glass table and cut his foot. 1010 Hockeydefenceman defencemanBrent BrentSopel Sopel(bend) (bend) 6.6.Hockey downto topick pickup upaacracker crackerwhen whenhe hethrew threwout outhis hisback. back. down Baseballplayer playerJohn JohnSmoltz Smoltzonce onceburned burnedhis hischest chestwhile while 7.7.Baseball 11 11 a shirt that he (wear) he(iron) (iron) he a shirt that he (wear) 1212 ! still still !

T alk b ack Work with a classmate. Describe a freak accident you or a friend witnessed or heard about. Include details about who, where, when, why and how. Use the simple past and past continuous.

Yes/No Questions

Singular

Plural

Information Questions

Was/Were + subject + base form of the main verb+ing + rest of the question?

Question word + was/were + subject + base form of the main verb+ing + rest of the question?

Was I Were you Was she/he/it

When was I Where were you Why was she/he/it

Were we/you/they

driving fast?

How were we/you/they

Go to Reference Section page 218 for more information

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driving fast?

about question words.

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VERBS

Name:

Date:

Group:

3. In the agenda below, write one activity a day that you did last week. Indicate the time of the activity. Use the past continuous. SATURDAY

SUNDAY

MONDAY

TUESDAY

At 9:15 a.m., I was playing soccer.

WEDNESDAY

THURSDAY

FRIDAY

4. Work with a partner. Write three yes/no questions and three information questions about the activities in your partner’s agenda. Use the past continuous. For example: Were you playing against a local team? Which team were you playing against? 1.

2.

3.

5. Note your classmate’s answers. 1.

2.

3.

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Past Continuous

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Name:

Date:

Group:

Simple Past or Past Continuous? Simple Past

Past Continuous

A completed action I cooked a great meal last night.

An action in progress in the past He was studying for his exam last night.

An action that interrupted an action in progress My friend called while I was cooking.

An ongoing action interrupted by another action I was cooking when my friend called.

A sequence of completed actions that A repeated action in the past happened one after another I cleaned the table, washed the dishes and put Last year, I was always working. everything away.

GRAMMAR

MiX

Simple Past and Past Continuous

Complete the article with verbs in the simple past or past continuous. Superman Saviour, Jack Burnley 1

Jack Burnley (be)

2

born in 1911. DC Comics (hire) 3

him when he was only 20 years old. Burnley (become)

Grammar Game

the rst artist to create Superman comics outside of the Shuster Studio. He soon (start)

4

producing Action Comics stories.

He (contribute)

5

to issues 28 to 32 of the publication. 6

Burnley (go)

on to illustrate Superman stories for 7

the World’s Finest Comics collection. He also (do) 8

Batman covers and stories. When he (leave) 9

book industry in 1947, he (do)

cover illustrations 10

for several publications. He (continue)

12

San Francisco News when he (retire)

though the work he (do)

13 14

his career 11

at the Pittsburgh Sun-Telegraph, and (work)

The famous cartoonist (die)

the comic

for the

in 1976.

on December 19, 2006,

to save Superman lives

on forever.

Writ

e

t

When Am I? Choose a decade from the past and think about the important events, people and places of that time. Work with a partner. Have your classmate ask you yes/ no questions to guess the decade. Count the number of questions it takes. The winner is the player who needs to ask the fewest questions to guess the answer. Use the simple past and past continuous.

Imagine that you are famous 50 years from now and that a magazine publishes an article about your life. Write your biography on a sheet of paper. Use the simple past and the past continuous. Reproduction prohibited © Chenelière Education Inc.

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VERBS

Name:

Date:

Group:

The Future GRAMMAR CH CK Read the candidacy speech. Underline the future verbs. Look at the charts below if you need help.

VTE FOR US! Sarah and I are proud to present our candidacy for class presidents this year. We are going to be the best class presidents in the school! We will be there for you. – First of all, we will attend every student council meeting this year. We are not going to give up until our voices are heard! – Second, we will place a special box for your suggestions in our homeroom class. We will present your ideas at the meetings. – Third, we are going to push for a student trip to New York or Florida. You will not sell chocolate this year to raise money. We are going to get sponsors to fund our outings. – Finally, we will give you the most memorable year ever. Vote for us. You won’t regret it!

Future With Will Use the simple future to describe: • Future actions or states

Our volleyball team will play in the tournament next April.

• Predictions

The Canadiens will win the next Stanley Cup!

• Promises

I will study hard for the exam.

• Spontaneous decisions

The doorbell is ringing. I’ll answer it. Affirmative

Negative

Subject + will + base form of the main verb + rest of the sentence.

Subject + will + not + base form of the main verb + rest of the sentence.

Singular

I/You/She/He/It

I/You/She/He/It

Plural

We/You/They

will (’ll) leave soon.

We/You/They

will not (won’t) leave soon.

Time markers Include later, tonight, tomorrow, next week/month/year/summer.

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The Future

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Name:

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Group:

Future With Be Going To You can also use be + going to to talk about the future. It is commonly used to describe: • Intentions My parents are going to buy a new car this weekend. • Predictions It’s going to be a close game. Affirmative

Singular

Plural

Negative

Subject + am/are/is + going to + base form of the main verb + rest of the sentence.

Subject + am/are/is + not + going to + base form of the main verb + rest of the sentence.

I am (’m) You are (’re) She/He/It is (’s)

I am (’m) You are (’re) She/He/It is (’s)

going to leave soon.

We/You/They are (’re)

not going to leave soon.

We/You/They are (’re)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. 1. Read the following activities below. Check the ones that you think you will do during March break. Then, write sentences about them with will or won’t. sleep in every day

work

go skiing

play video games

go on vacation with my family

get a haircut

watch the latest movies

go to the mall

eat a lot

stay up late

visit friends

read

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Reproduction prohibited © Chenelière Education Inc.

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2. Complete the sentences with the be going to form of the verbs in parentheses.

Student Politics 1. Students who want to run for class president (submit) are going to submit their candidacy by Friday. 2. The principal (interview) the candidates in person. 3. I (run, negative)

in the election this year.

4. The candidates (present) election speeches this week.

their

5. We (listen)

to all their ideas.

6. They (make, negative)

false promises.

7. The students (cast)

their votes.

8. The principal (announce, negative) the winner until every vote is tallied.

Future With Yes/No Questions Will + subject + base form of the main verb + rest of the question? Singular Will I/you/she/he/it need a passport? Plural

Will we/you/they

Information Questions Question word + will + subject + base form of the main verb + rest of the question? When will I Why will you Where will she/he/it

need a passport?

Why will we/you/they Future With

Yes/No Questions

Information Questions

Am/Are/Is + subject + going to + base form Question word + am/are/is + subject of the main verb + rest of the question? + going to + base form of the main verb + rest of the question? Singular Am I Are you Is she/he/it Plural

going to study abroad?

Are we/you/they

Why am I Where are you How is she/he/it When are we/you/they

Go to Reference Section page 218 for more information

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going to study abroad?

The Future

about question words.

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3. Imagine what life will be like in 2050. Write one yes/no question and one information question using will and be going to. 1. Children: Will children play outside? What are children going to learn in school? 2. Teens:

3. Cars:

4. Houses:

5. Food:

6. The telephone:

7. Entertainment:

8. School:

9. The environment:

Writ

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Work with a classmate. Debate how life will be better or worse in 2050. Use both forms of the future.

Write about what you think life will be like in 2050 by answering a question from Exercise 3. Use will and be going to in the affirmative and negative forms.

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Future Continuous GRAMMAR CH CK Read the article.

The Future of Job Hunting

Underline the future continuous verbs.

Specialists in human resources and career planning predict that today’s teens will be searching for jobs and working differently in the future because of changes in technology. Here are just a few examples.

Look at the chart below if you need help.

- They will be consulting online information banks to learn more about potential employers, job descriptions, competitor profiles and contacts. - They will not be working in the conventional linear way that former generations used to since they will be more comfortable with multitasking. - Job interviews will be taking place over video platforms for quicker results. - Employers will be communicating with candidates through social media. - In short, the entire job search process will be accelerating as technology progresses.

Use the future continuous to describe: • An action in progress over a period of time in the future I won’t be able to come to the meeting. I will be working. • An ongoing action in the future They will be training for the competition every day next week. Affirmative Subject + will + be + base form of the main verb+ing + rest of the sentence. Singular

I/You/She/He/It

Plural

We/You/They

Negative Subject + will + not + be + base form of the main verb+ing + rest of the sentence.

will (’ll) be arriving I/You/She/He/It soon. We/You/They

will not (won’t) be arriving soon.

Time markers Include soon, tomorrow, next week, next month, next year, this time next week, this time next month.

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Future Continuous

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1. Complete the sentences with the future continuous of the verbs in parentheses. 1. Olivier (graduate)

next year.

2. Most of the students in my class (register, negative) for the resumé workshop next week. 3. Jenna and Eric (travel) in February.

to Costa Rica

4. If you are like the average teen, you (spend, negative) your summer relaxing in the sun because you (work) at your first summer job. 5. Hugo tells me he (join) his sister in Whistler. They (stay) in Blackcomb this winter. 2. Rewrite these sentences in the negative. 1. The class presidents will be coming to the meeting. 2. The principal will be speaking about the talent show. 3. A number of students will be auditioning tomorrow afternoon. 4. The teachers will be asking for student volunteers to help. 5. Only 10 performers will be presenting this year. 6. The director will be counting on you to choose the performers. 7. The auditioners will be lining up in the hallway. 8. Four teachers and the director will be judging the presentations.

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Yes/No Questions

Singular

Information Questions

Will + subject + be + base form of the main verb+ing + rest of the sentence?

Question word + will + subject + be + base form of the main verb+ing + rest of the sentence?

Will I/you/she/he/it

When will I Why will you Where will she/he/it

be staying in Florida? Plural

Group:

Will we/you/they

be staying in Florida?

Why will we/you/they

Go to Reference Section page 218 for more information

about question words.

3. Complete the dialogue with yes/no and information questions. Use the underlined information to write the questions.

Grammar Game

Sarah: I’ll be going to Peru this summer.

Guess That Job! With a classmate, brainstorm a list of possible summer jobs. Choose one. Let your classmate ask you yes/no and information questions to guess the job you chose. Then, ask your classmate questions to guess her or his choice. Use the future.

Writ

1

Martine:

2

Martine: Sarah: No, I won’t be touring with my family.

3

Martine: Sarah: I’ll be working on an archeological dig.

4

Martine: Sarah: No, I won’t be travelling alone. I will be going with 10 other teens.

5

Martine: Sarah: We will be staying for two weeks.

6

Martine: Sarah: I’ll be leaving on June 10. Martine: Sounds exciting!

e

t

Write a short text on a sheet of paper to describe the workplace of the future. Use the future continuous.

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Future Continuous

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Name:

Date:

Group:

Present Perfect GRAMMAR CH CK Dear Diary,

Read the diary entry.

That’s it! I have decided that I have had enough. It is

Circle the present perfect verbs.

time for a change. I have read so much lately about

Look at the chart below to help you.

how companies manipulate teens to buy, buy, buy that I have resolved to live more simply this year. To begin with, I have started saving my allowance. I haven’t been to the mall in a week now! I have also cleaned out my closet. I have given away all the clothes that I haven’t worn for six months. I have also given my old MP3 player to my little brother. I have even thought about doing volunteer work at the community centre, but I haven’t spoken to my parents about it yet. I think I have started a new chapter in my life.

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

Use the present perfect to describe: • An action at an unspecified time in the past They have already moved. • An action that began in the past and continues in the present Jeff has lived in Ottawa for many years. Affirmative

Negative

Subject + has/have + past participle of the main verb + rest of the sentence.

Subject + has/have + not + past participle of the main verb + rest of the sentence.

Singular

I have (’ve) You have (’ve) She/He/It has (’s)

I have not (haven’t) You have not (haven’t) She/He/It has not (hasn’t)

Plural

We/You/They have (’ve)

played that game before.

We/You/They have not (haven’t)

played that game before.

Time markers Include already, recently, twice, before, always, just, never, for, since. Go to Reference Section page 222 for more information

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on irregular past participles.

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1. Complete the sentences with the present perfect. Teen clothing companies (use)

1

attractive models to sell their products for decades. Some would argue that nothing (change)

.

2

However, others say that the general look of these models (alter) 3

over the years. For example, action

figures and music videos (reinforce)

4

the image of fit and healthy young men. As for girls, teen magazines and retailers (continue)

5

portraying

them as excessively skinny. Although a number of studies and TV reports (demonstrate)

6

that

these images no longer reflect reality, advertisers (keep, negative) 7

up. Some schools (start)

8

campaigns to encourage healthier

teen images. One local school (hold)

9

a Be You, Be Real day to promote tolerance and openness. 2. Write affirmative and negative sentences in the present perfect. Use contractions.

Affirm ativ e

Ne ga tive

Ne ga tive

1. I’ve taken my driving test. 2.

Julia hasn’t finished her book report.

3. They’ve won the championship. 4.

Tim hasn’t seen the Eiffel Tower.

5. You’ve waited long enough. 6.

We haven’t raised a lot of money.

7. I’ve used my mother’s credit card. 8.

It hasn’t been sunny all week.

9. You’ve tried Marie’s cupcakes. 10.

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They haven’t sold out of tickets.

Present Perfect

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3. Complete the sentences with the correct form of the present perfect. New York, Then and Now 1. The number of firefighters in the city (remain) more or less the same from 2001 to 2010. 2. Since 2002, the average real-estate sale price (jump) from $1.6 million to $20 million per square metre. 3. The International Code Council (approve) more than 20 recommendations for the construction of high-rise buildings. 4. They (amend) building code regulations for emergency stairwells. 5. One furniture store manager claims that nothing (change) for him. 6. New York residents (accept) that there are more security police officers patrolling the city streets.

T alk b ack With a classmate, discuss three places you have visited and three places you have not yet visited. Compare your experiences.

7. A hotel and shopping concourse (rise) from the site of Ground Zero. 8. The city (regain) since the tragedy of 9/11.

a certain serenity

9. The memories of the tragedy (disappear, negative) . 10. Some victims’ families (get, negative) over their losses. 11. Life (return, negative) it was before 9/11.

to what

4. Complete the sentences with the correct adverb: since, until, ever, over or for. 1. Jasmine has not bought any products from that company she saw the report on TV about fair trade. 2. Our class has worked on the advertising for the talent show five weeks now. 3. The radio show was about how subliminal messages in advertising have been reduced the last two years. 4. Have you placed in clothing stores?

noticed how brand name products are strategically

5. Most people don’t realize how they have been influenced they are made aware of marketing tactics.

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Yes/No Questions

Group:

Information Questions

Has/Have + subject + past participle Question word + has/have + subject + of the main verb + rest of the sentence? past participle of the main verb + rest of the sentence? Singular

Have I/you/she/he/it seen that movie?

Plural

Have we/you/they

When have I Why have you Where has she/he/it

seen that movie?

Why have we/you/they

5. Use the prompts to write questions in the present perfect. Then, answer the questions. 1. How many items of clothing (your friends / buy) have your friends bought over the past month? Students’ answers will vary. 2. How many brand name items (they / purchase) have they purchased

3. Where (you / shop) have you shopped

4. (you / spend) Have you on something you don’t need?

the most this past month?

ever spent

5. How often (your best friend / choose) has your best friend chosen for their look more than for their functionality?

Writ

e

?

money

clothes

t

Read the conclusions of a teen marketing research report below. How do your spending habits compare with those of the teens in the study? On a sheet of paper, write your answer using information from the report. Teen Consumer Report • Teens have spent over $200 million on clothing over the past month. • Teens have spent more money on clothing than on other items during this period. • Teens have bought clothes on impulse while looking at other items. • Teens have focused more on shirts than on underwear and pants. • They have prioritized style over comfort, care or functionality.

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Present Perfect or Simple Past? Present Perfect

Simple Past

An action at an unspecified time in the past We have visited the East Coast.

An action or event completed in the past at a definite time Last year, my family went to Philadelphia.

An action that began in the past and continues in the present Marshall has played soccer for many years. (He still does.)

An action or event that took place over a completed period of time in the past He was captain of the team for two years. (He isn’t now.)

GRAMMAR

MiX

Present Perfect and Simple Past

A. Read the sentences. Circle the time markers. Complete the sentences with the correct form of the simple past or present perfect. 1. Purple ketchup (come) came you ever tried it? 2. Our town (have) has

Have out over 10 years ago. (try) tried never had

a flood like this!

3. A seismologist (discover) has recently discovered influences the severity of the tremors during a quake. 4. A hockey player (suffer) has just suffered The ambulance (leave, negative) has not left

that soil type

an aneurism. the arena yet.

5. Cassidy claims her skin (clear) has cleared up since she (start) started using a skin care product a couple of weeks ago. B. Complete the sentences with the correct form of the simple past or present perfect. Underline the time markers to help you. 1 International space programs (send) have sent hardware into space for the past 50 years. Since then, all kinds of fragments (land) 2 3 have landed on the earth’s surface. Scientists (keep) have kept 4 a record of the debris that people (report) have reported over the years. For 5 fell example, in 1995 a huge piece of landing capsule (fall) to the ground outside a village in Ghana. The local school master (store) stored 7 the piece while villagers (wait) waited to locate the owner. It 8 9 (turn) turned out that the debris (belong) belonged

6

to a Japanese rocket. In case you’re wondering if debris still falls, scientists (record) 10 recorded debris from a Soviet vessel on March 4, 2012.

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Modals GRAMMAR CH CK Read the note. Underline all the modals. Look at the charts below if you need help.

Use modals to add meaning to the main verb. Meaning

Modal

Example

Ability

can, could, He can (can’t) speak English fluently. (past tense of can) He could (couldn’t) speak it well a few years ago.

Possibility

can, could, may, might

We may (may not) go down south over break. It might (might not) rain while we are there.

Certainty

will

Linda will (won’t) leave for Cancun tomorrow.

Condition or would polite request

If I had the money, I would (wouldn’t) buy a car. Would you help me tonight?

Obligation

have to*, must

They have to (don’t have to) submit their work. You must (mustn’t) do the assignment in teams.

Past habits

used to*

He used to (didn’t use to) take the bus to school.

Suggestion

ought to, should

I ought (ought not) to drink more water. You should (shouldn’t) go to the party tonight.

*Have to and used to are not modals but function like modals.

Affirmative Subject + modal + base form of the main verb + rest of the sentence. She might go skiing this weekend. They should call more often.

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Modals

Negative Subject + modal + not + base form of the main verb + rest of the sentence. I must not (mustn’t) forget her birthday. They cannot (can’t) be late.

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Name:

Date:

Group:

1. Underline the modal in each sentence. Circle the correct meaning. 1. Cedric might come to the gym with Jay. ( ability / possibility ) 2. The high school volleyball team has to win the game to qualify for the semi-finals. ( obligation / possibility ) 3. The letter states that all students must get a measles vaccination if they have not already had one. ( suggestion / obligation ) 4. You always used to lend me your USB key when I needed it. ( past habit / suggestion ) 5. Matthew shouldn’t talk so much in class. ( ability / suggestion ) 6. Catherine, you could get a lift to the concert with me. ( possibility / obligation ) 7. The Olympics may be held in Montréal again one day. ( obligation / possibility ) 8. The politician says that he will send a cheque to support our fundraiser. ( certainty / permission ) 9. Nicholas can help us on Saturday. ( obligation / ability )

2. Read the situations. Write three recommendations for each situation. Use can, could and should. Problem-Solving Flowchart Brainstorm for solutions. (Use can.)

List the options. (Use could.)

Give advice. (Use must or should.)

1. You need a summer job. • I can prepare my resumé. • • 2. You lost your physics textbook. • • • 3. You are locked out of the house. • • • Reproduction prohibited © Chenelière Education Inc.

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3. Complete the sentences with modals using either the affirmative or negative. Excuses, Excuses! 1. I (negative) the instructions.

do my homework because I didn’t understand

2. I (negative) it on the bus.

give you my activity book today because I forgot

3. Sophie help us win.

be on my team because she

4. I (negative) the book.

hand in my book report because I didn’t read

5. Brendan and Danko (negative) because they 6. Tatiana (negative) didn’t go off this morning.

arrive on time because her alarm clock

7. We (negative) tired after a long day at school. 8. Ms. Lindsay is too strict!

come to basketball practice help Lina find her dog.

get this much homework because we are accompany us to Toronto because Mr. Larose

9. I (negative)

wait for you because my boyfriend is waiting for me.

10. You

help us so we can finish this assignment.

4. Read the letter to the advice columnist, Dr. Loveheart. Write an answer using modals.

Dear Dr. Loveheart, Can you help me, please? I borrowed my friend’s cellphone yesterday and I dropped it in a puddle of water. I picked it up right away, but it doesn’t work anymore. I don’t have the money to buy a new one. What should I do? Dropped Call in Montréal

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Modals

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Name:

Date:

Group:

Yes/No Questions

Singular and Plural

Information Questions

Modal + subject + base form of the main verb + rest of the question?

Question word + modal + subject + base form of the main verb + rest of the question?

Could you drive me to the arena?

What time can you drive me to the arena? When can we meet tomorrow?

Can we meet tomorrow?

Go to Reference Section page 218 for more information

about question words.

5. Write yes/no questions to match each answer. 1. You can send me an email. 2. It will rain tomorrow. 3. The NBA strike could end soon. 4. Chantale could help Marc fill in his college application. 5. We must submit the application by the deadline. 6. Unscramble the words to form an information question. 1. come

can

2. why

quit

3. put

postage

4. the students

5. who

audition

when

Eric

you

job

should

can

over

might

the package

classroom

the

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his

show

how much

when

can

enter

for

Leticia

on

their

talent

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7. Write an answer for each question based on the meaning in parentheses.

Enviro-FA Qs Enviro-FAQs 1. How can we reduce water consumption? (ability) We can take shorter showers. 2. Can you suggest some places to donate old clothes? (possibility)

3. How can our school cafeteria avoid wasting food? (obligation)

4. What are the benefits of reducing, recycling and reusing? (certainty)

5. How should we discard old computers? (suggestion)

6. What are the consequences of throwing away unwanted paint cans? (certainty)

7. What are the benefits of keeping the river clean? (ability)

8. Can you think of a way to reuse empty plastic water bottles? (possibility)

Grammar Game Problem Solvers Think about a problem and two solutions for the problem. Write the pros and cons of each solution in two separate T-charts. Share your solutions with a partner using modals. The person with the most effective or interesting solution wins.

Writ

e

t

Write a letter to the mayor of your town on a sheet of paper. Talk about how you would change five specific aspects of life for the town’s residents. Make recommendations and explain how your ideas would benefit everyone. Use can, could, should, would and may in your letter.

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Modals

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Name:

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Group:

Conditional Sentences GRAMMAR CH Ck

A World of

Read the text. 1. I a black cat crosses your path in North America, it can bring bad luck.

Circle the ifclauses.

But i a black cat crosses your path in England, it means good luck.

Underline the main clauses.

2. Usually, i North Americans come across the number 13, they get worried. However, in Italy, you are unlucky i you get the number 17.

Loo at the charts below if you need help.

3. I you receive a bouquet o fowers, you are usually delighted. On the other hand, i Russians get fowers, they will count the number o blooms. An uneven number means eternal love; an even number is only given at unerals. 4. Here in Québec, i your riend decided to buy a pet turtle, you would think nothing o it. In China, people believe that it would bring bad luck because it could keep you rom working. 5. I someone gave you a new pair o pyjamas, you would appreciate it—but not in India. I you wore them to bed, it could mean death: dead people are buried in new clothes. 6. I your sister wore pearls at her wedding in Mexico, the guests would cry or her. They believe pearls mean a lie o hardship and heartache or the bride.

Use real and unreal conditional sentences to express conditions and the results of those conditions. They have two parts: the if-clause describes the condition and the main clause describes what would happen as a result. You can also place the main clause before the if-clause. if-clause

main clause

If you drive too fast, you get a ticket. Condition

Function

main clause

if-clause

I would exercise more often if I had the time. Example

Real

A condition that is either true or probable

I will bake a cake if I find my recipe book. (It is real because I own the recipe book.)

Unreal

A condition that is not true, or is imaginary or unlikely

If she had a helicopter, she wouldn’t be late for school. (It is unreal because she does not own a helicopter.)

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Condition Real

Name:

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Forming Conditional Sentences If-Clause Main Clause If + simple present, simple present + rest of the sentence. If she studies, she does well in school. If + simple present, imperative + rest of the sentence. If you want to buy a new car, save your money. If + simple present, will + base form of the main verb + rest of the sentence. If I take the train, I will get there faster.

Unreal

If + simple past, would/could/might/should + base form of the main verb + rest of the sentence. If you knew him better, you would like him. If I had more time, I could visit more often.

1. Read the text. Indicate if the sentences are real (R) or unreal (U) conditionals. 1. The bus will leave on time if the snowstorm clears.

R

2. Jonas will get the job if Alex decides to quit.

R

3. If they needed help, they would ask.

U

4. If I have time, I’ll call you.

R

5. Joseph could get to school faster if he had a motorbike.

U

6. She would have more friends if she were nicer.

U

7. Everyone in the class will pass if they continue getting results like this.

R

8. The carpenter will finish the kitchen renovation if he can install the cabinets.

R

9. If Guylaine had the money, she would go to nursing school.

U

10. We will make pasta sauce if Mireille gets back in time with the ingredients.

R

11. I’ll come to the party if I finish work early.

R

12. If my grandparents lived closer, I could see them more often.

U

T alk b ack Work with another student. Choose an era in history. Describe how your life would be different if you lived during that time. Consider family life, your house, means of transportation, your daily schedule, your pastimes and historical events.

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Conditional Sentences

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Name:

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Group:

2. Complete the real conditional sentences. 1. You will improve your piano playing if Students’ answers will vary. . 2. Jacob will get over his cold if . 3. The cheerleading team will come in first place if . 4. Hugo gets an allowance from his parents if . 5. Martine can stay out later if . 6. Our class won’t go to Italy next year if (negative) . 3. Complete the unreal conditional sentences. 1. If my friend cheated on an exam, I Students’ answers will vary. . 2. If I won the lottery, I . 3. Bullying would end if . 4. Underdeveloped countries could make faster progress if . 5. If class were cancelled, we . 6. I would try out for the school play if (negative) . 7. If I had more time, I .

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Yes/No Questions

Information Questions

If-clause + simple present or modal + subject + rest of the question?

If-clause + question word + simple present or modal + subject + rest of the question?

If he is free, can he help us? If the weather were nicer, would you go?

If he is free, how can he help us? If the weather were nicer, where would you go?

Group:

You can also start questions with what if. What if they don’t arrive on time?

What if we get lost?

You can invert the clauses in conditional questions. Can I give her the gift if I see her? If I see her, can I give her the gift?

What if she’s sick?

4. Answer the following questions using conditional sentences. 1. What would you do if there were an earthquake?

2. Where would you go if you won a round-trip ticket to the destination of your dreams?

3. If you could change one thing about your personality, what would you change?

4. What would you say to the prime minister of Canada if you had the opportunity?

5. What changes would you make to your school if you had the chance?

6. What would you take with you if you were stranded on a deserted island?

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Conditional Sentences

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Name:

Date:

Group:

5. Write a question that matches the underlined words in each answer. 1. If Joe played any instrument, what would it be? If Joe played any instrument, it would be a saxophone. 2. If we can’t afford to visit Florida, we will go to Ottawa. 3. If Meg doesn’t get the job, she will feel very upset. 4. If we had better bicycles, we would ride them to school. 5. The polar bears will go south if the Arctic ice continues to melt. 6. He would lose all his photos, music and writing assignments if his computer broke down.

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Write a free-verse poem of ten lines using would in five affirmative and five negative sentences. The sentences do not have to rhyme. In My Perfect World . . .

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VERBS

Name:

Date:

Group:

Gerunds and Full Infinitives GRAMMAR CH CK Read the article. Underline all the infinitives. Circle the gerunds.

What’s in Your Cup?

neurotransmitters to create a calm

People may have advised you not

to boost mental alertness and to help

to drink energy drinks. Studies

you stay calm.

warn that consuming energy drinks

Look at the chart below if you need help.

may make you sicker, not smarter. Obviously, getting sick is no way to ace an exam!

state of mind, while

is known and

teas are also recommended to fuel cognitive functions. More conservative students may prefer to whip up a delectable

If consuming an energy drink is out,

smoothie or to just enjoy a refreshing

then what to do? Natural food

glass of cold water. Meanwhile,

experts are happy to inform you.

drinking coffee

For example, sipping on an exotic

has long been

tea is sure to stimulate your brain.

known to stimulate

The theanine in

neuronal activity.

tea helps

A gerund is a verb form that functions as a noun. A gerund can be used: • As the subject of a verb • As the object of a preposition • As the object of a verb • In compound nouns

Visiting Honduras was amazing! Alex celebrated by having a party. Do you mind waiting for me? cycling gear, swimming lessons

The infinitive is the base form of a verb. A full infinitive can be used: • As the subject of a verb • As the object of a verb • After certain adjectives • After certain nouns

To love is a great joy. She hopes to go to Mexico next year. She was excited to hear the good news. He was overcome by a need to sing.

Gerunds

Full Infinitives

Base form of the main verb+ing Nick enjoys hiking in the mountains.

To + base form of the main verb He wants to climb Mount Everest one day.

Some verbs can only be followed by a gerund: admit, appreciate, avoid, consider, defend, deny, dislike, enjoy, finish, imagine, involve, mind, miss, practise, risk, suggest.

Some verbs can only be followed by an infinitive: agree, appear, ask, attempt, choose, decide, expect, hope, learn, plan, promise, refuse, seem, want, wish.

Exceptions Some verbs can be followed by a gerund or by an infinitive: allow, begin, continue, forget, hate, like, love, need, prefer, remember, start, try.

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Gerunds and Full Infinitives

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Name:

Date:

Group:

1. Write sentences with full infinitives using the elements in the word boxes.

nt en ce Elem en t Se Se nt en ce Elem en t

Infini tive

1. They advise cyclists . . .

a. to opt for

2. I am known . . .

b. to drink

3. The orthodontist advised me . . .

c. to boost

4. My family prefers . . .

d. to support

5. They managed . . .

e. to fuel

6. Networking can help you . . .

f. to travel

7. They told competitors . . .

g. to make

8. The government aims . . .

h. to finish

1. They advise cyclists to drink high-energy fluids before the race. 2. 3. 4. 5. 6. 7. 8. 2. Complete the sentences with the gerunds of the verbs in the word box. to lie • to listen • to move • to practise • to shop to spend • to study • to vacation 1. My parents enjoy 2. I wish she would stop

at the local outdoor market. to her friends and tell the truth for once.

3. Jessie finally finished

for the math exam.

4. My sister Stacy prefers

at the beach to skiing.

5. I really appreciate 6. They considered

time with my grandparents. to a bigger house, but changed their plans.

7. To win the competition, the dancers have to continue 8. I can’t stop Reproduction prohibited © Chenelière Education Inc.

.

to that new album you told me about. It’s great! Grammar Section

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VERBS

Name:

Date:

Group:

3. The following sentences contain errors in the use of full infinitives and gerunds. Correct the errors. identifying

1. The detective left the house after to identify the evidence and to take fingerprints. 2. The charity intends eliminating child labour in the coffee industry. 3. Shoppers couldn’t wait getting their hands on the latest phone. 4. In the ad, you see a teenager to buy his first car. 5. The soccer players were stunned when their teammate got a penalty for to fight. 6. We handed in our surveys when we were finished to answer the questions. 7. If you don’t stop to eat junk food like that, you will regret to gain weight. 8. The future grads were excited about to receive their CEGEP acceptance letters. 9. The photographer was highly skillful at to get the children to smile. 10. Marisa congratulated Lionel on to win the voice competition.

Grammar Game Daily Doodles Fold a piece of paper in six. Cut the paper into six rectangles. Draw a daily activity on each rectangle. Exchange rectangles with a classmate’s. Take turns guessing what the activities are, based on the drawings. The student with the most correct answers wins.

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Answer the questions using gerunds or full infinitives. 1. What are two things from your childhood that you miss doing?

2. What are the two activities that you most enjoy at school?

3. What are two things that you hope to do after high school?

4. What are two things that you avoid doing?

5. What are two things that you hope to do this summer?

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Gerunds and Full Infinitives

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Name:

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GRAMMAR

MiX

Group:

Gerunds and Full Infinitives

A. Complete the paragraph with gerunds or full infinitives. Circle the words that help you make your choice. Choosing Brain Happiness 1 A brain-happy lifestyle is easy (develop) to develop . 2 It involves (think) about your everyday 3 life choices. What do you decide (eat) for 4 breakfast? What foods do you enjoy (snack) 5 on? What do you usually choose (put) on your cafeteria tray at lunchtime? Doctors suggest (eat) 7 healthy foods, (exercise) , (sleep) 8 9 and (relax) regularly. 10 Of course, it is also important (play) . (Take) 11 inventory of your lifestyle and (make) 12 the necessary changes are sure ways 13 (create) a happier brain.

T alk b ack

6

With a classmate, discuss five of your brain-happy lifestyle preferences. Explain the reasons for making these choices and discuss their benefits. Use gerunds and full infinitives.

B. Circle the gerund or full infinitive to complete the text.

Cellphone to the Homework Rescue Dear Dr. Hoskins, I’m having problems ( getting / to get )1 my homework in on time. Can you help? Lexi Dear Lexi, Indeed, it is common for students ( having / to have )2 homework issues. Did you know that your cellphone may be just the thing you need ( solving / to solve )3 your problems? I encourage you ( trying / to try )4 these tips. • Take the time ( organizing / to organize )5 yourself. Use the memo function on your cellphone ( taking / to take )6 note of homework deadlines and details. • ( Motivating / To motivate )7 yourself could be another issue. Use your cellphone ( programming / to program )8 15-minute slots ( working / to work )9 on assignments. • You can also congure your cellphone ( playing / to play )10 white noise in the background if you need help ( concentrating / to concentrate )11. I would like for you ( letting / to let )12 me know how things go. Good luck! Dr. Hoskins

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VERBS

Name:

Date:

Group:

Active and Passive Voices GRAMMAR CH CK Read the article. Underline all the verbs in the passive form. Look at the chart below if you need help.

Thanks to the

project,

platform. The lms are offered to

close to 150 Québec movies have

cable users by their cable supplier.

been digitalized. An important

A portion of the prots is kept to

part of Québec heritage is now

cover operating costs. The rest

immortalized. The original

is paid to the distributors and

analogue lms are found at the

lm producers. A website was

, the

created to showcase the project.

National Archives or in private

These Québec-made movies are

warehouses. First, the old lm

now viewed online by people

reels are taken out of storage.

all around the globe. Just as

Then, the pictures are digitalized

an elephant is known to

and restored. The sound is then

have an exceptional

recorded and remixed from the

memory, the Québec

original soundtrack. Next, the lms

movie industry

are added to a digital television

now does, too!

Use the active voice to emphasize that the subject initiates the action. The school is building a new gymnasium. The students asked many questions. Use the passive voice to emphasize that the subject receives the action or when the doer of the action is not identified or important. A new gymnasium is being built by the school. Many questions were asked. To form the passive, use the verb to be in the appropriate tense and add the past participle of the main verb. To form the negative of the passive, add not between the verb to be and the past participle of the main verb. Verb Tense

Active Voice

Simple Present

remove/removes

is removed

Present Continuous

is/are removing

are/are being removed

Simple Past

removed

was/were removed

Past Continuous

was/were removing

was/were being removed

Simple Future

will remove

will be removed

Present Perfect

has/have removed

has/have been removed

Go to Reference Section page 222 for the past participles

168

Passive Voice

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Active and Passive Voices

of irregular verbs.

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1. Read the sentences. Circle the verbs. Underline the objects. Rewrite the sentences in the passive voice. Spreading Surprise Love 1. A great idea inspires a writer.

2. She asks people to email her their favourite things about the city.

3. The writer then writes love poems about those things.

4. She doesn’t sign the poems.

5. She doesn’t give the poems to people directly.

6. She leaves the poems in unexpected places around the city.

7. City residents find and read the poems.

8. The poems fill strangers’ days with joy!

2. Complete the sentences with the negative form of the passive voice. Use the contracted form. What a Mess! 1. The dishes (clear, simple past)

off the table.

2. Your bed (make, simple present)

again, I see.

3. The items in the recycling bin (sort, simple present)

.

4. The leaves in the yard (rake, simple present)

yet.

5. Your stinky soccer uniform (wash, simple past) 6. You (allow, simple present) chores are done!

Reproduction prohibited © Chenelière Education Inc.

. to leave this house until your

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169

VERBS

Name:

Date:

Group:

3. Write the correct form of the passive voice in the simple present. 1 The World Extreme Ski Championship (hold) 1 The World Extreme Ski Championship (hold) 2 once a year in Valdez, Alaska. Travellers (fly) 2 once a year in Valdez, Alaska. Travellers (fly) in from all over the world to the wild Alaska slopes, which (consider) in from all over the world to the wild Alaska slopes, which (consider) 3 3 amongst the most difficult on earth. amongst the most difficult on earth. 4 Spectators (disappoint, negative) 4 as Spectators (disappoint, negative) as 5 the runs (tackle) 5 by fearless skiers. the runs (tackle) by fearless skiers. 6 The skiers (judge) 6 on slope difficulty, The skiers (judge) on slope difficulty, aggressiveness, technique, air, control and fluidity. Not surprisingly, aggressiveness, technique, air, control and fluidity. Not surprisingly, 7 the event (mark) 7 by spectacular the event (mark) by spectacular wipeouts. For example, seconds after Garret Bartelt (signal) wipeouts. For example, seconds after Garret Bartelt (signal) 8 8 off and begins his race, he (catapault) off and begins his race, he (catapault) 9 into a violent fall when one of his skis 9 into a violent fall when one of his skis 10 (catch) 10 on a rock. The whole incident (catch) on a rock. The whole incident 11 (record) 11 live as he tumbles down a (record) live as he tumbles down a 250-metre, 50-degree slope in a span of 37 seconds. Rescuers arrive 250-metre, 50-degree slope in a span of 37 seconds. Rescuers arrive 12 immediately, and Bartelt (transport) 12 immediately, and Bartelt (transport) 13 to a nearby hospital. Once he (examine) 13 , to a nearby hospital. Once he (examine) , 14 the only major injury that (find) 14 is a the only major injury that (find) is a compound fracture to his leg. compound fracture to his leg.

4. Correct the passive voice errors.

Zoo animals rescued from ood By Simon Laverdière

Part of the zoo is flood and employees was forced to jump into action to save the animals that are threaten by drowning. Unfortunately, a number of animals were kill and others are injure by the ice and water. Many of the zoo facilities was destroy. The zoo were closed temporarily while the damage were evaluated. The zoo was expect to reopen next month, but the damage will take more time to repair.

were caught Local zoo employers were catched by surprise last week when the Salmon River overowed.

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Active and Passive Voices

Although many volunteers was contacted, more help is need. Please contact the zoo for more details. Your support are appreciate!

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Name:

Date:

Group:

5. Read the dialogue. Write two things that Liam has done and two he hasn’t done using the passive voice. Liam:

Joanna:

Can you help me, please? I have so much to do!

Sure, Liam. What have you done so far?

I revised my French text, but I still have to print it and send a copy to my teacher.

O.K., what else do you have to do?

I have to buy an ink cartridge.

Did you fill in your form for the trip to Bromont next week?

I did that last night! I sharpened my skis, too!

Here you go. I wrote a list for you.

Thanks! You’re so organized.

No problem, Liam!

T alk b ack Get in a team of three. Write a list of daily tasks and activities. Take turns choosing one and explaining how it is done in three steps.

DONE

NOT DONE

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Write a paragraph on a sheet of paper to explain a process, such as waxing a snowboard, tuning a violin or frying an egg. Use the passive voice.

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VERBS

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Date:

Group:

Direct and Indirect Speech GRAMMAR CH CK

Teen boys survive the winter wild

Read the dialogue. Underline the verbs used in indirect speech.

IQALUIT: Two Inuit boys admitted

that the boy had spent the night in

they were happy to be home

his snow dugout and that his friend

after they had survived a night of

had wandered ve kilometres away

Circle the synonyms for the verb to say.

extreme winter cold. The teenagers,

from their snowmobile. Frostbite

15 and 17, said that they had lost

had not been his only concern, the

their way while riding home on

younger teen claimed.

Look at the chart below if you need help.

their snowmobile.

“I fought off a wolf pack,” he

“We split up,” the older boy told rescuers. “I dug a hole in the snow to keep warm, while my friend looked for help.”

revealed. While family members applauded the younger teen for his courage, he stated that he had remained

Rescuers found the older boy early

calm. “I was only a little bit afraid,”

the next morning. They reported

he confessed.

Use direct speech to repeat the speaker’s exact words. “We’re leaving,” Leticia said. Use indirect speech to report the meaning of what the person says. Leticia said they were leaving.

Sometimes, this changes to that, these to those, and here to there to clarify the meaning of reported speech. Ivy said, “I love it here.” Ivy said that she loved it there.

Direct Speech

172

Indirect Speech

Use quotation marks to isolate the words said. Capitalize the first word said by the speaker.

Do not use quotation marks. Change the verb tense of the speaker’s original words and use correct pronouns and possessives. Conjugate the verb to say (or a synonym of it) + that to introduce the indirect speech.

Simple present

Simple past

Cyndy said, “I take the train.”

Cyndy said that she took the train.

Simple past

Past perfect

Cyndy said, “I took the train.”

Cyndy said that she had taken the train.

Future

Present conditional

Cyndy said, “I will take the train.”

Cyndy said that she would take the train.

Present continuous

Past continuous

Cyndy said, “I am taking the train.”

Cyndy said that she was taking the train.

one hundred and seventy-two

Direct and Indirect Speech

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Name:

Date:

Group:

1. Indicate with a checkmark if the following sentences contain direct or indirect speech. Direct

Indirect

1. The investigators interviewed several people and then announced that they hadn’t found a key suspect yet. 2. The owner of the dog shouted, “It’s not my fault that it bit her. It was provoked!” 3. The festival president declared that the artist would not be singing at the festival as hoped. 4. The reporter asked the bus driver, “Why did you insist on driving if there were protesters in the street?” 5. The students complained that the police hadn’t respected them when they had told them to leave. 6. One protester commented, “The officers used unnecessary force.” 2. Rewrite the following sentences using indirect speech. 1. The bus driver said, “The bus is arriving at 3:05 p.m.” The bus driver said that the bus was arriving at 3:05 p.m. 2. Laura’s sister complained, “This sandwich is disgusting!”

3. The referee added, “Both players will get three-minute penalties for their actions.”

4. During the interview, the eyewitness commented, “The wall suddenly fell over here.”

5. During the movie, my friend Kate whispered, “I can’t watch this part!”

6. Joel admitted, “I broke the window.”

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VERBS

Name:

Date:

Group:

3. Decide if the following statements about the article on page 172 are true (T) or false (F). Justify your choice using indirect speech to report the evidence. 1. The two teens were out snowboarding when they got lost. The article stated that the two teens had been out snowmobiling when they got lost.

F

2. Neither of the boys wanted to get help.

3. “I covered myself in branches,” the older boy told rescuers.

4. The other boy had to fight off wolves.

5. The younger teen was very afraid for his life.

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Think about a true story you saw on TV or on the Internet. Tell the story using indirect speech as you recount what happened.

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Direct and Indirect Speech

Grammar Game Lie Detectors Prepare three statements about your personal experiences. Two must be true and one false. With a classmate, take turns telling your stories and asking questions, then guess which story is false. Once the false statements are revealed, get together with another team. Take turns recounting your partners’ personal experiences, then have the other team ask questions to guess which statement is false. Answer their questions using indirect speech. The first team to discover the opponents’ false statements wins.

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Name:

Date:

Group:

Nouns GRAMMAR CH CK

Three Unusual Treats

Read the list.

1. Fried-brain sandwiches: If you are heading to the Ohio River Valley, USA, try this regional delicacy instead of a cheeseburger . The brain of a cow is battered and fried, then served on a fresh bun. Tasty!

Circle the singular nouns. Underline the plural nouns.

2. Crawly buffet: Visitors to Bangkok, Thailand, will be surprised and fascinated by the various bugs on sale at the local market. You can choose from scorpions, worms, or even grasshoppers. Your body will benefit from the fatty acids and vitamins.

Look at the charts below to help you.

3. Casu marzu: You can enjoy this tasty strong-smelling cheese in Sardinia, Italy. Insects are intentionally added to help the fermenting process!

Types of Nouns Type

Used to Identify

Example

Common

Physical things

circle, cup, table, tube

Proper

Names, places, days, months, holidays, languages and nationalities

Simon, Laval, Wednesday, August, Thanksgiving, Japanese

Abstract

Feelings, activities, qualities and concepts happiness, running, sympathy, energy

Collective

A group of people or things considered as a whole

Compound Words composed of two nouns

crowd, herd, team swimming pool, whiteboard

Spelling Rules: Plural Nouns Noun

Rule

Example

Most nouns (cat, pencil, school)

Add s.

cats, pencils, schools

Nouns ending with consonant + y (city, country)

Drop the y and add ies.

cities, countries

Nouns ending with ch, o, s, sh or x (sandwich, tomato, bus, box)

Add es.

sandwiches, tomatoes, buses, boxes

Nouns ending with o that are Add s. foreign derivations or abbreviations (kimono, piano, photo, video)

kimonos, pianos, photos, videos

Most nouns ending with f or fe (loaf, knife) Exceptions: chief, roof

loaves, knives

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Change f or fe to ves.

chiefs, roofs

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SENTENCE BUILDERS

Name:

Date:

Group:

Exceptions Some nouns change their form in the plural. (child, man, mouse, person, tooth)

children, men, mice, people, teeth

Some nouns do not change in the plural. (deer, offspring, salmon)

deer, offspring, salmon

Some nouns are always plural. (binoculars, jeans, mathematics, police, scissors, shorts)

binoculars, jeans, mathematics, police, scissors, shorts

Some nouns cannot be plural. (homework, information, rain, weather)

No plural

1. Underline all the nouns in the following text. Classify them by type of noun in the chart below.

Monday, July 25

Dear Joannie, I am having a great time at Camp Iawah. I am learning so much English. The gang in my cabin is called the Silver Foxes. I have a group of 10-year-old boys. They are a lot of fun. We have a big breakfast every day in the Grand Lodge at 7:00 a.m. Then, we choose either archery or volleyball. When we have a

Joannie Leduc 567 Grand Avenue Victoriaville, Québec G6P 3M9

campre, our camp leader, Mr. Johnson, puts on skits, tells scary stories or sings songs. See you soon! Proper

Félix Common

Abstract

Collective

Compound

Monday

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Nouns

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Name:

Date:

Group:

2. Write the plural forms of the nouns in parentheses. ) We drove down the mountain today on our ( 1 . We nearly ran into another bike with three 2 on board. One was carrying a pair ) ( 4

walking with their (

backs. They were carrying ( 8

)

with (

)

6

of bread and (

)

. In the distance, we saw ( 14

)

Countable Nouns Name things we can count building, car, hat, wheels

7

) 9 11

) .(

and (

on their

on their (

12

)

to their rice fields with (

5

)

10

(

)

. We also saw a couple of (

3

)

of (

tending 13

,

) 15

)

)

of (

dotted the countryside.

Uncountable Nouns Name things we cannot count bread, energy, gold, music

Take a number or a/an in front Cannot take a number or a /an in front two microphones, a visit, an episode hail, happiness, money Have a plural form two dogs, three buses

Do not have a plural form homework, information, snow

Take plural verbs when used in the plural Cats are good companions.

Always take a singular verb

Are often preceded by words like a couple of, a pair of, a few, (too) many She has many computer games.

Are often preceded by (too) much, a little

Some nouns can be both countable and uncountable, depending on their meaning. I brushed my hair. (uncountable)

Love is the most important thing in life.

I found two grey hairs on my head! (countable)

They have too much homework.

3. Indicate with an X whether each noun is countable or uncountable. Then, write a sentence for each word. Noun

Countable Uncountable

Sentence

1. ice 2. mistake 3. happiness 4. homework 5. news 6. classroom Reproduction prohibited © Chenelière Education Inc.

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SENTENCE BUILDERS

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Use the possessive form to show that an object belongs, or is related, to someone or something. Possessive Form Noun Singular nouns

Rule

Example

Add an apostrophe + s (’s) to the end.

Jennifer’s car, the musician’s guitar

Plural nouns that do Add an apostrophe + s (’s) to the not end with s end.

the children’s toys, the women’s league

Plural nouns that end with s

Add an apostrophe to the end.

the neighbours’ houses, the teams’ jerseys

Inanimate objects

Use of.

the cover of the book

French names that end with a silent s

Add an apostrophe + s (’s) to the end.

François’s phone

Proper nouns that Add an apostrophe to the end. end with the sound z

Steve Jobs’ legacy

4. Rewrite the sentences using the possessive form of the noun phrases in bold. 1. I can hear the cellphone of Sam ringing in her knapsack. I can hear Sam’s cellphone ringing in her knapsack. 2. The police called the parents of Alex when they found his car. The police called Alex’s parents when they found his car. 3. The goal of the home team turned the game around. The home team’s goal turned the game around. 4. The session of the students was jeopardized because of the strike. The students’ session was jeopardized because of the strike. 5. It was not the fault of the dog that it was so excited; it hadn’t been out all day. It was not the dog’s fault that it was so excited; it hadn’t been out all day.

Grammar Game

6. The sixteenth birthday of the twin sisters is today. The twin sisters’ sixteenth birthday is today.

Tic-Tac-Toe Challenge Prepare a list of nouns. Challenge another classmate to identify if they are countable or uncountable and if your partner can name the correct plural forms. For each correct answer, write an X or an O on a tic-tac-toe grid on a sheet of paper.

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Write a list of 10 things you would like to do in your lifetime on a sheet of paper. Pay special attention to countable and uncountable nouns and plural forms. Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Articles and Quantifiers GRAMMAR CH CK

Dear Selena,

Read the email.

Thank you for lling in an application form to participate in the

Underline the definite articles.

summer Discover Canada work-study program. We will be examining the applications next week to compile a list of

Circle the indefinite articles.

qualied students. A representative will then contact the students

Look at the chart below if you need help.

on this list for an interview during the second week of April. The students who are chosen at this stage will then be invited to a

How many articles did you find?

training session in May. We wish you much success with your summer plans.

Definite:

Sincerely,

Indefinite: Joan Howard Selection Committee

Articles Type

Rule

Indefinite: Use a or an with a singular countable a and an noun to refer to an unspecified person or thing.

Definite: the

Example The hotel has a pool. It also has hot tubs.

Plural nouns do not take indefinite articles.

He had an egg for breakfast. He eats eggs every morning.

Use a before consonants or consonant sounds.

a box, a hat, a university

Use an before vowels or a silent h.

an airplane, an earthquake, an hour

Use the with a singular or plural noun to refer to a specific person or thing.

There is a dog on the sofa. The dog is small and black. There is a woman on the porch. The woman’s dress is yellow.

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SENTENCE BUILDERS

Name:

Date:

Group:

1. Complete the text with definite or indefinite articles. Write an X when no article is needed. 1

2

Day in

3

Life of

Young Athlete

4 5 I get up at five o’clock in morning, get dressed and have 6 breakfast. I then ride my bicycle to sports complex. I work out 7 8 9 with mix of free weights and machines. 10 11 Then, I jump in pool and swim for hour. I take 12 13 14 shower and bike to school before bell rings.

Quantifiers specify the quantity or amount of something. Quantifiers Used With Countable Nouns

Used With Uncountable Nouns

Used With Both Countable and Uncountable Nouns

Quantifier

(too) many, a few

(too) much, a little

some, any, enough

Example

I have many books by that author. He made a few errors in his text.

There isn’t much time left. She has a little information about the accident.

I have some time off on Friday. Do you have any plans? I don’t have enough money to go to the movies.

2. Complete the text with some, a few, a little or any. Memo: School Lunches 1 Due to the fact that there are students with food allergies 2 at school this year, please don’t pack food products 3 containing nuts. Please also avoid packing sugary snacks. 4 5 Here are suggestions: sliced apples or 6 7 oranges, carrot sticks or yogourt. In fact, 8 9 fresh or dried fruit is sure to give you extra energy to get you through the day. Don’t forget your water bottle, since water provides 10 much greater benefits to your brain than energy or soft drink!

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Discuss how policies at your school have changed over the years. What are the advantages and disadvantages of these new policies? Use articles and quantifiers.

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Articles and Quantifiers

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3. Complete the sentences with much or many. 1. Did you see

prom dresses at the new store?

2. There really wasn’t

choice in the dessert section of the buffet.

3. It looks like we haven’t sold

tickets for the spring concert.

4. The photographer examined for the invitation. 5. I don’t have

photos before deciding on one to use

time to study for the exam.

6. The forecast announced that the region wouldn’t get 7. Jean-Daniel wrote 8. There won’t be 9. If we don’t have too

articles for the local newspaper. cars on the road tonight due to the icy conditions. homework, we can go to the game.

10. I can’t go to the concert because I don’t have

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money.

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Write a text to describe a typical day in your life. Make sure to use articles and quantifiers correctly.

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Pronouns and Possessives GRAMMAR CH CK

What Are Big Brothers For?

Read the text.

Alexandre Bilodeau became the first Canadian to win gold

Underline the pronouns and possessive adjectives.

on home soil at the Vancouver Olympics in the men’s freestyle moguls event.

Look at the chart below if you need help.

When asked what keeps him going, Alexandre is quick to point to his big brother, Frédéric. He has cerebral palsy. Doctors had predicted that Frédéric would be too weak to walk by his

How many pronouns and possessive adjectives did you find?

tenth birthday. But Frédéric surprised them and himself: at over 30 years old, he not only walks, but he also skis! Alexandre is following in his big brother’s footsteps. He wants to be just like him: a winner against all odds.

Use pronouns to replace nouns. Possessive adjectives are pronouns that function as adjectives. Types of Pronouns Subject Pronouns

Object Pronouns

Possessive Adjectives

Possessive Pronouns

Reflexive Pronouns

She is a writer.

Sam told me.

She is my friend.

That copy is mine. I’ll do it myself.

I

me

my

mine

myself

you

you

your

yours

yourself

he

him

his

his

himself

she

her

her

hers

herself

it

it

its

its

itself

we

us

our

ours

ourselves

you

you

your

yours

yourselves

they

them

their

theirs

themselves

T alk b ack Think of a person you admire—a celebrity, political figure or someone in your life. Describe him or her to a classmate. Identify the ways this person’s character traits or achievements inspire you. Use pronouns and possessive adjectives.

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1. Circle the subjects and highlight the objects for each underlined noun. Then, rewrite the sentences and replace the subjects and objects with pronouns. 1. The city of Québec is proud to welcome visitors from all over the world to the Winter Carnival. It is proud to welcome them from all over the world to the Winter Carnival. 2. A jovial Bonhomme Carnaval hugs the children.

3. Tourists give a lot of business to local hotels and restaurants.

4. On the first Saturday night, the night parade entertains crowds.

5. Families join Bonhomme on the skating rink.

6. During the week, visitors take photos of impressive international ice sculptures.

7. The local economy benefits from money spent on souvenirs and other local specialties.

8. My family and I plan to go to the Winter Carnival next year.

2. Write the correct form of the possessive pronouns above the underlined words. 1. Is this your dictionary or my dictionary? 2. The waitress has taken Jorge’s order, but not Cecilia’s. 3. The other travellers were frustrated that their flights had been delayed, although our flight was scheduled to leave on time. 4. Although the male runner won his race, his female teammate did not win her race. 5. The woman behind the counter prepared my mom’s coffee correctly, but she got my coffee all wrong.

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3. Complete the sentences with reflexive pronouns. If you need help, refer to the chart on page 182. 1. Some people motivate prioritize their tasks.

Grammar Game

by making lists to

2. My mother tells us to time with a stopwatch to see how much we could do in a short period of time.

Guess Who? Write a riddle to describe a person in your class. For example: He is tall like Yan, but his hair is blond like Audrey’s. He makes jokes like Christian’s. Exchange riddles with a classmate and guess the mystery person.

3. Samuel promises reward time on his gaming console if he gets his chores done. 4. The girls treat are over.

to pizza when their exams

5. Once she completes her tasks, Mélanie likes to spoil by reading a good magazine. 6. Phil is proud of whenever he washes his car: a shiny vehicle is all the motivation he needs! 7. I just try to pace when I need it.

and take a break

8. So, how do you motivate to get things done?

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Make a list of 10 of your personal physical and character traits. Write a short text to explain how each trait is similar to or different from your family members’ traits. For example: I have my mother’s sense of humour. We tell similar jokes. Conclude by indicating which family member you take after most.

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Adjectives GRAMMAR CH CK

YouTube Videos YouTube videos provide constant entertainment for Internet users. Take a few minutes to think about YouTube’s incredible impact. It is estimated that three billion videos are viewed daily on YouTube. Enthusiastic fans are kept informed of the latest and most entertaining videos. Do your close friends keep their Facebook accounts fresh by posting the funniest or cutest videos? More socially-aware users post and comment on recent videos showcasing startling facts, dramatic events, crucial political issues or sad accounts of tragedy. New pop stars are born through YouTube. Numerous causes and tiny local businesses become global within weeks thanks to YouTube.

Read the article. Underline the adjectives. Look at the chart below to help you.

Users are advised to be cautious when they explore YouTube. Since it caters to various tastes, some content might not be suitable for all viewers. While it may at times be useless, other times controversial, YouTube is usually entertaining. You have to wonder what your daily life would be like without this revolutionary resource.

Use adjectives to add information and descriptions about people, places or things. Adjectives usually precede nouns but follow verbs like be, become, get and seem. Estelle is an amazing singer. Estelle is amazing. Order of Adjectives Quantity few seven some

Size huge tall tiny

Description dynamic interesting unique

Age archaic juvenile recent

Shape oblong round square

Colour black blue red

Material brick marble wooden

Origin African local Spanish

A massive, extravagant, sixteenth-century, polygonal, white, limestone Cuban fort still stands guard over the port of Havana.

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Think of a favourite video that you have seen online. Describe the people, places and things shown in the video to a classmate. Use as many adjectives as you can.

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1. Place the adjectives in the correct order and use them in a sentence. 1. village/tiny/Puerto Rican/picturesque We visited a tiny, picturesque Puerto Rican village last summer. 2. mountain/carbon/bike/stolen/red and white

3. building/new/steel and glass/office/rectangular

4. commuters/busy/subway/many/young

5. outfit/grad/vintage/white/interesting

6. statue/towering/marble/ancient/Roman

2. Use a dictionary or a thesaurus to find a synonym and an antonym for the adjectives in bold below. Synonym 1. Your French text is good.

satisfactory

Antonym poor

2. That movie was awesome. 3. My day was fine. 4. The cafeteria food is O.K. 5. She seems nice. 6. Mr. Tomlin’s class was boring. 7. The English exam was hard. 8. The bus driver was mean. 9. The dog is cute. 10. Snowboarding is fun. 11. That was easy!

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3. Answer the following questions using as many adjectives as possible. When You Were Little . . . 1. Who was your favourite teacher? 2. What was your favourite meal? 3. What was your favourite pastime?

4. Where was your favourite vacation?

5. Who was your best friend?

6. What was your favourite movie?

7. What was your favourite game?

Use comparatives to compare two things. Use superlatives to compare more than two things. The Hollywood Studio amusement park was busier than Downtown Disney. But the most popular park was the Magic Kingdom. If two things are equal, use as + adjective + as. The Norwegian competitor came down the ski hill as fast as the competitor from Québec. However, she wasn’t as fast as the competitor from Ontario. Comparatives and Superlatives Comparatives One-syllable adjectives

One-syllable adjectives ending with one vowel and a consonant

Add er + than.

Superlatives

smart smarter than Kim was smarter than you.

Add est and place the before the adjective. smart the smartest Kim was the smartest kid in the class.

Double the final consonant and add er + than. fat fatter than That pig is fatter than the other.

Double the final consonant and add est. Place the before the adjective. fat the fattest That is the fattest pig I’ve ever seen!

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Two-syllable adjectives ending in y

Change the y to i and add er + than. tiny tinier than You are tinier than I am.

Change the y to i and add est. Place the before the adjective. tiny the tiniest You are the tiniest person I know.

Most other adjectives with two or more syllables

Add more or less before the adjective + than. crowded more/less crowded than The movie was more/less crowded than I expected.

Add the most or the least before the adjective. crowded the most/least crowded That was the most/least crowded concert I’ve ever been to.

Irregular: bad, good, fun, far

bad worse than far further than fun more fun than good better than The storm was worse than we predicted. Toronto is further than Ottawa. That game is more fun than this one. The first movie was better than the sequel.

bad the worst far the furthest fun the most fun good the best It was the worst storm of the decade. The furthest trip I’ve taken is to Rome. That is the most fun game I’ve played. The best movie of the trilogy is the last one.

We can also use adverbs as comparatives and superlatives. I read as quickly as you. I read more quickly than you. I read the most quickly in my class. Go to Grammar Section page 190 for more information

about adverbs.

4. Complete the sentences with comparative or superlative adjectives. Prehistoric Record Holders 1 1. The (long) snake ever discovered lived in prehistoric 2 Colombia. Measuring 42 metres, it was (long) than a bus.

2. The (large) at 2.5 metres long, was (big)

3

known insect is a mega scorpion which, 4 than a human being.

3. Deinotherium was much like a modern-day elephant, only its trunk was (short) 5 and its tusks were positioned (low) on its head.

6

7 4. The (rare) fossil on the planet was once the opabinia, a creature with five eyes and a soft body.

5. The (primitive) scientists is the archaeopteryx.

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Adjectives

8

bird discovered by

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6. The record for the (huge) found in Uruguay in 2008.

9

rodent is a one-ton rat

10 7. One of the (bizarre) prehistoric animals to have existed is the tiny hallucigenia, which lived in water.

8. The elasmosaur had the (long) 70 vertebrae.

11

neck with more than

5. Write sentences with one equal comparative and one superlative in each. 1. class

interesting

math

history

French

Math is as interesting as history but French is the most interesting class.

2. songs

3. city

catchy

large

4. snack

5. pastime

6. value

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Coldplay

Montréal

healthy

celery

relaxing

important

Adele

Sept-Îles

Madonna

Sherbrooke

carrot sticks

taking a walk

friendship

apples

reading

honesty

watching a movie

generosity

t

Write a paragraph on a sheet of paper to describe ways you can improve school for the next generation. Use comparatives and superlatives. Consider the following: the ideal classroom, technology, school facilities, exams, student trips, etc. Reproduction prohibited © Chenelière Education Inc.

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Adverbs GRAMMAR CH CK Read the list of tips. Underline all the adverbs. Look at the chart below if you need help.

Tips for Keeping Your Cool Behind the Wheel Picture this: You are driving serenely along the highway. Suddenly, a little sports car speeds up behind you. The driver arrogantly flashes his lights. Unexpectedly, you break into a sweat. Your heart beats wildly. You abruptly signal and impulsively change lanes. Another car honks at you as you narrowly miss it. How can you keep your cool? 1. Driving starts the night before. Sleep well and you’ll drive better. 2. Think ahead and give yourself a chance. Leave early so you can deal calmly with unexpected delays. 3. Control the soundtrack. The type of music you listen to directly affects how you drive. If you listen to aggressive music, you’ll drive aggressively. 4. Breathe, baby, breathe. Occasionally, do a body tension check. Breathe deeply and wiggle your fingers vigorously. Feel yourself gradually calm down.

Adverbs add information to sentences about when, how often, where or how things happen. They modify verbs, adjectives or other adverbs. She sends text messages constantly. Her hair is incredibly shiny. The doctor listened to the patient very attentively. Forming Adverbs from Adjectives Adjective

190

Rule

Adverb

Most adjectives (slow, gradual)

Add ly.

slowly, gradually

Adjectives ending with a consonant + le (simple, understandable)

Drop the e and add y.

simply, understandably

Adjectives ending with y (happy, noisy)

Change the y to i and add ly.

happily, noisily

Some adverbs are the same as adjectives. (far, fast)

Do not change.

far, fast

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Type of Adverb

Group:

Used to Describe

Example

Manner

How something happens

badly, carefully, fast, neatly, quickly, quietly, seriously, slowly, well

Time/Frequency

When or how often something happens

before, immediately, now, recently, since, soon, still, then, today, yet

Degree

The intensity or degree to which something happens

almost, completely, enough, extremely, just, rather, really, so, too, very

Sentence

The opinion of the speaker/ narrator

actually, definitely, obviously, perhaps, unfortunately

1. Complete the chart with the missing adjectives or adverbs. Adjective

Adverb

1. joyful 2. passionate angrily

3. 4. furious 5. straight 6.

meticulously

7. professional 8. gentle calmly

9.

unexpectedly

10.

2. Rewrite the sentences by adding adverbs of time, manner or degree to the verbs in bold. Use the adverbs in the word box. carefully • closely • eventually • finally • forcefully securely • swiftly • unfortunately • violently 1. A powerful tornado swept through Fenton, Alabama. A powerful tornado swept violently through Fenton, Alabama. 2. Shingles and whole roofs of houses in the tornado’s path were ripped off.

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3. Cars and trucks were carried kilometres away by winds reaching up to 200 kilometres per hour.

4. People hid in their basements and huddled together until the roar died down.

5. When the calm returned, the town’s residents emerged from the wreckage of their homes.

6. The desolation they saw was heartbreaking.

3. Match the antonyms of the adverbs below.

192

1. slowly

a. silently

2. smoothly

b. luckily

3. hesitantly

c. angrily

4. unfortunately

d. speedily

5. possibly

e. unconventionally

6. noisily

f. formerly

7. presently

g. absolutely

8. cheerfully

h. haphazardly

9. traditionally

i. abruptly

10. consistently

j. promptly

11. finally

k. doubtfully

12. definitely

l. firstly

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Adverbs

Grammar Game

Get in pairs. Together, write a list of 10 verbs. Time yourselves for one minute to see who can come up with the most adverbs for the first verb. When time is up, move onto the next verb.

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4. Complete the sentences with comparative or superlative adverbs. 1. Max speaks (fast)

than Luis. Max speaks of all his friends.

2. Your team won (consistently) Your team won

than our team. of all the teams in the league.

3. Some people refuse to buy desktop computers because they can’t be carried around (conveniently) as laptops. Others contend that tablet computers can be transported . 4. The report claimed that teens drive (recklessly) than adults. Teenagers drive

of all age groups.

5. It’s hard to find a house that is (expensively) as the ones in that neighbourhood. They are priced on the market.

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Imagine you are visiting your dream vacation destination. Describe 10 actions or events that are taking place. Add as many adverbs of time, manner and degree as possible.

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GRAMMAR

MiX

Name:

Date:

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Adjectives and Adverbs

Read the riddles. Underline the adjectives. Circle the adverbs. Draw an arrow to the words they are describing. Write the answer to the riddle. 1. Although I am invisible, everyone hears me howling eerily through the trees and creeping noisily through tiny cracks in the walls and damaged roofs of old houses. I mischievously rufe through girls’ hair and recklessly sweep everything in my path. Who am I?

2. Young and old people alike will unanimously agree that a happy life requires a daily dose of this easily accessible source of relaxation. It can be brought on unexpectedly by a good joke, a surprising tickle or a funny situation. Some people do this loudly and wildly, while others are more reserved. What is it?

3. I am legless, but I can move quickly. I travel soundlessly, but I hiss when I am afraid. My teeth may be sharp, but they are useless for chewing. I am as long as a agpole, but I can t easily inside a small hole. I am occasionally known for my deadly hugs or for my poisonous kisses. What am I?

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Prepositions Charles-Antoine: Hey, Victoria. Did you hear about the trip to Belgium and France next year?

GRAMMAR CH CK

Victoria: Really? I’ve wanted to go to Paris since I was little!

Underline the prepositions of place.

Read the list.

Charles-Antoine: Me, too! We will land in Brussels and go through Belgium to Ypres and Vimy Ridge. From there, we will go to Normandy for two days to see the D-Day landing sites and Longues-sur-Mer.

Circle the prepositions of direction.

Victoria: Longues-sur-Mer? Where’s that?

Highlight the prepositions of time.

Charles-Antoine: It’s beside the Channel, not far from the D-Day sites.

Look at the chart below if you need help.

Victoria: Will we go to Paris after that? Charles-Antoine: We will be in Paris for two days. We’ll go sightseeing in the city before flying back to Montréal. We’ll also go to Versailles, near Paris. Victoria: Sounds great! So, where is the meeting? Charles-Antoine: The meeting is in the room just across from the library. We’d better go or we’ll be late! Victoria: Wait until I tell my parents!

Prepositions of place indicate the relative position of people, places and things. Prepositions of direction indicate where someone or something is moving. Prepositions of time indicate the time, date or duration of an event. Prepositions Place above, across, behind, below/ under, beside, between, in, in front of, near, next to, on, on the bottom/the top, on/to the left/ right, on top, on top of, over

Direction

Time

along, at, beyond, after, at, before, down, from, in, by, during, through, to from . . . to, for, in, on, since, until

Grammar Game Locate It! Form a team of two. Together, write a list of 10 countries. Get together with another team. Without revealing the name, take turns describing where each country is located. Use the prepositions of place in, on, beside, between, near, south of, north of, west of, east of, etc. A correct answer wins a point for the team.

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1. Complete the sentences with prepositions of place or direction. 1. The preoccupied young man sat nervously 2. The library book is 3.

the café.

the shelf. the airplane window, Cassie could see the clouds her.

4. Gregg couldn’t find his keys, even though they were right

him.

5. When you make shepherd’s pie, do you also put potatoes the creamed corn? 6. There was so much noise hear the voices

the restaurant that it was hard to the racket.

7. The footprints indicated that the burglar had climbed the fence and the path the house. 8. The new bay window was installed lilac bushes. 9. The pharmacy is located

the front porch and the the main street to the left.

2. Write the prepositions of time in the following sentences. 1. Laura announced that she was going to South Africa to study a year. 2.

the assembly, the principal explained the school rules and regulations.

3. Maryse told us she had dreamed of auditioning for the singing competition she was 10 years old. 4.

going to Whistler on a student exchange, Brendan said that he was going to return there next summer to work.

5. The metro stop for Bonaventure comes Lionel-Groulx station. 6. Joannie bought a Mayan carving her trip to Belize. 7. Do you really think it is appropriate for parents to make their children wait they are 16 they can have a cellphone? 8. They have been working on that new arena

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Prepositions

last year.

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GRAMMAR

Date:

MiX

Group:

Prepositions of Time, Place and Direction

Circle the preposition of time, place or direction in the minutes of the school meeting.

Valley High School Meeting Minutes [Excerpt ( to / from ) meeting held ( at / on ) March 13, 2012, ( on / in ) Room 14 ( to / at ) Valley High School] Word ( from / of ) the Students 1. Student Carnival: The event took place ( from / o ) February 21 ( at / to ) 27. Many students participated ( in / at ) the activities. Most were held ( on / at ) lunchtime ( into / in ) the cafeteria. 2. Ski Trip: Students attended a meeting last Tuesday ( at / to) 4:00 p.m. to discuss last-minute details regarding the trip ( to / at ) Morin Heights, ( of / from ) March 15 ( to / at ) 18. Everything appears to be ( at / in ) place. 3. Girls’ Night Out: The event is postponed ( to / until ) date conrmation is received ( of / from ) the principal. 4. Guys’ Night Out: A hockey tournament will take place ( at / on ) March 27. Fifty students’ names are ( in / on ) the sheet ( to / in ) the Phys. Ed. ofce. Encouraging! 5. ( At / In ) the future, all student council activities must be presented ( by / in ) writing ( for / to ) the principal’s approval.

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Describe your dream house. Consider its location, style, size, materials, colours, mood and technological features. Pay careful attention to your use of prepositions. Use a dictionary if you need help.

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Conjunctions and Transition Words GRAMMAR CH CK Read the list. Underline all the conjunctions and transition words. Look at the chart below if you need help.

Mr. Lyons, Lastmonth,a letter announcedthatthere will be sanctionsfor students who miss school for trips abroad. I feel that this is unfair and unjustified. First of all, manystudents at our school are from various ethnic backgrounds. Consequently, this meansthatsomeofthem may wanttovisitrelatives in their countries of origin. Furthermore, thepolicyimpliesthatthe students involved do notkeepup with their school work.However,whenmyfriends travel,theyuse computerssothat they can communicate with teachers online. Finally, life today is very stressful and hectic, as well asdemanding. These trips abroad enable students to spend quality time with their families. Inconclusion,IwouldliketoreassureyouthatIintendtostayastraightAstudent. Travel is my motivation to study and work hard. Sincerely, Georgina

Use conjunctions and other transition words to connect two words, phrases or sentences. They have different functions. Conjunction/Transition Word

Function

also, and, besides, furthermore, in addition, moreover

To add another idea

Besides being far from the beach, the hotel was in poor condition.

either . . . or (affirmative), neither . . . nor (negative), on the one hand . . . on the other hand, whereas

To indicate a choice

We could either stay there or go back home.

but, however, instead, nevertheless, on the other hand, yet

To compare two different ideas

We could have found another place, but we decided to stay.

although, despite the fact that, even if, even though

To contrast ideas Even though we had fun, we would not return to that location.

as, because, for, since

To indicate a reason

that

To introduce We knew that it was unsafe to fly. a subordinate clause indicating a statement

asaresult,becauseofthis,consequently,for To state a this reason, so, therefore consequence

198

Example

one hundred and ninety-eight

Conjunctions and Transition Words

The flight was cancelled because of bad weather.

As a result, we had to stay at the airport overnight.

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after, after that, as soon as, To advance at first, before, during, for a while, a narrative immediately, in the late afternoon, later, later on, meanwhile, next, quickly, suddenly, then, when, while first, firstly, first of all, second, secondly, third, next, finally, in conclusion, to conclude, lastly

Group:

I went to bed as soon as I arrived home.

To structure or In conclusion, we need another sequence ideas vacation!

1. Match the first part of the sentence to the second part. Then, underline the conjunctions and transition words. 1. It is estimated that landmines claim an innocent victim every 20 minutes

a. when, suddenly, a moose appeared from out of nowhere.

2. When things get rough with your best friend,

b. you can either talk about it or let things go.

3. Jerry wasn’t getting enough hours at the grocery store,

c. since studies have revealed its negative impact on humans.

4. Genetically-modified food is becoming a controversial topic

d. and yet, they are still used in over 60 countries.

5. My father was outside working in the yard

e. so he decided to find another job.

6. She failed the test,

f. even though she came prepared.

7. The hotel is inexpensive;

g. and finally got married.

8. They met in high school, dated for 10 years

h. moreover, it is close to the main attractions.

2. Indicate the function of the conjunctions used in Exercise 1. 1.

5.

2.

6.

3.

7.

4.

8.

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3. Complete the prompts using the conjunction in bold. 1. Maggie spoke to the school nurse about her problem, but . . .

2. Driving schools have to comply with strict regulations, otherwise . . .

3. Bruno refused to answer email messages, even if . . .

4. The fundraiser brought in a lot of money, so . . .

5. My summer vacation was terrific, yet . . .

6. All the computers in the school were either . . .

7. I wasn’t able to finish my homework since . . .

8. We could either stand here and do nothing or . . .

9. Richard passed his final exam, even though . . .

10. Tanya drank so much coffee that . . .

Grammar Game

Form a team of four. Choose one of the following topics. Take turns discussing your point of view. Use transition words. The most convincing argument wins! • The top movie of the year • The funniest YouTube video ever posted • The most ridiculous commercial ever aired • The best TV show ever

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Conjunctions and Transition Words

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Name:

Date:

Group:

4. Complete the note with conjunctions and transition words from the word box. and • because of this • but • clearly even if • however • lastly • secondly

Zoé! 1 Did you borrow my sweater again? , you know it’s my favourite! 2 3 , I told you it was really expensive. , it doesn’t even fit you! You could have listened to me, 5 stained it. you anything again,

4

you borrowed it 6 , I will never lend 7 you beg me!

8

,

I would like to borrow your new shoes for the party. Can I? – Janie

Writ

e

t

Think of a time you had a difficult decision to make. Describe your options and the consequences of each. Then, explain what you finally decided and how you came to that decision. Use conjunctions and transition words to combine sentences.

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SENTENCE BUILDERS

Name:

Date:

Group:

Capitalization and Punctuation GRAMMAR CH CK Read the article.

Joé Juneau: From player to mentor

Underline all capitalized nouns.

such as the Boston Bruins, the

Circle the punctuation.

Canadiens. Since his retirement,

Look at the chart below if you need help.

engineer for Harfan Technologies.

Washington Capitals and the Montréal

he has worked as an aeronautical

He hasn’t forgotten his rst love: hockey. He has launched the Nunavik Youth Hockey Development Program (NYHDP) to encourage Inuit youth to stay in school. When In Northern Québec, Joé Juneau is

Juneau arrived in the North in 2006,

known as the Nunavik Missionary.

few locals played hockey. Now, 5 out

He uses his passion for hockey to

of 14 villages are in the game.

encourage and coach young Inuk players in the region.

Juneau looks to the future with optimism. His dream? To one day see

During Juneau’s 12-year NHL hockey

an Inuit player in the Québec Junior

career, he played for many teams,

Hockey League.

Capitalization Used For

202

Example

The first word of a sentence

The cyclists rode from Milan to San Remo.

Proper nouns (names, places, days, months. nationalities, languages)

Ian is going to Boston on Monday, April 23. That Russian model speaks Russian, German, English and French.

The pronoun I

You and I are in the same driving class.

Titles

They are reading Of Mice and Men.

Acronyms

NATO, FIFA, CBC

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Capitalization and Punctuation

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Name:

Date:

Group:

1. Rewrite the sentences with capital letters in the correct places. 1. chris decided to order in sushi for dinner.

2. last january, michel and linda sent us a postcard from cayo largo.

3. this year, the oscars will be aired on february 26.

4. the music in the ad was taken from adele’s album.

5. in vieux québec, organizers were getting ready for the big air snowboarding event.

6. juliette decided to call her new rabbit frito.

7. star académie auditions are taking place at the governor’s hotel on laurier boulevard.

8. he is travelling to australia, through africa and then back to the usa.

9. tim’s father teaches introduction to political science at uqàm.

10. when i go to new york city, i want to visit the museum of natural history.

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SENTENCE BUILDERS

Name:

Date:

Group:

2. Correct the capitalization in the following job ad.

salsalito water and fun park salsalito water and fun park is the second-largest water park in north america. it is open monday to friday from 9:00 p.m. to 5:00 p.m., and saturday to sunday from 9:00 a.m. to 8:00 p.m., from may 21 (victoria day weekend) to september 5 (labour day weekend). seasonal job opportunities if you’re looking to put your interpersonal skills and dynamic personality to good use, we’re looking for you! salsalito water and fun park has a number of job opportunities for an exciting summer season: • lifeguard (valid bronze cross and rst aid certication required) • gift shop cashier

"my summer as a lifeguard at salsalito water and

• park mascot

fun park was the experience of a lifetime. apply today!

• slide attendant

you won't regret it!" jonathan dukeshire

• group guide

summer 2012 employee,

• parking clerk

engineering student at concordia university

if you think you’ve got what it takes, then send your resumé to: [email protected]. let the fun begin!

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Capitalization and Punctuation

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Name:

Date:

Group:

Punctuation Type

Function

Example

Period

• To end a sentence • To separate initials • To end abbreviations

Comma

• To separate items in a list Please buy bread, butter, milk and eggs. • To separate phrases in a sentence It broke, so I fixed it. • To separate numbers in a date August 20, 1963

Colon

• To introduce information • To introduce a list

The door is open. L.M. Montgomery 4050 Cyril St.

• To separate hours, minutes and seconds in Universal Time

Group: 2A Please bring: pencils a ruler an eraser The concert starts at 7:30 p.m. He finished the race with a time of 2:25:20.

Exclamation mark

• To show surprise or emotion • To warn

That is amazing! Be careful!

Question mark

• To indicate a question

What are you doing?

Apostrophe

• To show possession • To indicate a missing letter in a contraction

The car’s mine. I can’t go.

Quotation marks

• To indicate dialogue

He said, “You inspire me.” “You inspire me,” he said.

3. Complete the sentences with the names of the correct punctuation marks. 1. A

separates two ideas in one sentence.

2. A that you expect an answer.

at the end of the sentence lets the reader know

3. An

shows anger, excitement or surprise.

4. A at the end of a line indicates that the writer is about to list off several items. 5. Text in between 6. An 7. A

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represents someone’s exact words. indicates possession. shows the end of a sentence or abbreviation.

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205

SENTENCE BUILDERS

Name:

Date:

Group:

4. Add punctuation in the correct places.

Fresh Food Fix If a friend has ever discreetly told you

true Eating an apple is nature s way

Here, have a breath mint then look no

of cleaning your teeth when you can t

further This article is for you

reach for your toothbrush

Try out one of these bad-breath busters

4. Mint and Cinnamon

the next time you have tacos or an Italian

Chewing on a mint

submarine sandwich

leaf or cinnamon

1. Parsley Parsley isn t just on the plate to look pretty When you chew on a sprig of parsley natural oils help freshen your breath Who knew 2. Citrus Fruit Citrus fruit like oranges and lemons zap odours caused by spicy foods Try sucking on a lemon wedge drinking mineral water with lemon in it or even opting for lemon-avoured candy

stick takes care of oral bacteria Did you know that cinnamon gum is doubly effective Not only will it freshen your breath but it will reduce cavities too 5. Yogourt and Fruit A breakfast of plain sugar-free Yogourt topped with fresh fruit will zap the hydrogen sulde that can sour your breath Eat one of these breath-saving foods and

3. Apples An apple a day keeps the bad

you ll be fresh and ready to meet and greet with condence

breath away That s so

Writ

e

t

Write a letter on a sheet of paper to apply for one of the positions in the Salsalito Water and Fun Park advertisement on page 204. Exchange letters with a classmate and proofread the use of capitalization and punctuation in the text.

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Capitalization and Punctuation

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REFERENCE SECTION

Functional Language

Identification My name is Robert. I’m from the Laurentians. This is my friend, John.

Hi, nice to meet you.

Greetings and Leave-Taking Formal

Informal

Hello. It’s (very) nice to meet you. It was nice seeing/meeting you. Goodbye.

Hi there, how are you doing? How’s it going? What’s up? See you later.

Teamwork and Encouragement Do you have a partner/group? Would you like to work with me/us? e. Thanks, but I’m working with Philipp Can I work with you? What’s your idea? did it! That’s a great idea! Good work. We

Discourse Markers Beginning • First of all, Firstly, First, • It started when . . . • It all began with . . .

Not bad. Pretty good. Great and you? Not much. You? Have a good one!

Stalling for Time and Fi

llers Well, let me think about it. Can I have a minute? Hold on a second. I mean . . .

Middle

End

• Second, Third, • Then, Next, Plus, After that, • In addition, • On the other hand, However,

• Finally, • Lastly, • In conclusion, • To conclude,

Furthermore,

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REFERENCE SECTION

Advice and Feedback Could you give me your feedback on my draft? I really need your opinion . What do you think abou t this? Do you have any sugges tions? Why don’t you try to use another word? You could add pictures. If I were you, I would talk to the teacher.

Giving and Asking for Help How do you write/say/spell . . . ? How would you do this? Could you give me a hand with this? Do you want me to help you? How can I help you? I can help you with that.

Telephone Conversations Hello, may I speak to Alex, please? No, he’s not here right now. Yes, just a moment, please. May I take a message? Would you like to leave a message? Could you ask him to call me back? Thank you. Goodbye.

Apologies and Interruptions I’m sorry about that. Please forgive me! I didn’t mean to hurt your feelings. but . . . Excuse me, I don’t mean to interrupt I’m sorry to interrupt but . . . That’s all right. Don’t worry about it.

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Reference Section

Feelings, Interests, Ta

stes and Preferences I like skiing but I don’t lik e skating. I prefer working in team s. I feel frustrated when I don’t understand. Are you interested in tra velling? Would you rather write a song or a story? Do you prefer texting or talking on the phone?

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nts, Describing and Asking about Eve Experiences, Ideas and Issues This is about Titanic. It takes place on a ship. It was great because . . . The interesting thing was . . . The problem with that is . . . What happened next? vie? Can you tell me more about the mo

Asking for Information Who is in your group? What time can you meet? Where can we find more information? When is the exam? Why are you late? How long did you study?

Agreeing and Disagree ing / Asking for, Giving and Supporting Opinions I agree. I think you’re rig ht. I disagree. I think you’re wrong. In my opinion, the song gives a strong message . What do you think abou t this issue? Are you for or against th e decision? Goal Setting I believe this because . . . ss. My goal is to contribute more in cla Based on the text . . . This year, I plan to use English more For example . . . often in class. Why are you for/against . this point? I need to work on my pronunciation What are your argumen e ts/reasons? By the end of the year, I will improv my English vocabulary.

Reflecting I was able to understand because I took notes. I had difficulty with the text. I need to work on my spelling. This strategy helped me to understand the text.

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REFERENCE SECTION

The Writing Process 1. Prepare to write. Choose your topic: Decide what you want to write about. Reflect on your purpose: Possible reasons include: to express ideas, to give information, to direct, to teach, to persuade, to entertain, to narrate, to describe. Identify your audience: Possible readers include: your teacher, your classmates, your family and friends, groups of people that are particularly interested in your topic, the general public. Select the appropriate text type: Possible text types include: a letter, a poem, a story, a play, a persuasive essay, a comic strip or a news article. Set the tone for your language: Your message should determine whether your language should be simple or complex, formal or informal. Plan your text: Make an outline or use a graphic organizer to arrange your ideas in the correct order and place information where you need it. Investigate possible resources: Think about what you will use to research your topic. You may need to use a dictionary or the Internet, visit the library, check your ideas with your classmates or ask your teacher for guidance.

2. Write a draft. Write: Include your ideas, opinions, thoughts and feelings. Leave space to make adjustments and add new ideas. Support your ideas with facts, examples and arguments.

Compare: Check your outline or graphic organizer to make sure your draft follows the same structure. Check your instructions to make sure you are following them properly. Check the model text, if one has been provided. Add new ideas to your draft.

Cooperate: Discuss your ideas with your classmates. Modify your draft with new ideas or changes that result from your discussion.

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2. Revise your text.

Checklist Clarity

The message and your ideas are clear.

Organization

Your text is well organized.

Language

Your choice of words is appropriate.

Purpose

Your text achieves your intended purpose.

Audience

Your text reaches your target audience.

Feedback

You considered feedback from your classmates or your teacher.

Rewriting

You added, substituted, removed and rearranged ideas and words when you reworked your draft.

4. Edit your text. Use resources: Possible resources to use while editing include model texts, dictionaries, a thesaurus, grammar references, your classmates and your teacher. Get feedback: Have your classmates and teacher look at your text and make comments and suggestions. Use an editing checklist: Look for errors in spelling, capitalization, punctuation, grammar and sentence structure. Check each item off your list as you do it. Create your final copy: Correct your errors and write your final copy.

5. Publish your text (optional). Presentation format: Consider possible formats for presenting your text before choosing the best one for your audience. Resources and strategies: Remember to use resources and strategies to create your final copy and present your text. How to reach your target audience: When you present your text, remember who your target audience is. Think about how you will best reach them. Self-evaluation: Reflect on the writing process and your final product. This will help you to see how you can improve for the next time.

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REFERENCE SECTION

The Production Process In the production process, you will create a media text. Some examples of media texts are posters, videos, computer presentations, web pages and books.

1. Pre-production: Plan your media text. Choose your topic: Decide what you want to talk about. Think about what you already know about the topic. Reflect on your purpose: Possible reasons include: to express ideas, to give information, to direct, to teach, to persuade, to entertain, to narrate, to describe. Identify your audience: Possible viewers include: your teacher, your classmates or the general public. Select the appropriate text type: Decide which text type will best convey your message. Possible text types include: a poster, a brochure, a video, a radio program, a podcast or a web page. Set the tone for your language: Your message should determine whether your language should be simple or complex, formal or informal. Plan your visuals and techniques: Think about what types of images and media techniques will best convey your message. Decide which strategies you will use: Think about the strategies that will best help you produce your media text, such as taking notes, using semantic mapping or inferring. Research possible production resources: Think about the kinds of production resources you will need. Use an example of your text type to help you decide what you need for production. Investigate possible research resources: Think about what you will use to research your topic. You may need to use a dictionary or the Internet, visit the library, check your ideas with your classmates or ask your teacher for guidance. Think about how to cooperate with your team: Discuss your ideas with your classmates. Establish the roles and responsibilities of each team member: Decide what each team member will do to help create your media text. Write a focus sentence for your text: For example: Our group is going to create a commercial to convince student groups to talk about human rights in our school. Decide whether to create a script or a storyboard for your text: Create a visual plan of the production that includes elements such as the action shown through a series of frames or a dialogue between two characters.

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2. Production: Produce your media text. Decide how to create the text: Be sure to follow the decisions that you made in the pre-production phase. Choose the media conventions and techniques you will use: Think about the elements and techniques you need to use, such as logos, images, symbols and narration. Check your resources: Make sure your resources are appropriate for the kind of text you are producing. Consider feedback from your classmates or ask your teacher for guidance. Identify the editing techniques you will use for your text.

3. Post-production: Present and reflect on your media text. Present your media text to your target audience. Then, reflect on your media text, using the following ideas to guide your reflection: Audience feedback and reactions to your text: Your audience’s feedback helps you decide if your text was effective or needs work. Teamwork: Think about how everyone performed their assigned roles in the team. How to improve your text: Based on the feedback you receive, discuss what you could do to improve your media text. Your goals for future media texts: Reflect on the production process and your final product. This will help you to see how you can improve for the next time.

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REFERENCE SECTION

Strategies for Oral Interaction (C1)

Ask questions

Gesture, Stall for time or Substitute

Recast

Ask for feedback about how you are doing. If you don’t understand, ask others to clarify what they mean.

Use gestures to clarify your message or words like um when you’re not sure, or use less precise words to describe what you mean.

Repeat back wha t you hear to chec k understanding.

Take risks

Practise

Experiment with new language. It is O.K. to make errors! Lower anxiety by reminding yourself that you’re getting better.

Look for opportunities outside of class to practise speaking English.

e yourself Encourag s and other rts to ll effo Support a lish. ng speak in E

ate

Check and co rrect what yo u say. Pay atten tion to any ne w language you ’re using.

Develop cultural understanding

Communicate with English speakers to learn more about their culture.

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Rephrase

Self-monitor and Self-evalu

Reference Section

Repeat your ideas using different words to help others understand.

Set goals and objectives

Set short-term an d long-term goals to improve your En glish.

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Strategies for Understanding Texts (C2) Activate prio knowledge r

Focus your attention

Think abou t what you already know about the s ubject.

Ask questions

Avoid distractions and plan in advance which information you need to pay attention to.

If your resources cannot help you, ask for assistance.

Take notes

Lower anxiety

Write down important ideas.

Accept that you will not understand everything. This is normal when learning a new language.

Organize ideas visually

Show the relationships between ideas.

Skim Look over the text to get the general idea.

Scan Look for the information you need.

Self-monitor and Self-evaluate

u’re Pay attention to how yo ct doing. Check and corre on your own work. Reflect . what you’ve learned

Practise

Read and listen to English outside th e classroom—from cereal boxes to TV shows.

Compare Infer

Make deductions from context clues.

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Focus on similarities and differences.

Predict

esses lligent gu te in e k a w. M at you kno h w n o d e bas

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REFERENCE SECTION

Strategies for Writing Texts (C3) ork Plan your w

ses Use the pha r go of the writin cess. pro production

Activate prior knowledge

Think about what you already know about the subject.

Focus your attention

Ask questions

Avoid distractions. Pay attention to model texts when available.

If your resourc es cannot help yo u, ask for assista nce. Ask others fo r feedback on your draft.

Plan Think about th e steps for your text or project. Incl ude all the necess ary elements.

Transfer

ar Use new gramm points in your text or production.

Cooperate Self-monito and Self-ev r aluate

Pay attentio n to how yo u’re doing. Chec k and corre ct your own w ork on what you . Reflect ’ve learned .

Recombine Put language or ideas together in a new way.

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Reference Section

Work with others to complete your project.

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Verb Tense Overview

Regular Verbs Tense

Affirmative

Simple Present

I/You eat. She/He/It eats. We/You/They eat.

Simple Past (regular verbs)*

I/You/She/He/It We/You/They

Present Continuous

I am (’m) You are (’re) She/He/It is (’s) We/You/They are (’re)

Past Continuous

Future With Will Future With Be Going To

Future Continuous

Present Perfect

Modals

Negative I/You do not (don’t) eat. She/He/It does not (doesn’t) eat. We/You/They do not (don’t) eat. worked.

I/You/She/He/It We/You/They

did not (didn’t) work.

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

I am not (’m not) You are not (’re not, aren’t) talking. She/He/It is not (’s not, isn’t) We/You/They are not (’re not, aren’t) I was not (wasn’t) You were not (weren’t) singing. She/He/It was not (wasn’t) We/You/They were not (weren’t)

I/You/She/He/It We/You/They

will (’ll) come.

I am (’m) You are (’re) She/He/It is (’s) We/You/They are (’re)

I am not (’m not) You are not (’re not, aren’t) going to She/He/It is not (’s not, isn’t) study. We/You/They are not (’re not, aren’t)

I/You/She/He/It We/You/They

will be going.

I have (‘ve) You have (‘ve) arrived. She/He/It has (‘s) We/You/They have (‘ve) I/You/She/He/It should help. We/You/They would (’d) stay.

running. will not (won’t) come.

I/You/She/He/It We/You/They

I/You/She/He/It We/You/They

walking.

going to study. will not (won’t) be going.

I have not (haven’t) You have not (haven’t) arrived. She/He/It has not (hasn’t) We/You/They have not (haven’t) I/You/She/He/It should not (shouldn’t) help. We/You/They would not (wouldn’t) stay.

*See list of irregular verbs on page 222.

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REFERENCE SECTION Verb To Be Tense Simple Present

Simple Past

Affirmative

Negative

I am (’m) You are (’re) She/He/It is (’s) We/You/They are (’re) I was You were She/He/It was We/You/They were

I am (’m) not 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) I was not (wasn’t) You were not (weren’t) She/He/It was not (wasn’t) We/You/They were not (weren’t)

happy.

there.

sad.

here.

Verb To Have Tense

Affirmative

Simple Present

I have You have She/He/It has We/You/They have

Simple Past

I/You/She/He/It We/You/They

Negative an apple.

I do not (don’t) You do not (don’t) She/He/It does not (doesn’t) We/You/They do not (don’t)

have a car.

had fun.

I/You/She/He/It We/You/They

did not (didn’t) have lunch.

Question Words Question Word Who What* Where When Why How Which Whose

To Ask About identity of persons identity of things and events place time reason manner, means, degree choices possession

Example Who is your coach? What do you do on weekends? Where does your mother work? When are you leaving? Why does he hate cats? How do you do this exercise? Which shirt do you prefer? Whose dog is this?

* What can also be a subject: What is his problem?

How + Adjective/Adverb How much How many How old How big/tall/high/small How long How often How far

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To Ask About quantity (uncountable nouns) quantity (countable nouns) age size duration/length frequency distance

Reference Section

Example How much money do I need? How many girls are on the team? How old is your dog? How small is an atom? How long will this last? How often is he absent? How far is the store from here?

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Question Formation Regular Verbs Tense Simple Present

Simple Past (all verbs)

Present Continuous

Past Continuous

Future With Will Future With Be Going To

Future Continuous

Present Perfect

Modals

Yes/No Questions Do I Do you Does she/he/it Do we/you/they Did I Did you Did she/he/it Did we/you/they Am I Are you Is she/he/it Are we/you/they Was I Were you Was she/he/it Were we/you/they Will I/you/she/he/it Will you/we/they Am I Are you Is she/he/it Are you/we/they Will I Will you Will she/he/it Will we/you/they Have I Have you Has she/he/it Have we/you/they Can I/you/she/he/it Would we/you/they

Information Questions

work?

see it?

dancing?

sleeping?

sing? going to work?

be going?

When do I How do you Where does she/he/it Why do we/you/they Why did I How did you When did she/he/it Where did we/you/they Why am I When are you How is she/he/it Where are we/you/they Why was I Where were you When was she/he/it How were we/you/they Where will I/you/she/he/it When will you/we/they Where am I Why are you When is she/he/it How are you/we/they When will I Why will you Where will she/he/it How will we/you/they

run?

see it?

dancing?

sleeping?

sing? going to work?

be going?

studied?

When have I When have you How has she/he/it Where have we/you/they

studied?

come?

When can I/you/she/he/it Why would we/you/they

come?

Verb To Be Tense Simple Present

Simple Past

Yes/No Questions Am I Are you Is she/he/it Are you/we/they Was I Were you Was she/he/it Were you/we/they

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happy?

asleep?

Information Questions Where am I? Who are you? When is she/he/it at work? Why are you/we/they here? Where was I? Who were you? When was she/he/it in Florida? Why were you/we/they in trouble?

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REFERENCE SECTION

Common Phrasal Verbs A phrasal verb combines a verb with a preposition or adverb. A phrasal verb can have a different meaning from the original verb. Some phrasal verbs take a direct object. The object can sometimes be placed in between the two words. She asked him out. Base Verb Phrasal Verb ask

back

cross

cut

drop

fill find

get

220

Example

ask out

invite

Lili asked Ricky out on a date.

ask around

inquire about

She was asking around about you.

back off

retreat

Jay backed off when he saw that I was angry.

move backwards or withdraw move backwards or make a copy of or support

The car backed out of the driveway. He backed out of the deal. The truck backed up to the door. I backed up my hard drive. He backed up my version of the story.

call back

return a call

Lee called me back.

call off

cancel

They called off the beach party because of the weather.

call on

make a request

The teacher called on me to answer the question.

cross out

delete

I crossed out my errors.

cross off

delete

We crossed them off our guest list.

cut down

reduce

I need to cut down on hamburgers.

cut off

remove

He cut off his finger.

cut up

cut in pieces

We cut up some potatoes.

drop in

arrive informally

She dropped in to see us.

drop off

deliver

I dropped my sister off at the mall.

drop out

quit

He dropped out of school last year.

fill in

complete, replace

I filled in the hole. He filled in for me yesterday.

fill out

complete

Please fill out this job application.

fill up

make full

We need to fill the car up with gas.

find out

investigate

Can you find out who she is?

get along

have a good relationship

They get along well.

get away

escape

The mouse got away from the cat.

get even

get revenge

I want to get even with my brother.

get in

enter

I can’t get in the house. The door is locked.

get on/off

embark/disembark

I get on the bus at 7:00 a.m. I get off at 7:45 a.m.

get over

recover from

get through

arrive at the end, to finish

I am getting over my last boyfriend. You got over your cold. We got through our marathon. He got through the Harry Potter series in one month.

get up

rise

You get up early every morning.

back out of back up

call

Meaning

two hundred and twenty

Reference Section

Reproduction prohibited © Chenelière Education Inc.

Base Verb Phrasal Verb

give grow

hand

keep

look

pass pay put

run

stay

take

make a gift of or betray

Joe gave away his dog. You gave away the end of the film!

give up give up on

abandon, quit

I gave up on the exam after 10 minutes.

grow up

become an adult

When will you grow up?

hand in

give work to a teacher

We handed in our homework.

hand out

distribute

The teacher handed out the tests.

hand over

surrender an object or authority

I handed my cellphone over to the principal.

keep on

continue

We have to keep on trying to understand.

keep up

maintain or persevere

I tried to keep up with you in the race.

look after

take care of

I have to look after my little sister tonight.

look over

review

My father looked over the contract.

look up

make up

raise your eyes or check for information be careful look outside invent or repair a broken friendship

I looked up and saw a bear. We looked up the words in the dictionary. Look out for bears! He looked out the window. She made up a big story. We made up after our argument.

pass away

die

My grandfather passed away last year.

pass out

lose consciousness

I passed out when I saw the ghost.

pay back

return money or get revenge

He paid back the money he owed me. She paid me back for forgetting her birthday.

put off

delay

The teacher put off the exam to next week.

put up with

endure

I put up with my little brother.

run away

escape

June ran away from home.

run into

meet by accident

We ran into our teacher at the store.

run out

finish a supply or go to get something

We ran out of milk. I ran out to the store to buy some milk.

stay up

remain awake

They stayed up all night.

stay out

remain out of the house He stayed out for three days.

stay in

remain inside a house

She stayed in during the storm.

take away

remove

My parents took away my cellphone.

take back

return

I took my present back to the store.

leave (airplane) or remove clothing start or stop turn on/off working increase or turn up/down decrease volume take off

turn

Example

give away

look out make

Meaning

Reproduction prohibited © Chenelière Education Inc.

The plane took off at 1:00 p.m. Take off your shoes. I turned on the television. My father turned it off. I turned up the volume. My father turned it down.

Reference Section

two hundred and twenty-one

221

REFERENCE SECTION

Common Irregular Verbs

222

Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

awake

awoke

awoken

hang

hung

hung

send

sent

sent

be beat

was/were been beat beaten

have hear

had heard

had heard

set shake

set shook

set shaken

become begin bite bleed blow

became began bit bled blew

become begun bitten bled blown

hide hit hold hurt keep

hid hit held hurt kept

hidden hit held hurt kept

shine shoot shrink shut sing

shone shot shrank shut sang

shone shot shrunk shut sung

break bring broadcast build burst buy

broke brought broadcast built burst bought

broken brought broadcast built burst bought

know lay lead leave lend let

knew laid led left lent let

known lain led left lent let

sit sleep slide speak speed spend

sat slept slid spoke sped spent

sat slept slid spoken sped spent

catch choose come cost cut deal

caught chose came cost cut dealt

caught chosen come cost cut dealt

lie light lose make mean meet

lay lit lost made meant met

lain lit lost made meant met

spit split spread spring stand steal

spat split spread sprang stood stole

spat split spread sprung stood stolen

dig do draw drink drive eat fall

dug did drew drank drove ate fell

dug done drawn drunk driven eaten fallen

mislead mistake outgrow overcome overhear oversleep overthrow

misled mistook outgrew overcame overheard overslept overthrew

misled mistaken outgrown overcome overheard overslept overthrown

stick stink strike swear sweep swim swing

stuck stank struck swore swept swam swung

stuck stunk stricken sworn swept swum swung

feed feel fight find fling fly

fed felt fought found fling flew

fed felt fought found flung flown

pay put quit read rebuild redo

paid put quit read rebuilt redid

paid put quit read rebuilt redone

take teach tell think throw understand

took taught told thought threw understood

taken taught told thought thrown understood

forbid forecast forget forgive freeze get

forbade forecast forgot forgave froze got

forbidden forecast forgotten forgiven frozen got, gotten

repay reset rewrite ride ring rise

repaid reset rewrote rode rang rose

repaid reset rewritten ridden rung risen

undo upset wake wear weave weep

undid upset woke wore wove wept

undone upset woken worn woven wept

give go grind grow

gave went ground grew

given gone ground grown

run say see sell

ran said saw sold

run said seen sold

win wind withdraw write

won wound withdrew wrote

won wound withdrawn written

two hundred twenty-two

Reference Section

Reproduction prohibited © Chenelière Education Inc.

Sources Pictures/The Kobal Collection/Art Resource, NY • [c] Warner

Legend

bros Pictures France/Collection Christophel • [b] Kevin Russ/

b: bottom

l: left

t: top

r: right

c: centre

iStockphoto • p. 34: Brian Brown/iStockphoto • pp. 36–37: Guido Vrola/Shutterstock • p. 38: Erik Dreyer/Getty Images Unit 3 p. 41: vernonwiley/iStockphoto • p. 42: lafoto/

Photos

Shutterstock • [A] Dmcdesign/Dreamstime.com • [B] Zhang Jian Tao/Redlink/Corbis • [C] Masterfile • [D] asiseeit/

Cover [girl] 101dalmatians/iStockphoto • [projector]

iStockphoto • p. 43: [l] Hywit Dimyadi/Shutterstock • [r]

mbbirdy/iStockphoto • [guitarist] Cristian Lazzari/

temmuzcan/iStockphoto • p. 45: [l] Sam Burt/iStockphoto •

iStockphoto

[r] azsoslumakarna/iStockphoto • p. 48: dasbild/iStockphoto • p. 49: [t] asterix0597/iStockphoto • [b] swinner/

Icons [headset] Gaby Kooijman.Shutterstock • [video

Shutterstock • p. 50: [t] Michael O’Neil • [b] © Utah.com •

camera] Andrey Zyk/Dreamstime.com • [microphone]

p. 53: Connie Larson/Dreamstime.com • p. 57: AP Photo/

Ken Shorley/iStockphoto • [computer mouse] zts/Bigstock

Chile’s Government Video • p. 58: AFP/Getty Images

photo • [clapper] Christoph Weihs/Shutterstock Unit 4 p. 61: Peter Cade/Getty Images • p. 62: vectorUnit 1 p. 1: cosmin4000/iStockphoto • p. 2: Jstan/

illustration/Shutterstock • p. 65: alexsl/iStockphoto • p. 66:

Dreamstime • p. 3: [book] Africa Studio/Shutterstock •

maiteali/iStockphoto • p. 67: maybe123/iStockphoto • p. 68:

[hockey stick] Igor Sokolov (breeze)/Shutterstock • [jeans]

Double R Creative/Shutterstock • p. 72: [devices] pictafolio/

Karkas/Shutterstock • [lockers] sharpner/Shutterstock •

iStockphoto • [game console] papadesign/iStockphoto •

[laptop] AndreyBrusov/Shutterstock • [milk] Stephen

[TV] marinello/iStockphoto • pp. 73–74: Oleksiy Mark/

Coburn/Shutterstock • [lightbulb] Alexey Avdeev/iStockphoto

Shutterstock • pp. 77–78: Bloomua/Bigstock

• [skateboard] R. Carner/Shutterstock • [sunglasses] Olga Popova/Shutterstock • [toothbrush] Lipsky/Shutterstock •

Unit 5 p. 81: Sadeugra/iStockphoto • pp. 86–87: John

p. 7 [t] Steve Debenport/iStockphoto • [b] Guido Vrola/

Lehmann/The Globe and Mail • p. 89: QMI Agency • p. 90:

Dreamstime.com • p. 8: [t] Masterfile • [c] Aldo Murillo/

United Artists/The Kobal Collection/Art Resource, NY •

iStockphoto • [b] Silvrshootr/iStockphoto • p. 10: Flashon

p. 93: [t] Getty Images • [b] Joel Gordon • p. 94: omgimages/

Studio/Shutterstock • p. 11: Flashon Studio/Shutterstock •

iStockphoto • p. 95: ostill/Shutterstock • p. 98: Boris

p. 12: Frank Wasserfuehrer/Shutterstock • p. 13: Poulsons

Minkevich/Winnipeg Free Press

Photography/Shutterstock • p. 14: Yuri Arcurs/Shutterstock • p. 15: Elena Elesseeva/Shutterstock • p. 16: Valeriy Lebedev •

Unit 6 p. 101: Hugh Stimsom • p. 106: [l] Hugh Stimsom •

p. 18: Veronika Markova/Dreamstime.com

[r] moodboard/Corbis • p. 107: Class Afloat • p. 108: Canada World Youth • p. 111: [t] rsiel/iStockphoto • [c] Arwen Bijker/

Unit 2 p. 21: Deklofenak/Shutterstock • p. 22: Johnfoto/

Tall Ships Youth Trust’ – www.tallships.org • [b] Class Afloat

Dreamstime.com • p. 26: [stars] rangizzz/Shutterstock •

• pp. 112–114: Tall Ships Youth Trust’ – www.tallships.org •

[t] Gk Films/The Kobal Collection • [c] Twentieth Century-

p. 115: Hugh Stimson • pp. 117–118: eurobanks/Shutterstock

Fox Film Corporation/The Kobal Collection • [b] Amblin/ Universal/The Kobal Collection/ILM (Industrial Light &

Grammar Section p. 123: [boy] Birckoff/Dreamstime.com •

Magic)/Art Resource, NY • p. 27: [stars] rangizzz/

[girl] narvikk/iStockphoto • p. 124: Tyler Olson/Dreamstime.

Shutterstock • [t] Ratatouille/2007/Walt Disney/Pixar

com • p. 125: Mathew Jorgensen at International Jugglers’

Animation/Collection Christophel • [c] E.T./1982/Universal

Association festival, photo by Emory Kimbrough • p. 126:

pictures/Collection Christophel • [b] Les Schtroumpfs/2011/

Anna Jurkovska/Dreamstime.com • p. 127: Flashon Studio/

Columbia pictures/Collection Christophel • p. 28: Rafael

Dreamstime.com • p. 128: Elena Elisseeva/Dreamstime.com

Angel Irusta Machin/Dreamstime.com • p. 29: Roman

• p. 129: Anatoly Stojko/Dreamstime.com • p. 130: [t] zorani/

Sotola/Shutterstock • p. 30: ASSOCIATED PRESS • p. 31:

iStockphoto • [b] Reinhardt/Dreamstime.com • p. 131:

Hubskaya Volha/Shutterstock • p. 32: Ciurea Adrian/

Izabela Habur/iStockphoto • p. 132: Upimages/Dreamstime.

Shutterstock • p. 33: [t] Paramount Pictures/Warner Bros.

com • p. 133: Nicole S. Young/iStockphoto • p. 134: [girl]

Reproduction prohibited © Chenelière Education Inc.

Sources

two hundred and twenty three

223

Piotr Bober/Dreamstime.com • [boy] Cristovao Oliveira/

Reference Section p. 207: Helder Almeida/iStockphoto •

Dreamstime.com • p. 136: Pixattitude/Dreamstime.com • p. 137:

p. 208: MJP/Dreamstime.com • p. 209: Dasha Rusanenko/

Sean Locke/iStockphoto • p. 138: Bobitoshev/Dreamstime.com

Shutterstock • p. 210: Yulia/Dreamstime.com • p. 213: sturti/

• p. 139: Zairbek Mansurov/Dreamstime.com • p. 141: ©

iStockphoto • p. 214: davex83/iStockphoto • p. 215: alvarez/

Images.com/Corbis • p. 142: Subbotina/Dreamstime.com •

iStockphoto • p. 216: CEFutcher/iStockphoto • p. 217:

p. 144: vadim kozlovsky/Shutterstock • p. 145: [boy] Gelpi/

Dimmu/Dreamstime • p. 218: JPFhotographie/Shutterstock

Shutterstock • [girls] Elena Elisseeva/Dreamstime.com • [car] leonello calvetti/Shutterstock • [house] Mark Hryciw/

Texts

Dreamstime.com • [apples] Avesun/Dreamstime.com • [phone] Umberto Shtanzman/Shutterstock • [clapboard]

Unit 1 “Hockey and the Concussion Debate” CBC News in

Nikolai Sorokin/Dreamstime.com • [desk] Kingjon/

Review Resource Guide, April 2011

Dreamstime.com • [planet] Dundanim/Dreamstime.com • p. 146: Sergey Rusakov/Dreamstime.com • p. 147: [t] Stephen Coburn/Dreamstime.com • [b] Jason Stitt/Dreamstime.com • p. 148: Soeten/Dreamstime.com • p. 150: blackwaterimages/ iStockphoto • p. 151: Typhoonski/Dreamstime.com • p. 153: Yuriy Chaban/Dreamstime.com • p. 155: Bowie15/Dreamstime.

Unit 3 “Shared Survival” CBC News in Review Resource Guide, April 2011 Unit 5 “Homeless man saves teen’s life” Mary Agnes Welch, Winnipeg Free Press, May 5, 2009

com • p. 158: Hpphoto/Dreamstime.com • p. 159: Berc/ Dreamstime.com • p. 161: Chris Curtis/Dreamstime.com • p. 162: Andres Rodriguez/Dreamstime.com • p. 163: Valery121283/Dreamstime.com • p. 164: Bert Folsom/ Dreamstime.com • p. 166: Laurentiu Iordache/Dreamstime. com • p. 167: [t] Flashon Studio/Dreamstime.com • [b] Oleksiy Mark/Shutterstock • p. 168: Passigatti/Dreamstime.com • p. 169: Elena Schweitzer/Dreamstime.com • p. 170: [t] Maxfx/ Dreamstime.com • [b] Filtv/Dreamstime • p. 171: [boy] Sardorrr/Dreamstime.com • [girl] Elena Elisseeva/ Dreamstime.com • p. 172: Aleksandr Frolov/Dreamstime.com • p. 173: Lanak/Dreamstime.com • p. 176: Tofuxs/Dreamstime. com • p. 177: Mark Goddard/iStockphoto • p. 178: Richard Nelson/Dreamstime.com • p. 180: [t] Piotr Marcinski/ Dreamstime.com • [b] Larry Rains/iStockphoto • p. 182: CP PHOTO/Francois Roy • p. 183: [t] Martinmark/Dreamstime.com • [b] Horiyan/Dreamstime.com • p. 184: Furtaev/Dreamstime. com • p. 186: Ansis/Dreamstime.com • p. 187: Picsfive/ Dreamstime.com • p. 188: Ralf Kraft/Dreamstime.com • p. 190: Mario Lopes/Shutterstock • p. 194: [t] Sean Pavone/ Dreamstime.com • [c] Yuri Arcurs/Shutterstock • [b] Anthony Mayatt/iStockphoto • p. 195: Zoom-zoom/Dreamstime.com • p. 196: Dhuss/iStockphotro • p. 198: Jason Stitt/Dreamstime. com • p. 200: jhorrocks/iStockphoto • p. 202: Isabelle Dubois • p. 203: Czalewski/Dreamstime.com • p. 204: [t] Poznyakov/ Dreamstime.com • [b] imagebob/iStockphoto • p. 206: [parsley] AGorohov/Shutterstock • [citrus fruit] Nattika/ Shutterstock • [apples] Loskutnikov/Shutterstock • [mint] hvoya/Shutterstock • [parfait] LauriPatterson/iStockphoto

224

two hundred and twenty four

Sources

Reproduction prohibited © Chenelière Education Inc.

Secondary Cycle Two

Year Two

ENGLISH AS A SECOND LANGUAGE Gillian Baxter Cynthia Beyea Claire Maria Ford Derek Wright

TEACHER’S GUIDE

Studio English as a Second Language Secondary Cycle Two, Year Two Teacher’s Guide Gillian Baxter, Cynthia Beyea, Claire Maria Ford, Derek Wright © 2012 Chenelière Education Inc. Editor: Melissa Repas Project managers: Jeanine Floyd, Lee Ann Dalton Proofreader: Nancy Perreault Book designers: Josée Brunelle, Andrée Lauzon Cover designer: Josée Brunelle Typesetter: Fenêtre Sur Cour CD production: Ocean Television Sound engineer: James Duhamel Director/coordinator: Brad Morson DVD production: Expérience 7

Credits DVD: Unit 1 Brain Gains: Better Grades Through Fitness, © 2009 Canadian Broadcasting Corporation; Unit 3 The Rescue of the Chilean Miners, © 2010 Canadian Broadcasting Corporation, cbcnews.ca; Unit 4 Dragon’s Den–Season 6 Episode 6 (All Student Special), © 2011 CPT Holdings, Inc.; Unit 5 Borrow a Stereotype, © 2008 Canadian Broadcasting Corporation Extra texts: Unit 1 “True Idol” by Nancy Fitzgerald. An excerpt from «True Idol,» published in Scholastic Choices, Nov/Dec 2011. © 2011 by Scholastic Inc. Used by permission.; Unit 2 “Talking to David Shamoon,” by Phil Brown. ©Toro Magazine (online), February 20, 2012; Unit 5 An excerpt from Chapter 24 of The Lynching of Louie Sam. © 2012 Elizabeth Stewart, published by Annick Press Ltd. All rights reserved. Reproduced by permission.; Unit 6 “What If?” courtesy of Heather Grace Stewart

About the websites suggested in this guide All websites suggested in this guide are closely related to the subject matter covered. After publication, the address or content of a site may be modified by the site owner or even by other parties. It is therefore recommended that you verify that the sites are still functional and pertinent before suggesting them to your students.

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Those pages bearing the note “Reproduction permitted © Chenelière Education Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this workbook, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. Legal deposit: 1st quarter 2013 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1

2

3

4 5

IMM

16

15

14

13 12

We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. Government of Québec – Tax credit program for book publishing – SODEC

Table of Contents Table of Contents Handout

1

Overview Scope and Sequence Chart........................................................

2

4

228

Extra Material Audio CD Tracks ......................................................................... Audio CD Transcripts .....................................................T 1–T 6 DVD Segments............................................................................ DVD Handouts ......................................................DVD 1–DVD 4 Extra Texts and Handouts .......................................................... Suggested Websites ...................................................................

3

Page

231 232 241 242 250 273

Evaluation Student Unit Grammar Quizzes.................................................. Q 1–Q 6 Self-Evaluation Log............................................................. SEL Peer Evaluation ..................................................................... PE Unit Reection.......................................................................UR

274 280 283 284

Teacher General Competency Rubrics .............................................GEN Project Evaluation Rubrics..................................................PRO Individual Progress Log .......................................................IND Observation Grids.................................................................. OG

285 288 294 295

ES1 Teacher’s Notes and Grids .......................................ES 1.1 Student Handouts................................................ES 1.2–ES 1.5 ES2 Teacher’s Notes and Grids .......................................ES 2.1 Student Handouts................................................ES 2.2–ES 2.4 ES3 Teacher’s Notes and Grids .......................................ES 3.1 Student Handouts................................................ES 3.2–ES 3.5

298 303 313 318 326 331

Answer Keys Unit 2, Task 2 .............................................................................. DVD Handouts ........................................................DVD1–DVD4 Extra Texts .................................................................................. Unit Grammar Quizzes.................................................... Q1–Q6 ES 1 .......................................................... AK ES 1.2–AK ES 1.4 ES 2 .......................................................... AK ES 2.2–AK ES 2.3 ES 3 .......................................................... AK ES 3.3–AK ES 3.4

AK-2 AK-3 AK-7 AK-17 AK-20 AK-23 AK-25

228 Studio Year Two

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Task 2 Participation in oral interaction Production Studio Participation in oral interaction

Task 2 Participation in oral interaction Content of the message Production Studio Participation in oral interaction

C1 Interacts Orally

Task 3 Use of knowledge from texts in a reinvestment task Task 4 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Production Studio Management of strategies and resources

Task 3 Evidence of understanding of texts through the response process Task 4 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Production Studio Use of knowledge from texts in a reinvestment task

C2 Reinvests Understanding

Scope and Sequence Chart Functional Language

Task 2 Agreeing, disagreeing Supporting opinions

Task 6 Participation in the writing process Formulation of the message Content of the message Production Studio Participation in the production process

Task 2 Teamwork

Unit 2 Behind the Scenes

Task 6 Participation in the writing process Content of the message Formulation of the message Production Studio Formulation of the message

Unit 1 It’s All in Your Head

C3 Writes and Produces Texts

Task 1 Comparatives and superlatives Task 2 The passive voice

Task 1 Gerunds and innitives Task 2 Question words

Grammar

Task 1 Chart Task 2 Factual descriptions Task 3 Article Task 4 Audio text: Interview Tasks 5 and 6 Opinion text Extra Reading Feature article

Task 1 Information-based text Task 2 Quiz Task 3 Feature article Task 4 Audio text: Podcast Tasks 5 and 6 Informative text Extra Reading Informative text

Text Types

Reproduction prohibited © Chenelière Education Inc.

Studio Year Two n Scope and Sequence Chart

229

Task 2 Evidence of understanding of texts through the response process Task 4 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Production Studio Management of strategies and resources

Task 2 Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Task 3 Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Task 5 Evidence of understanding of texts through the response process Production Studio Use of knowledge from texts in a reinvestment task

Task 4 Participation in oral interaction Articulation of the message Production Studio Participation in oral interaction

C2 Reinvests Understanding

Task 3 Participation in oral interaction Articulation of the message Production Studio Participation in oral interaction

C1 Interacts Orally

Functional Language

Task 3 Reecting Identication and description

Task 6 Content of the message Formulation of the message Production Studio Participation in the production process

Task 4 Identication and description

Unit 4 Marketing Mainstream

Task 6 Content of the message Formulation of the message Production Studio Content of the message

Unit 3 Conict and Courage

C3 Writes and Produces Texts

Task 4 Present perfect

Task 3

Task 3 Simple past and past continuous Task 4 Direct and indirect speech

Grammar

Task 1 Online forum Task 2 Audio text: Webcast Task 3 Information-based text Task 4 Questionnaire Tasks 5 and 6 Magazine article Extra Reading Prole

Task 1 Chart, photos Task 2 Audiotext: Personal narrative Task 3 List Task 4 Feature article Tasks 5 and 6 Biography Extra Reading Feature article

Text Types

230 Studio Year Two

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Task 3 Evidence of understanding of texts through the response process Task 4 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Production Studio Use of knowledge from texts in a reinvestment task

Task 3 Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Task 4 Evidence of understanding of texts through the response process Task 5 Use of knowledge from texts in a reinvestment task

Task 2 Content of the message Production Studio Articulation of the message

C2 Reinvests Understanding

Task 2 Participation in oral interaction Production Studio Participation in oral interaction

C1 Interacts Orally

Functional Language

Task 2 Stating an opinion Making suggestions

Task 6 Participation in the writing process Content of the message Formulation of the message Production Studio Content of the message

Task 1 Goal setting Task 2 Stating and supporting opinions Asking for others’ opinions

Unit 6 Experience Wanted!

Task 6 Participation in the writing process Content of the message Production Participation in the production process

Unit 5 What Would You Do?

C3 Writes and Produces Texts

Task 1 The future Task 4 Prepositions

Task 1 Sentence adverbs Task 2 Unreal conditional sentences

Grammar

Task 1 Personal prole Task 2 Questionnaire Task 3 Information-based text Task 4 Audio text: Personal narratives Task 5 Information-based text, personal statement Task 6 Personal statement Extra Reading Interview

Task 1 Quiz Task 2 Situation cards Task 3 Personal narrative Task 4 Audio text: Interview Task 5 Factual description Task 6 Narrative Extra Reading Newspaper article

Text Types

Audio CD AudioTracks CD Tracks Track Introduction ...........................................................................1

1

2

3

4

5

6

Duration

Handout

0:33 min

—

Task 4 (p. 10): Exercise and the Brain — Podcast..................2

6:17 min

T1

Task 5 (p. 13): Distracted Driving — Informative text.............. 3

4:39 min

—

Task 3 (p. 28): It’s a Wrap! — Article .......................................4

4:27 min

—

Task 4 (p. 31): The Story Behind the Face — Interview .......... 5

4:01 min

T2

Task 2 (p. 44): Balancing Act — Personal narrative................ 6

6:14 min

T3

Task 5 (p. 53): Freedom Fighter — Biography ........................7

4:51 min

—

Task 2 (p. 64): Targeting Teens — Webcast............................8

5:00 min

T4

Extra Reading (p. 77): Steve Jobs: Mainstream Maker and Marketer — Prole............................................................9

4:50 min

—

Task 3 (p. 86): Out of Control — Personal narrative .............. 10

3:48 min

—

Task 4 (p. 89): What Makes Us Act, or Not? — Interview...... 11

5:42 min

T5

Task 4 (p. 109): Dare to Explore — Personal narratives...............................................................................12

5:47 min

T6

Extra Reading (p. 117): Studio Spotlight on Canada World Youth — Interview .......................................................13

5:06 min

—

It’s All in Your Head!

Behind the Scenes

Conict and Courage

Marketing Mainstream

What Would You Do?

Experience Wanted

Reproduction permitted © Chenelière Education Inc.

Studio Year Two n Audio CD Tracks

231

Name: ___________________________________________ Date: ________________________ Group: ___________

Exercise and the Brain

Unit 1 CD

Welcome to today’s program about exercise and the brain. Did the word “exercise” just make you groan? Keep listening. If you have a brain, then this podcast is for you! It’s 7:15 on a Monday morning. In a high school in a suburb of Montréal, the school’s sports complex is alive with the sound of—movement! School doesn’t start for two more hours but the hustle and bustle of activity proves that there’s life before the rst bell. Every morning, teens participate in one of the activities available to them ve days a week. Basketball, volleyball, soccer, badminton, swimming —there are many options, all with the same goal: to help students get t and ready to face the day. And there’s more. These students may be in the gym to get their bodies in shape but that’s not all they’re doing. They’re forming relationships with other students and exercising their minds at the same time. Other Canadian schools now include exercise in their classroom routines with the hopes of increasing students’ academic performance. At City Park Collegiate in Saskatoon, students work out in class for 20 minutes, three times a week. After only four months, there was a signicant improvement in students’ scores. Some students who were experiencing academic difculties improved their reading, writing and math by a full grade level. Children and teenagers today spend more and more time in front of screens. Getting out and getting active is a challenge. When students have so many things to do in a day—schoolwork, homework assignments, part-time jobs—one of the things they cut is exercise. That might be a big mistake. Studies show that exercise is good for the brain for many reasons. Advances in neuroscience and brain technology now allow in-depth studies of the brain that were not possible in the past. Scientists are continually learning new things about the brain’s capacity to grow and develop. For example, they used to think that the brain stopped growing at a certain age. Now they know that although the brain reaches 90% of its full size by age six, it continues to develop over time. The rst major study on exercise and the brain was carried out in the 1990s. It showed that exercise

232 Studio Year Two

n Audio CD Tracks

Task 4, Step 3 Workbook page 10

Audio CD Track 2 Handout T 1

signicantly increases the levels of chemicals that help the brain’s neurons grow more quickly and develop new connections. In other words, the brain gets faster and better during exercise. Many studies carried out since then show the same results. Exercise helps the brain grow new cells. It makes us less stressed and less anxious. As a result, it increases our ability to focus and we are more prone to learning after exercise. After 15 to 45 minutes of exercise, children nd it easier to sit still in class and focus for up to two to four hours. Exercise also increases memory function. One study showed that exercise increased a person’s ability to focus and remember information. In the study, a group of students looked at a series of photos of strangers’ faces with their names. They took a break and then tried to remember the names of the strangers as they looked at their photos on a screen. Then, half of the students rode stationary bikes until they were exhausted. The other half sat quietly and rested for 30 minutes. Both groups of students took the test again. This time, the students who exercised performed better on the memory test than they did on their rst try. The group that rested did not improve their scores. Blood tests showed an increase in brain chemicals in the students who rode the bikes. The chemicals and hormones released in the brain during exercise are the same ones that are often used in medication for depression or attention disorders. Exercise actually increases the chemicals that help the thinking processes. It helps control impulses and helps concentration by stimulating the front part of the brain. Students who get in trouble in class because they are impulsive—they talk too much, dget in their chairs or get up and walk around—nd it easier to concentrate after exercise. The studies prove beyond a doubt that exercise is the best natural medicine. But how much do people need to get their bodies and minds in shape? It seems that teenagers should try to get their heart rate to 67 to 75% of its maximum for at least 20 minutes. Pick a sport that you like, nd a partner or team to keep you motivated or just get out there and walk. Sometimes it’s hard to take that rst step but it’s worth the effort. Raise your heart rate, and you will raise your brain power. Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

The Story Behind the Face

Unit 2 CD

Interviewer: Good morning! Today we are talking to John Leung, a movie makeup artist from Vancouver. He’s agreed to tell us some secrets from the movie world. Welcome, John.

Task 4, Step 3 Workbook page 32

Audio CD Track 5 Handout T 2

Int.: Continuity?

John Leung: Nice to be here.

J.L.: For example, if a character ages or gets sick, I have to touch up the makeup to show gradual changes. Or if a character is injured, I have to make a sudden change so that it looks realistic.

Int.: How did you become a makeup artist?

Int.: Is your job nished then?

J.L.: I went to the Vancouver Film School and specialized in makeup design. I won a competition in my graduating year and went to work in Hollywood.

J.L.: Oh no. After that, there’s the post-production stage. After I have created the characters, I have to remove, organize and store the makeup and accessories. I also meet the producers to do digital touch-ups in the studio.

Int.: Wow! That’s impressive. Now take me through the process. What exactly does a makeup artist do? J.L.: In the pre-production stage, I meet the producer to learn about the story, the characters and the setting. Then I start to develop the appearance of each character. Int.: What does this involve? J.L.: I do research and collect pictures, accessories and makeup products. Then I draw sketches of my ideas. Int.: Then what? J.L.: I meet the producer again, present my sketches and nalize the vision. Int.: There’s a lot to do. J.L.: Denitely. Finally, I put together everything I need to create the right look for every character in every part of the movie. Int.: What do you do next, in the production stage? J.L.: I arrive on the set early to transform the actors. I prepare their skin and apply prosthetics, makeup and accessories. Int.: Prosthetics? What are they? J.L.: They’re articial body parts. So if there are special effects, like extra long ears or a huge nose, I create body parts or facial pieces. Every day is different.

Int.: Can you tell us more about developing a character? For example, how do you make someone look older? J.L.: I might shave a character’s hairline. I also add prosthetics, dentures and makeup. Int.: What about illness? How do you show that someone is sick? J.L.: It depends on the illness. I may paint the skin so it looks paler or redder. I use makeup to add spots and shadows. I use prosthetics to make the face look swollen or puffy. I may even add a bald cap to give the impression of hair loss. Int.: A bald cap? J.L.: It’s like a bathing cap. I apply makeup or hair pieces right on it. Int.: How about injuries? How do you create blood, gashes and burns? J.L.: For serious injuries, I sculpt prosthetics—say for a badly injured arm. Or I create silicone body parts—for a seriously burned chest, for example. Int.: What about minor injuries? J.L.: I use silicone, thickening agents, pigment or rubber glass to create blood, broken skin and other effects. Int.: When people watch a movie, they have no idea what goes into creating the effects and illusions.

Int.: Why is that?

J.L.: That means the magic worked!

J.L.: As the character evolves, I have to create continuity.

Int.: Indeed. Thanks so much, John.

Reproduction permitted © Chenelière Education Inc.

J.L.: My pleasure. Goodbye. Studio Year Two n Audio CD Tracks

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Name: ___________________________________________ Date: ________________________ Group: ___________

Balancing Act

Unit 3 CD

Task 2, Step 3 Workbook page 45

Audio CD Track 6 Handout T 3

William: It’s tough for me to admit but I was an Internet gambling addict. I was ashamed about it for a long time and I had very low self-esteem. But I got help and I’m a lot better now.

wrong. I broke up with my girlfriend. She was always mad at me because I didn’t have time to go to the movies or restaurants with her. I didn’t have any money left for those things, anyway.

It all started last summer. I had a part-time job at a sports store. I was making money and I had lots of free time—not a good combination for me. One day, I found a poker website and I decided to try it. Well, that was when my problems started. By the end of the rst week, I was playing poker online around six hours a day, every day of the week. I got a huge thrill from winning and I couldn’t stop playing.

By the end of the summer, I realized that I had a serious problem. I called a gambling hotline and asked for help. The counsellor told me that the rst thing to do was to tell my parents. It was hard but I explained everything to them. They were so relieved to nally understand what was wrong with me. They weren’t angry at all. They only wanted to help.

Soon, I was spending all my money on gambling. I was totally neglecting the other parts of my life. I even called in sick to work so I could play poker all day. After a week of missing work, I lost my job. After that, I didn’t have any money to gamble so I did something stupid—I stole my father’s credit card to buy online poker chips. When his credit card bill came, I lied and said that I didn’t know anything about the charge. I felt tremendous guilt and shame but I couldn’t stop stealing and lying.

I went to see a psychologist for teenagers with addictions. I learned coping strategies to manage my addiction. The rst strategy was to remove the computer from my room so that I couldn’t gamble in secret. Also, now I play sports when I feel the need to gamble: kicking a soccer ball, biking, anything that keeps me active. But the most important strategy I learned is to talk about the problem. I don’t keep it a secret anymore. I talk to people and ask for help if I need it. Sometimes I still get cravings to gamble but now that I have strategies and people to help me handle my inner conict, I know I’m going to be ne.

I was tired and depressed all the time. My parents were really worried. They didn’t know what was

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Name: ___________________________________________ Date: ________________________ Group: ___________

Balancing Act

Unit 3 CD

Natasha: Last year was a very difcult year for me because I felt so much pressure at school. I tried so hard to be the best at everything I did that I was totally stressed out and almost had a burnout. I’m a lot better now, though. I learned how to balance things in my life and deal with the anxiety, exhaustion and worry. It’s really important for me to do well at school. Everyone says I’m an overachiever. But right from the beginning of last school year, I felt that I didn’t have enough time to do everything I needed to do: school, sports, family, friends and—oh yeah— sleep. I became obsessed with my academic performance. I tried so hard to excel in every class that I was always exhausted at school. Then, I was too tired to feel good about my accomplishments. Sometimes I stayed up all night studying. I even fell asleep in class one day. I guess I wanted my parents to be proud of me. But my expectations for myself were unrealistic, and I was only making myself unhappy. Finally, I talked to my aunt about all the pressure I was under. She told me that I was pushing

Reproduction permitted © Chenelière Education Inc.

Task 2, Step 3 Workbook page 45

Audio CD Track 6 Handout T 3 cont.

myself too hard and that I was going to make myself sick if I didn’t slow down. She advised me to talk to a school counsellor about my need to excel. She also insisted that I talk to my parents. So my school counsellor, my parents and I all met one afternoon and we discussed my need to succeed at everything. We discussed coping strategies to help me balance all the different things in my life. The rst thing was to make a schedule and follow it, so now I don’t try to do ten things at once. I have time for school work, sports, responsibilities at home and even friends! I also learned relaxation techniques that I can use when I start to feel stressed. They’re really simple, like closing my eyes and slowing down my breathing. I can do them anywhere and they really help me stay calm and deal with pressure. In the end, I think the best strategy is to keep everything in perspective. Maybe my school grades aren’t perfect now. I still work hard and do well. It’s just that now I actually have a life I enjoy.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Targeting Teens

Unit 4 CD

Task 2, Step 2 Workbook page 64

Audio CD Track 8 Handout T 4

Hello and welcome to the webcast . I’m your host, Adam Advert. Today, I’m going to speak to you about the all-important teen market for consumer products and services. Advertisers love the teen market because it’s growing so fast and many teens have extra money to spend. So let’s hear some of the rules advertisers follow to target teen consumers successfully.

For example, websites that provide entertainment and feature games, contests or discount coupons that can be printed or saved on a smart phone are a great way for companies to attract teens. Sending updates and offers directly to teens through email or social media keeps a company in the minds of teen consumers the next time they go shopping, whether online or at the mall.

Rule 1: Brands matter to teens.

Rule 4 for marketers who want a piece of the teen market is: Create some buzz.

A company’s brand—its logo or label—identies a product. More important, it says something about the person who wears or uses the product. For some teens, for example, quality and exclusivity might be the most important aspects of a brand. Companies that target teens can enhance their image by giving their products to celebrities at high-prole awards shows, or sponsoring expensive sporting events like Formula One races. For others, a good environmental record or social image is more important. Companies can appeal to teens by donating a portion of their prots to charities that protect the environment or help people in need.

Customers can be a company’s best marketers, so many companies try to reach teens where they live and play. Marketers need teens to share the company’s brand message with their friends. One way to achieve this is by sponsoring events popular with teens. Simple things like giving out discount coupons or free T-shirts and hats at concerts or sporting events can also generate a lot of interest in a brand. Another way to create buzz is to engage with teens through social media. Teens have strong opinions about the things they buy and they want a chance to express those opinions and nd others who feel the same way.

Rule 2: Be authentic. Companies must be honest about their products and services. Marketers create an image of a brand through advertising and this image is what teens expect. If reality does not meet their expectations, teens will turn off fast. Teens want the brands they buy to have a human touch, so having real people in advertisements or a celebrity spokesperson, for example, makes brands appear more authentic. However, companies should not be too trendy when they target teens. They should avoid using language and images that are cool today but may be out of fashion tomorrow. Rule 3: Technology rules.

And the nal rule is easy: Keep it simple. Teens have short attention spans and are usually multitasking: texting, surng the Internet, watching TV, emailing. Their tastes and preferences change quickly. Advertisers need to attract teens’ attention with short concise messages and keep communication up to date and engaging. Otherwise, they run the risk of becoming so last week, so fast! That wraps up today’s episode of . Take a close look at the way advertisers target teens and decide for yourself if you want to buy into a brand’s image. The choice is yours!

Technology is a vital part of teens’ lives. Marketers need to understand that websites and apps are important in marketing to teens.

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Makes Us Act, or Not?

Unit 5 CD

Interviewer: A stranger asks you for help on a dark street at night. You see someone breaking into a car. A bully picks on younger students. Would you get involved? Today on our human behaviour podcast we’re going to learn about the factors that inuence people to act, or not to act, in certain situations. Joining us is Dr. Katherine O’Donnell, clinical psychologist. Hello, Dr. O’Donnell, thanks for being here today. Dr. O’Donnell: It’s my pleasure. This is a fascinating subject that touches us all. I.: Your new book examines the factors that people consider before making a decision to get involved —or not. Please tell us about some of them. Dr.: First, let me say that we don’t always take time to consider why we should get involved or not. Sometimes we make a split-second decision based on gut instinct. There are times, however, when people are nally moved to react after seeing the same situation over and over again. The factors remain the same, though, whether we think consciously about them or not. I.: I see. So, what are these factors? Dr.: The rst factor is that we think about ourselves rst. For example, we might feel that we’re too busy or in too much of a hurry to stop and help. So we stay out of a situation. I.: It’s true that everybody seems to be in a rush these days. I know I feel like that sometimes. Can you tell us about another factor?

Task 4, Step 4 Workbook page 90

Audio CD Track 11 Handout T 5

Dr.: No, that’s not the case. In fact, you are more likely to help someone if there is no one else around. I.: Interesting. What’s another factor that makes us do things, or not? Dr.: If something bad is happening, like vandalism, and there are many people doing it, then we feel anonymous. We think that if everybody is stealing from a store, we can do it too, and get away with it. It’s the herd mentality. I.: The herd mentality? What’s that? Dr.: People behave like a group of animals, a herd. They all act the same way and don’t use their individual judgment. I.: Wow! I guess we all do that sometimes. We saw that in the Vancouver riots. Dr.: Yes, exactly. Many of the rioters were people who had never been in trouble in their lives before that day. Then there is another factor which is even more discouraging. I.: What is it? Dr.: Unfortunately, people are more likely to help people who are similar to themselves. If a person who needs help looks different or is unattractive, he or she is not likely to get help. On the other hand, an attractive person, or someone with nice clothes, probably will get help. I.: That’s pretty sad. I can believe it, though.

Dr.: Let’s say we see someone who needs help. Maybe they’re injured. If other people are around, the chances are good that nobody will do anything. Everybody thinks that somebody else will step in.

Dr.: Another thing people do to avoid getting involved is to nd reasons for what they see. They’ll tell themselves that it’s the person’s fault, for example. Or they convince themselves that there’s no real emergency. That way, they don’t have to do anything.

I.: Wow, that’s strange. I’d think that if there were a lot of people, there’d be a lot of help.

I.: So what if it’s you that needs help? How can you get help if you really need it?

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Makes Us Act, or Not?

Unit 5 CD

Dr.: I’d say just be really clear that you need help. Say something like, “I think my leg is broken, please call 911.” Also, ask a specic person, “Hey, you there, can you help me?” I.: But despite all this, some people still help others. What is it that makes people step in, despite all the factors that make them want to stay out of it? Dr.: Well, everybody has the potential to be caring, just like everybody has the potential to be aggressive or violent. It seems to depend on our life experience. If we have experiences of helping others while we are growing up, it makes us more likely to help later. Of course there is a personality side to the question, too. Some people are just more inclined to help others.

Task 4, Step 4 Workbook page 90

Audio CD Track 11 Handout T 5 cont.

Dr.: Self-condence is important. Some people are strong. They’re able to stand up in difcult situations, whether to help others or to refuse to go with the ow. They’re people with a strong sense of self-condence. They aren’t worried about what other people think. I.: It’s true that sometimes we worry too much about what other people think. Dr.: Indeed we do. I.: Dr. O’Donnell, thank you for talking to us today. It’s a fascinating subject. Dr.: The pleasure was all mine.

I.: So it depends on our life experience, but also on our personality. Is there anything else?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Dare to Explore

Unit 6 CD

Task 4, Step 2 Workbook page 109

Audio CD Track 12 Handout T 6

Story 1: Tree planting in British Columbia Hi! I’m Annie. My tree-planting adventure started a few years ago. I was at CEGEP and I had a long summer vacation. I started thinking about my options. I wanted to make some money and gain some experience at the same time. I heard about tree planting from a friend so I did some online research and it seemed like something I would be good at. I headed to British Columbia at the beginning of May for the spring season and stayed until the end of July. When I arrived, I had some training sessions on how to plant trees properly and also on how to stay safe. For example, you learn what to do if you come face to face with a bear! A typical day for a tree planter starts around 6 or 7 a.m. and you work through until 5 or 6 o’clock. You try to plant as many trees as you can. You get paid for the number of trees you plant, so the more you plant, the more money you make. At the end of the day, you go back to camp for supper. Then, you just go to sleep to get ready for the next day. My friends asked me about the living conditions. They’re not so bad. I lived in a bush camp. I had my own tent to sleep in and there was a big mess

Reproduction permitted © Chenelière Education Inc.

tent where the cooks provided all our meals. You really appreciate that! Tree planting is denitely not for wimps, though! It’s really tough. You walk around with a heavy bag of trees and tools, and your back, your legs, your hands, you name it— hurts by the end of the day! I worked out to get in shape before I went but it was still hard. You have to work in the heat and there are days when the sun is so strong you just want to sit down and cry. You constantly ght off mosquitoes and blackies. There are days when you have to try very hard to keep a positive attitude. But there were many great things about my tree-planting experience. I met people from all over the country. I learned what it means to work hard—really hard. I learned to be independent. I discovered that I can survive away from the comfort of my own home. I also perfected my English, which was a big advantage. I don’t regret my experience at all. I’m still not sure what I want to do with my life. I sometimes think about teaching art in an elementary school. We’ll see.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Dare to Explore

Unit 6 CD

Task 4, Step 2 Workbook page 109

Audio CD Track 12 Handout T 6 cont.

Story 2: Three-month English language study in Sydney, Australia My name’s Cédric. My adventure started because I wanted to improve my English. I always dreamed of working as a snowboard instructor out west. I worked as a ski-lift attendant here in Québec for a couple of seasons but I really wanted to work as a snowboard instructor in Lake Louise. The problem was that my English wasn’t good enough. I could have stayed in Montréal and found a way to improve my English skills but I was looking for adventure. I’m a surfer and a kiteboarder so the idea of going to Australia interested me. My parents were not happy about the idea but they didn’t stand in my way. On September 3, I got on a plane and started my adventure. I spent three months at a language school in Sydney, Australia. I had English classes ve mornings a week. In the afternoons, we did different things. Some days, we went sightseeing and visited typical tourist attractions. Sometimes we had sports or cultural activities. Of course, my favourites were surng and kiteboarding! The afternoon activities provided us with opportunities

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to practise our English. We had homework to do in the evenings to prepare for the next class. We didn’t always feel like doing it but we had to! I lived with a host family while I was there. Another student from the language school lived there as well. He was from Spain. We got along very well and we still keep in touch. That was one of the great things about this experience—I met people from all over the world and discovered so many different cultures. I improved my English skills, too. Plus, I visited amazing sites and saw animals that are unique to that part of the world. There aren’t very many negative aspects about an experience like this. It’s denitely strange to live in someone else’s house and it takes some time to get used to that. You feel shy at rst. You’re on the other side of the world and you do miss your family and friends a bit. It’s easy to keep in touch, though. When I came back, I got my dream job at Lake Louise. It was great. And so was my English!

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DVD Handouts DVD Handouts Duration

1

Suggested for Handout

Brain Gains: Better Grades Through Fitness

15:33 min

Unit 1

DVD 1

2

The Rescue of the Chilean Miners

16:21 min

Unit 3

DVD 2

3

Dragons’ Den—Season 6 (All Student Special)

13:30 min

Unit 4

DVD 3

– Heads Up—Daryn Pancer and Cole Zeldin

(6:06 min)

– Nüd Füd—Julia Kirouac

(7:28 min)

Borrow a Stereotype

9:30 min

Unit 5

DVD 4

4

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Name: ___________________________________________ Date: ________________________ Group: ___________

Brain Gains: Better Grades Through Fitness DVD

Suggested for Unit 1

Video 1

Handout DVD 1

Before Viewing 1. What physical activities or sports do you do? Write down the amount of time you spend doing each one.

2. What benets do you get from doing these activities? Support your answer with examples.

While Viewing Read Questions 3 to 9 before you watch the video. Then, watch the video and answer the questions. 3. What kind of school is City Park and what does it offer to students?

4. What were some of Desten’s biggest difculties?

5. Why did Allison Cameron read the book

?

6. What did Allison Cameron ask her principal?

7. How did the students react to the idea of exercise in the classroom?

8. Write down two differences Cameron noticed in her students’ work after the exercise.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Brain Gains: Better Grades Through Fitness DVD

Suggested for Unit 1

Video 1

Handout DVD 1 cont.

9. Check which student mentioned each of the following benets from exercise. Benet

Barney

Desten

a. Ability to learn b. Desire to change his life c. Better relationship with teacher d. More energy e. Better mood control f.

Improved concentration

g. Better marks After Viewing 10. How does this video make you feel about your exercise program? Explain.

11. How would you present an in-class exercise program to your principal? Include the following elements: •

Introduction

•

Topic sentences

•

Supporting details

•

Thesis statement

•

Reasons

•

Conclusion

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Rescue of the Chilean Miners

DVD

Suggested for Unit 3

Video 2

Handout DVD 2

Before Viewing 1. Do you think it is easier to ght fears alone or with a group? Explain.

While Viewing Read Questions 2 to 10 before you watch the video. Then, watch the video and answer the questions. 2. How long did the miners spend below ground?

3. How many miners were trapped beneath the ground?

4. What was the rst sign of hope in the rescue?

5. How long did they think it would take to rescue the miners?

6. What are some vital supplies that were sent down to the miners?

7. What was the biggest challenge Ramsey Hart predicted the miners would experience?

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Rescue of the Chilean Miners

DVD

Suggested for Unit 3

Video 2

Handout DVD 2 cont.

8. What was the name of the site where people stayed while waiting for the miners? Why was the name appropriate?

9. What suggestions were made for living in restricted spaces?

10. How did the media coverage transform the miners’ lives?

After Viewing 11. In what ways do you think being in a group helped the Chilean miners cope with their fears while they were in the mine? Explain with examples.

12. One witness compared the Chilean mine rescue to a reality show. Do you agree with this comparison? Support your answer.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Dragons’ Den: All Student Special

DVD

Suggested for Unit 4

Video 3

Handout DVD 3

Before Viewing 1. Check three characteristics you think that are most important in making a convincing business proposal. Compare your answers with a classmate and explain the reasons for your choices. Determination Product knowledge Condence Personal image

Eye contact Using client name Product presentation Humour

Facts and gures Testimonials Other: _______________

While Viewing Read Question 2 before you watch the video. Then, watch the video and complete the chart. 2. Complete the chart with the information about each student participant. Deal 1 a. Name and age

Deal 2

Daryn Pancer and Cole Zeldin, 14 years old

b. Product

Nud Fud (healthy snacks)

c. The ask

$20,000 for 20% equity in company

d. Company worth

$300,000

e. Product information and selling features

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Name: ___________________________________________ Date: ________________________ Group: ___________

Dragons’ Den: All Student Special

DVD

Suggested for Unit 4

Deal 1

Video 3

Handout DVD 3 cont.

Deal 2

f. Product information and selling features cont.

g. Offer

h. Counter offer

i. Reason for deal or no deal

After Viewing 3. Reread your answer to Step 1. Which of the two student presentations demonstrated the most characteristics of a convincing business proposal? Did you agree or disagree with the Dragons’ decision? Explain.

Reproduction permitted © Chenelière Education Inc.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Borrow a Stereotype

DVD

Suggested for Unit 5

Video 4

Handout DVD 4

Before Viewing 1. What adjectives do you associate with the term “stereotype”?

2. Why do you think it is difcult to change stereotypes? Explain.

While Viewing Read Questions 3 to 6 before you watch the video. Then, watch the video and answer the questions. 3. What is “the living library”?

4. What is the purpose of the living library?

5. Match the book title to the discussion that is shared. 1. Homeless Book

a. domestic violence

2. Overweight Book

b. pimples, other difculties

3. Teenage Book

c. diets, sports

4. Feminist Book

d. public rejection, survival skills

6. Identify two ways that people’s perceptions about stereotypes changed as a result of this project.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Borrow a Stereotype

DVD

Suggested for Unit 5

Video 4

Handout DVD 4 cont.

After Viewing 7. Do you think that a living book is more powerful than a paper book? Support your answer with examples.

8. Which kind of living book would you like to borrow? Explain.

9. Discuss with a classmate: In a living library context, who do you think is pushed further out of their comfort zone, the borrower or the book? Take turns supporting your answer with reasons.

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Extra Reading Handouts Extra Reading Handouts Handout

1

“True Idol” by Nancy Fitzgerald

Unit 1

ER 1

2

“Talking to David Shamoon” by Phil Brown

Unit 2

ER 2

3

Aung San Suu Kyi

Unit 3

ER 3

4

Your Closet, Your Challenge

Unit 4

ER 4

5

An Excerpt from Chapter 24 of by Elizabeth Stewart

Unit 5

ER 5

“What If?” by Heather Grace Stewart

Unit 6

ER 6

6

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n Extra Reading Handouts

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Name: ___________________________________________ Date: ________________________ Group: ___________

It’s All in Your Head!

Unit 1

Extra Reading

Handout ER 1

True Idol By Nancy Fitzgerald

James Durbin isn’t your run-of-the-mill rock star.

Tourette’s would disappear. “Whatever I’m feeling,

On season 10 of

I can put in into a guitar or a microphone and put it

, he wowed the

crowds and lit up the phone lines with everything from the Beatles to Aerosmith, from Elton John to Muddy Waters. And although he was eliminated in the seminals, he came home to a hero’s welcome in Santa Cruz, California, where more than 30,000 fans turned out to greet him. It was the rst time a fourth-place nisher on

was honored with

a parade.

Like James, kids who have Asperger’s or Tourette’s have interests, dreams and goals. They want to be social. Unfortunately, it’s often hard for them to make friends. Maybe some kids in your school or neighborhood have Tourette’s or Asperger’s. Here are explanations of each of those conditions.

When James, 22, belted out Paul McCartney’s classic “Maybe I’m Amazed” on

on stage and escape to another world,” James says.

, he sang from

the bottom of his heart. After all, nobody was more amazed then he was. As a kid who grew up with Asperger’s and Tourette syndromes, James really was surprised to have come so far. That’s because both of those medical conditions make it extremely challenging to be a public gure. On top of that, while he was growing up, many of his peers—and one teacher—disparaged him because of these syndromes. Tough Growing Up

Asperger’s is a mild form of a condition called autism. “It’s another way of thinking,” explains Walter Kaweski, author of . “It’s a neurological disorder—the way the brain is wired is just a little different for these kids.” They’re as smart as other kids, but they face these three big challenges. It’s hard to make friends. For kids with Asperger’s, it’s difcult to share in other kids’ interests or respond to their emotions. It’s not that they don’t want to, it’s just that Asperger’s prevents them from doing so.

“Everyone around me growing up saw me as weird or an outcast,” James says. “They‘d ask, ‘Why are you making those faces?’ And one of my teachers in high school told me that I wasn’t going to amount to anything.” On

, James proved that teacher—and the kids

It’s hard to communicate. Kids with Asperger’s have a hard time tuning into body language, like shrugged shoulders or raised eyebrows. Also, they may not understand gures of speech, like “It’s raining cats and dogs.” Here’s

who teased him—wrong. During performances for

an example. Say a classmate does the following to

the show, the symptoms of his Asperger’s and

a kid with Asperger’s: He rolls his eyes, then says,

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It’s All in Your Head!

Unit 1

Extra Reading

Handout ER 1 cont.

“Nice shirt.” The kid who has Asperger’s may

inappropriate language, such as curses and

think his classmate is giving him a compliment.

ethnic slurs. The one thing that all TS tics have in common: they are impossible to control.

It’s hard not to get stuck on favorite topics. Often a person with Asperger’s will get focused on

Are there any treatments for TS?

topics that he or she really likes, and have difculty

Sometimes, medicine helps people suppress their

talking about other things. So while you and your

tics or makes the tics less severe. And counseling

friends may be chatting about the soccer game

can help some people with TS cope with the

you just played, your friend with Asperger’s may

problems they face. But the most effective

talk only about Harry Potter, or meteorites, or cars.

treatment seems to be doing something fun.

Like Asperger’s, Tourette syndrome (TS) starts in

“People do their tics when they are under stress,”

the brain’s wiring. It causes people to have tics—

says Brad Cohen, a second-grade teacher and

movements like shaking their head or sounds like

author of .

loud squeaks or noises. “People are born with Tourette’s,” says Judit Ungar, president of the

“When they’re concentrating on what they like

Tourette Syndrome Association. “They wouldn’t

to do, kids nd that their tics often disappear.”

choose to have their tics, and they can’t stop themselves from having them.” Here are answers to three common questions about Tourette’s: How do you get Tourette’s?

Which brings us back to James Durbin. Auditioning for season 10 of

was daunting for

him, especially because he had tried three years earlier and was rejected. But James never gave up, and he followed his dream of performing. Now

Scientists think that it is an inherited condition, and boys are three times more likely to be affected than girls. Usually, symptoms of TS begin in early elementary school and become more severe during the teenage years.

he has legions of fans, many of whom are aficted with Asperger’s or Tourette’s. These fans have reached out to James. “I get lots of letters, emails, Facebook messages, and tweets from them,” he says. “It’s been great

What kinds of tics do people with TS have?

and humbling. It feels good that I’m not only living

Tics can range from simple forms—repeated eye

my dream, but I’m also inspiring people. It feels

blinking, shrugging, snifng or grunting—to

good to be a voice for kids and young adults who

complex combinations like grimacing and head

are scared to speak up about Asperger’s or

twisting. Only about ve percent of people with

Tourette’s.”

TS experience coprolalia—involuntary use of

From

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, November/December 2011, pp. 4-6.

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It’s All in Your Head!

Unit 1

Extra Reading

Handout ER 1 cont.

Before Reading 1. Have you ever been teased by someone? Explain and give details about how you felt.

While Reading 2. Read the article “True Idol.” Circle the symptoms of Asperger’s syndrome and underline the symptoms of Tourette syndrome. After Reading 3. What does the expression “run-of-the-mill” mean?

4. Why are people with Asperger’s and Tourette syndromes often rejected by peers? Explain.

5. When do the symptoms of Tourette syndrome become the most serious?

6. What can be done to calm the tics from Tourette’s?

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Handout ER 1 cont.

7. How does James Durbin feel about all the positive attention he’s been getting since being on ?

8. Can you think of someone who overcame a difcult medical situation and inspired you? Give details about this person’s challenge and explain how he or she overcame it.

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Behind the Scenes

Unit 2

Extra Reading

Handout ER 2

Talking to David Shamoon By Phil Brown

The lm

, nominated for an Oscar for

optioned the rights to the book personally and

Best Foreign Film, is a holocaust story, but one

then I spent a year writing a spec script with no

never told before. It’s about a Polish thief named

one attached.

Leopold Socha who used the labyrinth of sewers under Lvov for his dirty dealings until Jews began

How were you able to get it in the hands of

to be shipped out of Poland. Socha transformed

producers?

the lthy underground to a hiding place for a group of Jews. It is a story of humane heroism told with complex characters rather than squeaky clean Hollywood stereotypes.

Well, you know, just sheer will. I basically sent it to a few producers. In fact, there was a well-known director and producer brought on board in Hollywood who wanted to do it. But I really felt

First-time screenwriter David F. Shamoon started

that it was something that I didn’t want

work on the lm in his Toronto ofce almost a

Hollywood-ized. That was my greatest fear.

decade before it hit the screen. Below, we chat

So I came across the producers Eric Jordon and

with the talented writer about his powerful lm.

Paul Stevens.

I heard this project started with a newspaper

This is in Canada?

article. Could you tell me a little bit about that?

That’s right. They loved the script, came on as

Yeah, it was actually one line out of a newspaper

producers and serendipitously had worked with

article describing a book by the historian Sir

Agnieszka Holland, the producer, before. She

Martin Gilbert called

reacted very positively but she said “no.” She

. One sentence

stuck out that said, “A Polish Catholic thief hid a

actually said “no” twice. I think the main reason

group of Jews in the sewers of Lvov during the

was that she didn’t want to go to that place again.

holocaust.” I instantly thought, “There is an

She’d already done two hugely acclaimed lms

incredible story in there.” I mean, why would

about the holocaust [

someone do that? I got in touch with Gilbert and he pointed me toward a book called by Robert Marshall. Socha is not even the

and

]. But, I kept on her. You know, we’d meet every once in a while and kept in touch. Then nally she agreed, but she was still uncomfortable

protagonist of the book and there’s not much

making it in English. We wanted it in English, so

known about him, but I knew I wanted to write a

we tried to convince her that it would be best, but

lm about him because he was the most interesting

she really couldn’t wrap her head around that. At

character. The story had everything going for it.

a certain point she even said, “If you want to make

It had drama, suspense, tragedy, romance, and

it in English good luck to you, but I’m not going to

even a little comedy. It was just irresistible. So I

do it.” We really did feel that she was the one to do

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Behind the Scenes

Unit 2

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Handout ER 2 cont.

it and eventually we went back to her and agreed

that was enough. It was an extremely difcult

to do it subtitled.

shoot. It was freezing. You know, we live in Canada and Canada has nothing on Germany during the

What made you choose her before there were even producers involved? I was a great admirer of her work. First and

winter, let’s put it that way. I think everyone who was involved would all agree that it was the most difcult lm that they’ve ever worked on.

foremost she’s a master storyteller. But what also appealed to me was her ability to take very

What was the experience like to nally see it up

complex characters who have both good and bad

on the screen?

in them and somehow make us, the audience, feel for them.

Well, as a screenwriter you always dream that your images are going to be up on the screen and

It’s interesting that you say that because that’s

in this instance they really exploded onto the

one of the things that I admired about

screen. I was just stunned. It was magnicent.

. It would have been very easy to

What they did with the cinematography and the

sentimentalize some of the characters, but you

design was just amazing. You know the cinema-

never did. Was that important to you?

tographer Jolanta Dylewska won a Camerimage

Very, very important. There have been a lot of lms made about the holocaust and in some of the less well made ones there are really cardboard

award. That’s the top cinematography award in the world. Is anyone who actually lived this story still alive?

characters, especially the Jews who are generally presented as really nice and sweet victims. That’s

Yes, there’s one survivor left and we screened

something that, as a Jew, really turned me off.

the lm for her in New York in a rough cut. I was

To me it was very important to show them as full

terried. She was sitting next to her husband

human beings rather than cardboard cut-outs

during the screening and was whispering to him

that we normally associate with Jews in holocaust

in Polish, which I do not speak. So I’m thinking to

lms. So yeah that was very important to me and

myself, “She must absolutely hate this lm.” I just

thank heavens it was also very important to

wanted to get out of there. But at the end the

Agnieszka.

lights come up and she’s just bathed in tears. She

Did you spend any time on the set? The sewer stages they created were remarkable. Yes, it wasn’t for very long because our budget was so tight. No one could pay for anything. So I spent a few days there and thank you very much

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said, “That is how it was.” Those words were so important to me and to us because I think that made me feel that we had really succeeded in capturing the spirit of the thing. From 2012.

, www.toromagazine.com, February 20,

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Behind the Scenes

Unit 2

Extra Reading

Handout ER 2 cont.

Before Reading 1. How do you think screenwriters choose stories for their lms? Explain.

2. Have you seen any movies about the holocaust? Name them.

While Reading 3. Read the interview with Canadian screenwriter David Shamoon. Underline the challenges that were encountered while making the lm . After Reading 4. True or false? In the book called

, Socha is the main character.

5. Name the elements that David Shamoon says a story needs in order for it to be worth using for a lm.

6. What was the main reason that David Shamoon chose to work with producer Agnieszka Holland?

7. Complete the following sentence: The movie was lmed in (language).

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(language) and subtitled in

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Behind the Scenes

Unit 2

Extra Reading

Handout ER 2 cont.

8. What do you think David Shamoon means by the expression “cardboard characters”? Explain.

9.

How did David Shamoon know that he succeeded in portraying the holocaust?

10. If you were a screenwriter and wanted your lm to touch viewers’ hearts and capture their attention, what topic or story would you choose? Explain.

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Conict and Courage

Unit 3

Extra Reading

Handout ER.3

Aung San Suu Kyi Aung San Suu Kyi, a member of parliament in

the streets, and thousands of people were killed

Burma and a political activist, has spent her life

by security forces.

trying to bring peace and democracy to her country. As a member of the National League for Democracy party, which has won the support of the people but has been put down by the military until recently, Suu Kyi was not able to stand for election until 2012. She spent most of the last two decades under house arrest, and she has become an international symbol of peaceful resistance.

As the daughter of the leader of independence, Suu Kyi could not stand by and say nothing. She led the revolt against the military government’s dictator, General Ne Win. She was inspired by the peaceful campaigns and protests of civil rights leader Martin Luther King Jr. and non-violence advocate Mahatma Gandhi. Suu Kyi modelled her campaign for peaceful democratic reform on their

Aung San Suu Kyi is the daughter of Burma’s

methods. She travelled across Burma, spreading

independence hero, General Aung San. He was

her message of reform and calling for free

assassinated in 1947 when Suu Kyi was only two

elections. But the military staged another coup,

years old, just months before the country declared

suppressing the protests with brutal violence.

independence as a democratic republic in 1948.

Again, the army seized power, and Burma declared

As a teenager, Suu Kyi lived in India, where her

martial law in 1989. Suu Kyi was immediately

mother, Daw Khin Kyi, served as Burma’s

placed under house arrest.

ambassador to Delhi. Two years after they left

Burma’s government called for national elections

Burma, the army took power, and Suu Kyi’s country

in 1990, and Aung San Suu Kyi’s National League

has been controlled by the military ever since.

of Democracy party won in a landslide vote. But

In 1964, Aung San Suu Kyi went to Oxford University in England, where she met her future husband, Michael Aris. She studied philosophy, economics, and politics. She worked in Japan and Bhutan for a while, before moving back to England with her husband and their two children. But when her mother became ill in 1988, she went back to Burma to take care of her. When she

the military government ignored the result, and continued to hold power. Suu Kyi remained under house arrest for six years. During that time, she was awarded the Nobel Peace Prize in 1991 for her efforts to bring democracy to Burma. Her country had become poor thanks to the economy being under military control, and the people continued to long for democratic reform.

arrived in Burma, she was faced with enormous

During the next several years, Aung San Suu Kyi

political unrest. Pro-democracy protesters took to

was again placed under house arrest many times.

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Conict and Courage

Unit 3

Extra Reading

Handout ER 3 cont.

She was arrested for trying to travel and for

because many of the politicians there took

having visitors from other countries. She was kept

government jobs. Aung San Suu Kyi and the

in solitary connement at the beginning of her

National League for Democracy sprang into action

time under arrest. She was not allowed to leave

and ran for those seats in parliament. They ran

Burma to see her husband or her two sons in

for election even though they thought they would

England for the entire time that she was under

probably not be allowed to take those seats once

house arrest. Her husband, who was still in

they were elected. It was not surprising that her

England, became very ill, and died of cancer in

party won 43 of the 45 available seats. The people

1999. Just before his death, the military offered to

had spoken. Amazingly, the military allowed the

let her visit him. She refused, afraid that they would not let her back into Burma. Her house arrest nally ended in November 2010, and her son, Kim Aris, was allowed to come to Burma to visit her. He had not seen his mother in 10 years.

pro-democracy winners to take their oaths and join parliament. After decades of ghting peacefully for democratic reform and free elections, Aung San Suu Kyi was nally allowed to take her rightful place as the leader of the opposition in the Burmese government. In her words, the

In 2012, the Burmese government decided to hold

Burmese people were “at the beginning of a

elections. There were seats available in parliament

road,” the road to peace.

Before Reading 1. Do you think protests are more effective if they are peaceful or violent? Explain.

While Reading 2. Read the biographical article about Aung San Suu Kyi. While reading, underline Aung San Suu Kyi’s accomplishments. After Reading 3. What do Aung San Suu Kyi and her father have in common?

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Conict and Courage

Unit 3

Extra Reading

Handout ER 3 cont.

4. What was Aung San Suu Kyi’s inspiration for her peaceful democratic reform?

5. Were the national elections in 1990 a success for Aung San Suu Kyi’s party? Explain.

6. How did the military government respond to Aung San Suu Kyi’s peaceful democratic reform?

7. Why wouldn’t Suu Kyi visit her husband while he was ill?

8. In the 2012 elections, what did the National League for Democracy fear?

9. Do you think it was worth years of house arrest for Suu Kyi to achieve democracy in Burma? Explain your opinion.

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Marketing Mainstream

Unit 4

Extra Reading

Handout ER 4

Your Closet, Your Challenge People express their individuality in many ways, but one of the most common ways for teens to say “This is who I am” is through the clothes they wear. From the mainstream to the wild and crazy, young people buy clothes that they think will make them look cool, or help them t in with a particular crowd, and they buy them in huge quantities. But do you really own your look, or does the fashion industry own you? Fashion advertisers will do just about anything to get teens to buy more clothes, new clothes, the right clothes—their brand of clothes—and teens do, spending much of their income on new clothes every month. Yet those same teens open their closets every day and say, “I have nothing to wear!” Disposable Income, Disposable Clothes Sadly, that “nothing to wear” is a big part of the reason why Canadians produce a whopping seven kilograms of textile waste per person every year. Textile waste makes up four percent of the trash clogging up Canada’s landlls. The trend of “disposable” clothing is only getting worse, with stores selling high quantities of cheaply made clothes to fashion-hungry teens who ll their closets season after season with stuff they might only wear once. It turns out that when you buy into the fashion industry’s marketing mainstream, it affects far more than your wallet. And it isn’t just the waste that ends up in landlls: it’s also the amount of resources used every year to produce all that clothing, much of which just hangs in closets with the tags still on. So, how do you, the teen consumer, reconcile the need for new clothes every year with the effect it has on the environment? Most of the clothing companies that market to teens don’t want you to think about that unless it means that you’ll buy

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their clothes while you participate in their “green” campaigns. Break the Cycle There are certainly more and more environmentally friendly clothing producers cropping up, and they can be part of the solution. The real solution, however, is to break the consumerism cycle. There’s a challenge sweeping through communities all over North America and Europe, called the “No New Clothing Challenge,” and if you’re a teen who loves to shop until you drop, it’s a tough challenge to complete. Can you give up buying low-quality, cheap clothes that take enormous quantities of precious resources to produce? It turns out that you can buck the marketing trend and still look good. And believe it or not, some of the most trendy people in the fashion blogging world have jumped on the No New Clothing bandwagon. In fact, one of them decided to do it for an entire year! Fashion blogger Lily Silverton was sick of the way the industry encourages cheap production and overspending, and she worried about the effect of all that disposable clothing on the environment. So she decided to shop only in second-hand clothing stores and refashion the clothes she already had in her closet. (No, she didn’t do this with underwear and socks. They are exempt from the challenge, for obvious reasons!) Since Silverton already liked vintage clothing and could sew her own clothes, that part of the challenge wasn’t very difcult for her. She nished the challenge with a new perspective on what it means to really nd your own style and be an individual, and she vowed to be more conscious of her environmental impact for future purchases.

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Marketing Mainstream

Unit 4

Refashion, Repair, Recycle! Others who have taken on the No New Clothes Challenge decided to forego buying any clothing at all and learn to repair or refashion what they already have. One blogger made two identical dresses, one to wear and one to wash, and accessorized them all year with what she already had, with a different look every day. Another blogger gave herself a budget of $365 for the year, buying one item for one dollar every day at a thrift store and making something different out of it. The refashioning trend is everywhere on the Internet. You can do anything from making different types of clothes out of T-shirts to reworking fashions you normally wouldn’t be caught dead in, changing just a few things to make them trendy again. Even if you don’t know how to sew, there are plenty of ways to change up your look that don’t require a lot of skill or time, from using natural clothing dyes to just removing a collar or adding different buttons or laces. Websites like Threadbanger give tips on how to take your purchases and make them work for you. Clothes for Thrifty Guys Silverton notes that a lot of guys don’t really see a whole year without any new clothes as a challenge, because they don’t buy clothes as often as girls do. Guys can still benet from taking the challenge, though, for as long as they can hold out.

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Extra Reading

Handout ER 4 cont.

Second-hand clothing stores, especially in cities, are great places to nd fashionable men’s clothing that might ordinarily be too expensive to buy new, but is still in good condition. Friperies and charity stores are full of racks of T-shirts, sweaters, jeans and shoes that have only been worn a few times, at bargain prices. Your wallet will thank you, and so will the environment: if every person buys even one second-hand wool sweater a year, that saves about 1,135 million litres of water used to produce new sweaters, not to mention hundreds of tonnes of chemical dyes that end up polluting the earth. Fashion Finders A simple Internet search will help you to nd consignment and thrift stores in your area. Some of them carry high-end brands of clothing, while others have just the basics. You can also organize clothing swaps with your friends. Go shopping in each other’s closets, and you just might nd that the clothes you haven’t even worn once look great on someone else. No matter what you nd, with a little xing up, you can create your own look, another benet of taking on this challenge. When you create your own style, you take control of your own look, instead of letting the mainstream fashion marketing machine tell you how you should look. Pair that with the benets to the environment, and you have the makings of an eco-fashion revolution, starting with your very own closet!

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Marketing Mainstream

Unit 4

Extra Reading

Handout ER 4 cont.

Before Reading 1. What do you do with your clothes when they are out of fashion or don’t t you anymore? Explain.

While Reading 2. What are two side effects of the fashion industry on the environment?

3. How can clothing producers participate in protecting the environment?

4. What is the No New Clothes Challenge? Explain in your own words.

5. List different ways people can refashion their clothes.

6. Apart from saving the planet, what is another benet of taking on the No New Clothes Challenge?

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Marketing Mainstream

Unit 4

Extra Reading

Handout ER 4 cont.

After Reading 7. After reading the article “Your Closet, Your Challenge,” which steps would you be willing to take in order to reduce your environmental impact? Explain.

8. Do you agree or disagree that the fashion industry inuences the way consumers think they should look? Support your opinion with examples.

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What Would You Do?

Unit 5

Extra Reading

Handout ER 5

An Excerpt from Chapter 24 of By Elizabeth Stewart

, by Elizabeth Stewart, is the ctionalized story of a real event, the only recorded lynching on Canadian soil. On the night of February 27, 1884, a lynch mob of nearly one hundred American settlers came from the Washington Territory into British Columbia, Canada to seize Louie Sam, a teenage member of the Stó: l¯o First Nation, from lawful custody. They hung him, claiming he was guilty of murdering one of their townspeople. Two teenagers, George Gillies and Peter Harkness, accompanied their fathers in that lynch mob and witnessed the hanging. In this passage, George realizes that he needs to honour the memory of Louie Sam and reveal what he discovered about the murder. It’s not easy, however, to tell the truth, especially when the girl you love asks you to keep it a secret.

I have not forgotten that at the moment I laid eyes on Father outside the Nooksack Hotel yesterday morning, I was on my way to see Mr.

Mr. Hopkins? Weren’t they misled by Mr. Osterman, just as much as the rest of us were? My head is so full up with thinking that I am not

Clark, the detective sent by the Dominion

aware that Abigail is waiting for me at the gate to

Government to investigate the hanging of Louie

Stevens’s sawmill up ahead until I am almost upon

Sam. I make a vow to myself that I will nd him

her. We fall in walking together toward school,

this morning to tell him what I know. But I’m

Abigail holding her school books up against her

afraid of how Mr. Osterman might get back at

front like she might need them for protection.

Father and me if I tell Mr. Clark what happened

“How was the dance?” I ask her.

that night, knowing as I now do what a villain Mr.

“I wouldn’t know.”

Osterman is. He tricked the men of Nooksack into

“What do you mean?”

executing an innocent boy. I wish I’d listened to my

“When Mr. Pratt started up his ddle, Mrs. Bell

niggling feeling the night Louie Sam died. Maybe

and Pete’s pa were the rst ones on the dance

some of those men would have listened. But all I

oor. My ma made Pa take me and my little

can do for Louie Sam is speak up now.

sisters directly home.”

I quicken my pace. I have no patience this

“From the way Mrs. Bell parades around town,

morning. I’m thinking about exactly what I’m

seems like she and a few others think they run

going to say to Mr. Clark when I nd him. I know

the place,” I remark.

what he wants—the names of those who led the Nooksack Vigilance Committee up the Whatcom Trail to Canada. I have no hesitation naming Mr. Osterman, sure as I am now that he set this

“You’re talking about Mr. Osterman, aren’t you?” she says. That throws me a little. What does Abigail know about Mr. Osterman?

whole tragedy in motion. I have my suspicions

“What makes you say that?”

about Dave Harkness being in on it, too. But what

“Everybody knows what the Indians are saying

about Mr. Moultray and Mr. Breckenridge and

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about him killing Mr. Bell.”

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What Would You Do?

Unit 5

“Do people believe it?”

Extra Reading

Handout ER 5 cont.

She’s got me in a corner. It’s one thing to work

“’Course not.”

up my own courage to do the right thing and tell

“Do you believe them?”

what I know, but a promise is a promise.

A rare occurrence happens. For several moments, Abigail says nothing at all. When she nally speaks, it’s without her usual spit and re. “If I tell you something, you promise to keep it secret?” she says. “I promise.” “The morning that Mr. Bell was murdered, Pa saw Mr. Osterman with the Indian boy. They were walking out of town, toward Mr. Bell’s place.” I can’t believe Mr. Stevens has kept this to himself all this time. “What were they doing? Were they talking? Were they arguing?” “They weren’t ghting or talking. They were just walking. But here’s the thing.” “What?” “Louie Sam wasn’t carrying a rie, at least not that Pa could see. So how did he shoot Mr. Bell?” I’m staggered by this news. It’s exactly the way the Sumas say it happened—Mr. Osterman got Louie Sam to walk with him as far as Mr. Bell’s place to make it look like Louie Sam was the murderer. “Why didn’t your pa tell anybody about it?” I ask. “Same reason nobody says anything out loud. Because they’re afraid of what might happen to them as a result.” “Somebody’s got to stand up,” I say. “George Gillies, you just got nished promising me you wouldn’t say a word!”

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“I won’t say anything,” I tell her. Abigail looks me in the eye. For once she isn’t mocking me or teasing me. She’s dead serious. “The only reason I told you is because I know I can trust you, George.” I’m amazed by how a few nice words from Abigail can make me feel so warm all over. I say, “I gave you my word, and I mean it.” We’ve reached the point in town where the trail widens out to become Nooksack Avenue. Abigail starts down the path toward the schoolhouse. I have another destination in mind. “I’ll see you at school, Abigail.” “Where might you be going?” she asks, all sassy once more. “Never you mind. Tell Miss Carmichael I’ll be along directly.” “I’ll be sure to give her the message,” she says. She’s being sarcastic. I can see we’re back to normal, she and I. “Thank you kindly,” I answer back without batting an eye, pleased with myself that I’m learning to hold my own with her. Abigail gives me a smile as we part ways. With that I set out down Nooksack Avenue, heading for the Nooksack Hotel—wondering how I’m going to tell Carrot Top about what Mr. Stevens saw, without breaking my promise to Abigail. From

© 2012 Elizabeth Stewart.

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Would You Do?

Unit 5

Extra Reading

Handout ER 5 cont.

Before Reading 1. What does

mean?

2. Give your own denition of the word

.

3. Have you always kept your secrets? Do you remember a time where you couldn’t keep a secret? Explain.

While Reading 4. Read the excerpt from . Underline the feelings George has about his secret before and after he speaks to Abigail. Do his feelings change? Explain.

After Reading 5. Reread the rst paragraph of the excerpt from expression synonymous with . Write it below.

and nd an

6. In the third paragraph, the narrator mentions one of Abigail’s character traits. What is it?

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What Would You Do?

Unit 5

Extra Reading

Handout ER 5 cont.

7. Describe Abigail and George’s relationship. Use information from the text to support your answer.

8. Why are people afraid of telling the truth about the unjust murder?

9. What would you do if you were in a situation similar to that of the main character, George? Explain.

10. In a situation such as the lynching of Louie Sam, do you believe the whole mob should be prosecuted or should only the leaders be charged with the crime? Explain.

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Experience Wanted

Unit 6

Extra Reading

Handout ER 6

“What If?” by Heather Grace Stewart

So we’re here together, stuck in commute, on our

What if we tried something different every day—

way to wherever we don’t want to go.

taking a new route, tasting a new food, making the

We’re on the seat beside someone else who’s

rst move, saying the rst sorry?

been somewhere they don’t want to be. It’s hot,

Would that make the commute easier? Perhaps.

and frankly, it’s becoming rather unbearable. But

Perhaps not. This trip is not without pain, loss,

we stay here. We stay stuck in commute.

tragedies that tear our hearts apart.

The ride is over before we even realize we’ve passed our stop. It’s over, just like that, and we barely noticed the breeze, the owers, the faces we loved along the way. We can’t even pick a

What if we packed our bags for the trip of a lifetime, then threw those bags out the window? We don’t need that baggage. We just need open

favorite part.

hearts, open minds, a childlike sense of adventure. We were given the tickets for free. We didn’t even have to pack any bags. We were given a free trip,

Wait, there’s more. Someone who loves you—you

and an indenite amount of time to enjoy that trip.

know the one—needs you to help them get up and

And yet, we complain about the trip all the time.

go. They’ve been sitting on their suitcase. Just sitting there. Now’s the time for you to take them by the hand, pull them up, and remind them their

What if we treated the trip like the gift it truly is?

tickets are stamped: ADMIT ONE (GOOD FOR ONE

What if we were childlike in the way we approached

TRIP ONLY).

it? Like it’s an adventure; like something exciting is waiting around the corner, waiting for us to just

This is it. This is the trip.

open our eyes and nd it was there all along.

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Experience Wanted

Unit 6

Extra Reading

Handout ER 6 cont.

Before Reading 1. How do people complain about their lives? Do you complain about your own life? Explain.

While Reading 2. Read the poem “What If?”. Underline the negative statements and double-underline the positive statements in the poem. After Reading 3. The author talks about a trip where the tickets are free and we don’t even have to pack any bags. What do you think the author means? Explain with examples from the poem.

4. The author uses the word “childlike.” What does childlike mean in the poem and why might it be a good thing?

5. Why does the author suggest we “throw away our baggage”?

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Experience Wanted

Unit 6

Extra Reading

Handout ER 6 cont.

6. Why does the author say we get one trip?

7. What are some ways you could change how you think about your life?

8. Did you enjoy the poem? Yes, because:

No, because:

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Suggested Websites Unit 1 It’s All in Your Head!

2 Behind the Scenes

3 Conict and Courage

4 Marketing Mainstream

5 What Would You Do?

6 Experience Wanted

Task

Page

Website

1

3

http://dpi.wi.gov/sspw/pdf/ sascevanshandouts.pdf

Do some exercises to increase your brain power.

3

7

http://www.cbc.ca/natureofthings/episode/ surviving-the-teenage-brain.html http://www.pbs.org/wgbh/pages/frontline/ shows/teenbrain/

Watch documentaries about the teenage brain.

5

12

http://www.distraction.gov/content/faces/ index.html

Hear stories about distracted driving.

Extra Reading

18

http://www.thinkrst.ca/programs/ hockey.aspx

Learn more about concussion.

3

30

http://science.discovery.com/videos/ james-cameron/

Watch videos about James Cameron and lm technology.

4

31

http://www.thecareerzoo.com/2012/07/ thecareerzoo-com-special-effectsmakeup-artist/

Watch a video about a special effects makeup artist’s career.

5

34

http://www.vicarmstrong.com/interviews/ sky-news-interview-dangermen-in-danger

Read how computer-generated imagery is changing the movie industry for stunt performers.

3

46

http://www.phac-aspc.gc.ca/publicat/ oes-bsu-02/teens-eng.php

Learn about ways teens can cope with stressful situations.

4

50

http://www.youtube.com/ watch?v=SyPBTblkzBI&feature=related http://www.imdb.com/title/tt1542344/

Listen to Aron Ralston tell the story of his ordeal. Watch the trailer of .

5

53

http://www.history.com/topics/martinluther-king-jr/videos#martin-luther-kingjr-leads-the-march-on-washington http://www.washingtonpost.com/wp-srv/ special/lifestyle/mlk2011/memories/

Watch videos about Martin Luther King Jr.

2

64

http://www.pbs.org/wgbh/pages/frontline/ shows/cool/

Take a look at the marketing of popular culture to teenagers.

4

70

http://www.independent.co.uk/news/ media/advertising/the-teens-taking-onthe-airbrush-7712281.html

Read how the new generation does not want to be inuenced by airbrushed models.

Extra Reading

77

http://www.biography.com/people/stevejobs-9354805?page=2

Read a biography of Steve Jobs.

5

92

http://heroicimagination.org/welcome/

Read about Dr. Zimbardo’s Heroic Imagination project, which encourages people to be everyday heroes.

6

96

http://abcnews.go.com/WhatWouldYouDo/

Watch episodes of the television series

Extra Reading

98

http://jodipicoult.com/my-sisters-keeper. html#excerpt

Read an excerpt from about the ethical decision a teen makes to help her sick sister.

3

106

http://volunteer.ca/home

Learn about the latest volunteering opportunities and trends across Canada.

5

111

http://www.classaoat.com/

Read more about the program.

Extra Reading

117

http://cwy-jcm.com/apply/yla/ volunteer-testimonials/

Read about teens’ experiences with Canada World Youth programs.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Gerunds and Innitives Question Words

Unit 1

Grammar Quiz 1

Handout Q 1

A. Complete the sentences with the gerund or innitive form of the verbs in parentheses. 1.

while

is very dangerous. (text, drive)

2. I want the trivia game because I enjoy the brain and how it works. (play, learn) 3. Marie-Catherine decided brain. (write)

about

about how lack of sleep inuences the

4. If you want a safe driver, avoid risks while behind the wheel. (be, take)

unnecessary

5. Camille nished

for the test late last night. (study)

6. Teenagers need

risks and parents should encourage them new things. (take, try)

7. Imagine exercises! (improve)

your brain power just by doing simple brain training

8. Jason plans this summer and hopes apartment close to school. (move out, nd) 9. You can choose

an

any factor that inuences the brain. (research)

10. It isn’t too late to start

on our production studio. (work) /15 points

B. Write a question that corresponds to each underlined answer. Use the correct question word. 1. The human brain weighs approximately 1400 grams.

2. The left hemisphere of the brain is associated with language development.

3. Neuroscience is the study of the brain and the nervous system.

4. There are ten objects in the memory game.

5. Adults can understand teenagers better by learning about the changes in the teenage brain.

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Comparatives and Superlatives The Passive Voice

Unit 2

Grammar Quiz 2

Handout Q 2

A. Complete the sentences with the correct form of the comparative and superlative adjectives in parentheses. 1. Viral videos are often

(popular, comparative) mainstream

and television movies although they are not

(professional,

equality) either. Viral videos may become

(protable,

superlative) type of movies. 2. Many true movie lovers feel that watching a movie in a home theatre is (satisfying, negative superlative) movie experience. Home theatre screens are

(small, comparative) screens in a

movie theatre. The experience is not

(enjoyable, equality)

going to a drive-in cinema. 3. For foreign-language audiences, a translated movie is certainly to understand

(easy, comparative) the original but the

translation is often

(accurate, negative comparative).

A sub-titled version is

(good, superlative) choice. /9 points

B. Complete the text with the passive form of the verbs in parentheses. 1

Movie star Karine Vanasse (born) (see)

2

rst

in Drummondville, Québec. She

on TV in

. Her acting career took off 3

in 1998 when she (choose) 4

Then, she (cast)

to co-host the show

in several series such as 5

. Movie critics (impress) such as

and

by her performance in lms 6

, which (direct)

Charles Binamé, and

7

, which (write) 8

Villeneuve. As a result, she (nominate) 9

American TV audiences (introduce) in

.

10

. They (thrill) 11

in a new TV series,

by

by Denis

for several acting awards.

to Vanasse when she appeared

to hear that her acting skills (display) . /11 points

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Simple Past and Past Continuous Direct and Indirect Speech

Unit 3

Grammar Quiz 3

Handout Q 3

A. Complete the text with the simple past and past continuous of the verbs in parentheses. 1

Last year (be) 2

year, he (be)

a tough year for Nelson. At the beginning of the school 3

proud because he (take) 4

English, math and science classes. However he (feel) 5

negative) 6

advanced

that he (have,

enough time to study. In addition to his classes, he (have) 7

a big role in the school play. He also (play)

indoor

soccer every weekend. 8

One day while Nelson (play)

10

his ankle. After this, he (become) 11

9

soccer, he (break) depressed. He (drop out) 12

of the school play and his grades (begin)

Fortunately, Nelson (nd)

13

to fall.

the courage to see the school psychologist.

In just a few weeks, the psychologist (teach)

14

him helpful coping 15

strategies and relaxation techniques. He (learn)

how to have more

balance in his life. This year, the school year is off to a great start! /15 points B. Rewrite the sentences in direct or indirect speech. 1. Hannah said, “I often see old people looking for food in garbage cans.”

2. She explained that she felt so sorry for the old people that she wanted to help.

3. Hannah said that she visited shelters and spoke at schools to raise awareness.

4. The local newspaper reported, “Hannah sees homeless people as real people.”

5. Hannah stated, “The fund-raising campaign is going very well and has many donors.”

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Grammar Quiz 4

Handout Q 4

Present Perfect A. Complete the text with the correct form of

.

Ben and Noah were best friends when they started high school. They (do) 1

2

everything together. They (like)

the same clothes, movies, music and sports. They (argue, negative) 3

much and they thought they would be best friends

forever. But now, they no longer share the same tastes and interests. When the two 4

boys started high school, Noah (care, negative) about sports but now he plays on the school volleyball team. Ben (play, negative) 5

a musical instrument but now he’s in the school band. 6.

The boys just aren’t as close as they (be) 7

Ben, “(we, share)

Noah asked

the same interests? What happened?” /7 points

B. Complete the sentences with the present perfect of the verbs in parentheses. 1. Music and fashion (have)

a major effect on the mainstream.

2. For years, trends (inuence)

teens’ choices.

3. Many young people (accept, negative)

the mainstream.

4. Since social media and smart phones (become) popular, teenagers with alternative styles can connect with thousands of other young people like them. 5. (nd, you)

a group or style that suits your personality? /5 points

C. Complete the text with the simple past or present perfect of the verbs in parentheses. 1

Marketers (target) 2

teen consumers for decades. Why (they, be)

so anxious to attract teens? It’s simple: the youth market is very 3

lucrative. In the past, most teens (receive) (change)

4.

an allowance, but that 5

Many teens (decide)

money by working. Previous generations (spend) 7

studying and (have) 8

6

to earn

more time

more time for family. (marketers, give)

teens more freedom of choice or less quality time? /8 points

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Sentence Adverbs Unreal Conditional Sentences

Unit 5

Grammar Quiz 5

Handout Q 5

A. Place the adverbs in the categories below. certainly • denitely • maybe •most likely • perhaps • possibly • probably • surely • undoubtedly • unquestionably Really Strong Chance

Reasonable Chance

So-So Chance

/5 points B. Combine the prompts to form unreal conditional sentences. Use

.

1. see an accident / help 2. meet celebrity / be thrilled 3. can y a plane / go to Hawaii 4. win the lottery / buy a race car 5. move / miss my friends /10 points C. Write questions using unreal conditionals to t the answers. 1. I would jump out of a plane if I had a parachute.

2. She wouldn’t eat an insect if someone gave her ten dollars.

3. They would sing a song in public if they had to.

4. He wouldn’t swim with a shark if he were paid!

5. I wouldn’t steal something if someone asked me to.

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The Future Prepositions

Unit 6

A. Complete the text with the

Grammar Quiz 6

Handout Q 6

form of the verbs in parentheses. 1

Otmane: Hey, Idriss, what (you, do) 2

Idriss: My uncle (open)

a new Maghreb grocery 3

store in June, so I (stock)

the shelves all summer. 4

Toky: Lucky you! At least you (make) 5

I (look)

this summer?

money.

for work soon.

Otmane: I (go) look for a job. Do you want to come with me?

6

to the shopping centre tonight to /6 points

B. Complete the text with the

form of the verbs in parentheses. 1 there?

Toky: Sure, what time (you, go)

2

Idriss: Wait a minute, guys. Maybe my aunt and uncle (need) 3

more help at the store. Perhaps (they, give) Otmane: (they, mind)

4

you a job.

if you work with your friends?

Idriss: Are you kidding? The more the merrier! /4 points C. Underline the correct preposition in each sentence. 1. Duane and John have been delivering newspapers (during / for) ve years now. 2. Eden babysits (to / at) her neighbour’s house twice a week (after / from) school. 3. Annabelle will be working (from / since) 5:00 p.m. to 11:00 p.m. (at / on) Friday and Saturday nights. 4. When Maureen has nished taking the dirty dishes (in / into) the kitchen, Mr. Genessee wants to see her (at / in) his ofce. 5. Christopher has an interview (to /at) the garage (at / in) 6:00 p.m. (at / on) Monday. /10 points

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C1 Interacts Orally in English

Self-Evaluation Log

Handout SEL 1

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I use English at all times. Participation in oral interaction

I contribute throughout interaction. I react to and build on what others say. My ideas are pertinent.

Content of the message

I develop and support my ideas. I build on the ideas of others.

Articulation of the message

Strategies and resources

I don’t hesitate when I speak. I can integrate the grammar and vocabulary I learn. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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C2 Reinvests Understanding of Texts

Self-Evaluation Log

Handout SEL 2

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I understand texts I read. Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Strategies and resources

I understand texts I listen to. I understand texts I view. I share what I understand with others and adjust my understanding if necessary. I can select relevant ideas from the texts to reinvest. I combine ideas from the texts with my own ideas. I understand how to use text features in my work. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3 Writes and Produces Texts

Self-Evaluation Log

Handout SEL 3

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in the writing and production processes

Content of the message

I use all phases of the processes to complete my tasks. My work shows improvement through the phases of the processes. I cooperate with others to give and receive feedback My ideas are pertinent. I consider the audience and purpose. I organize my ideas. I develop my ideas.

Formulation of the message

Strategies and resources

My grammar and syntax are accurate. I can integrate the new grammar and vocabulary I learn. My classmates can understand my messages. I know which strategies help me and I use them. I know which resources help me and I use them to improve my work.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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C3 Writes and Produces Texts

Peer Evaluation

Handout PE

Instruction • Evaluate your classmate’s work. Name of classmate: ______________________________

Criterion

Name of task or project: ______________________________

Doing ne!

Performance

Not bad.

Needs work.

Comment

Date Participation in the writing and production processes

Content of the message

My classmate used all phases of the processes to complete the task. My classmate was open to and integrated feedback from others. The ideas are pertinent. The product is appropriate for the audience and purpose. The ideas are organized. The ideas are well developed and supported. The grammar and syntax are generally accurate.

Formulation of the message

The text reinvests new grammar and vocabulary from the unit. The text is easy to understand at the rst reading.

Production process only

The images, video and/or music enhance the message of the production.

One thing you really like about this product: ________________________________________________________________ One thing that could be improved for next time: _____________________________________________________________ Evaluated by : _______________________________________________ Date: ___________________________________

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Did You Learn?

Unit Reection

Handout UR

Unit number: ____________ Title: _______________________________________________________________________

Instruction • Reect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit.

Language Prompts to help share your ideas • I learned . . . • What did you answer for . . . ? • In my opinion . . . • I think that . . . • I think this because . . . • What’s your opinion? • What do you think about . . . ? • Why do you think that? • That’s interesting. • In text ____ it says . . .

1. Look back at the tasks you completed in the unit. a. Write new words you want to remember.

b. Write something interesting you learned in this unit.

2. a. What was the driving question of the unit (on the opening page)?

b. Answer the driving question.

c.

How did your answer to the driving question change from your predictions at the beginning of the unit?

Share and Reinvest 3. In teams, • Discuss your answers to Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your partners. • Ask your classmates questions. • Elaborate on your classmates’ ideas and experiences.

Set a Goal 4. Write your goal for speaking, listening, reading or writing in the next unit.

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Fluency Accuracy

Articulation of the message*

Content of the message

Participation in oral interaction

C1 Interacts Orally in English

General Rubrics for Competencies

Handout GEN 1

A

B

C

Interacts throughout the discussion, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Discusses the targeted topics in depth, going beyond the obvious AND brings up new ideas or aspects to enrich the discussion.

Discusses the targeted topics in a detailed and relevant manner (e.g. gives examples, negotiates or claries meaning).

Discusses the topics addressed, but mostly on a supercial level (e.g. expresses basic or obvious ideas).

Expresses ideas that are mostly incomplete, repetitive or can apply to any topic (e.g. ; ).

Expresses messages that are not relevant to the topic OR reverts to a language other than English.

Speaks with natural ease and condence when interacting.

Speaks with a certain degree of ease when interacting. Hesitations, although present, rarely interfere with interaction.

When interacting, messages are sometimes choppy/ incomplete and/ or pauses and hesitations sometimes hinder interaction.

Messages are often choppy/incomplete or made up of isolated words. Pauses and hesitations often hinder interaction.

When interacting, expresses messages that are clear but contain several noticeable errors.

When interacting, makes errors that sometimes affect clarity of messages. Messages are understood with some interpretation.

When interacting, makes errors that regularly affect clarity of messages. Messages are understood, or mostly understood, with a lot of interpretation.

When interacting, expresses messages that are clear and contain a few minor errors, if any.

D

E

Expresses messages that are mostly incomprehensible, reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Targeted Language Conventions

Management of strategies and resources**

Type of Error

Selects and manages a variety of strategies and resources effectively to improve oral interaction. Reects on their effectiveness and makes adjustments.

Very Few

Selects and manages appropriate strategies and resources.

Some

Requires some prompting to use strategies and resources.

Many

Uses strategies and resources when told explicitly which to use.

Too Many

Despite prompting, does not make use of strategies or resources.

* For articulation of the message, teachers should target language conventions for the task based on the progression of learning and notions from the unit. ** The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. Note: Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Allot an E if student speaks (well or not) but does not interact with peers.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Selection and use of information/ ideas/language Coherence of organization, combination with own ideas

Management of strategies and resources*

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

C2 Reinvests Understanding of Texts A

General Rubrics for Competencies

B

Handout GEN 2

C

D

E

Shows superior understanding of texts and makes pertinent connections between texts and own experience. Supports others in negotiating meaning.

Shows solid understanding of texts and makes connections between texts and own experience. Negotiates meaning with others and adjusts understanding as needed.

Shows some understanding of texts and makes some links between texts and own experience. With others, negotiates and adjusts understanding.

Shows little understanding of texts. Makes few links between texts and own experience. Relies on others to adjust understanding.

Shows no understanding of texts. Responses are not linked to texts.

Chooses appropriate, accurate and pertinent information/ ideas/language from the texts.

Chooses mostly appropriate, accurate and pertinent information/ideas/ language from the texts.

Chooses some appropriate, accurate and pertinent information/ideas/ language from the texts. Text shows some weaknesses such as: • lacking content or coherence • some inaccurate content • too general or irrelevant • some content is copied from texts

Chooses little appropriate, accurate or pertinent information/ideas/ language from the texts. Text shows many weaknesses such as: • lacking content or coherence • inaccurate content • too general or irrelevant • chunks of content are copied from texts

Information/ ideas/language are inaccurate or invented OR large parts are copied from source texts.

Combines a great deal of information/ ideas/language from the text with own ideas to create a coherent product. Content is effectively tailored to meet audience’s needs.

Combines many ideas/much information/language from the text with own ideas to create a coherent product. Content is suited to meet audience’s needs.

Combines some information/ideas/ language from the text with own ideas. Content generally meets audience’s needs.

Combines few ideas/ little information/ language from the text with own ideas. Content is poorly suited to audience’s needs.

Own ideas are not included or incoherent. Content is unsuited to audience’s needs.

Selects and manages a variety of strategies and resources effectively to construct meaning of texts and carry out a reinvestment task. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

Despite prompting, does not make use of strategies or resources.

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. Note: To be able to assess students’ reinvestment, the teacher must be familiar with the texts students have listened to, viewed or read.

286 Studio Year Two

n Teacher Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3 Writes and Produces Texts

C

D

E

Personalizes the process to plan and carry out the task. Seeks and integrates feedback from peers and teacher.

Uses the steps of the process to complete the task.

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 OR does not complete the task.

Pertinence and coherence

Text is well adapted to the task requirements (topic, audience, purpose). Ideas are well organized and coherent.

Text is suited to the task requirements. Ideas are generally well organized and coherent.

Text is somewhat suited to the task requirements. Ideas are somewhat organized and coherent.

Text is somewhat unsuited to the task requirements. Ideas lack some organization and coherence.

Text is unsuited to task requirements. Ideas lack organization and coherence.

Ideas and viewpoints are well developed and supported. Student demonstrates originality and cognitive maturity.

Ideas and viewpoints are developed and supported.

Ideas and viewpoints are generally developed and supported.

Ideas and viewpoints are somewhat underdeveloped or supported.

Ideas and viewpoints are not developed or supported.

Contains very few or no errors in the use of targeted language conventions (vocabulary/ grammar/functional language).

Contains few errors in the use of targeted language conventions.

Contains some errors in the use of targeted language conventions.

Contains many errors in the use of targeted language conventions.

Some errors may be present but do not impede readability or understanding.

Errors may impede readability but not understanding.

Errors or awkward structures sometimes impede readability and understanding. Text is understood with some interpretation.

Errors and/or awkward structures repeatedly impede readability and/or understanding but text is understood with signicant interpretation.

All required components and features are present and skillfully tailored to the needs of the task.

All required components and features are present and properly structured.

Most required components and features are present.

A few required components or features are present.

Clarity

Accuracy of targeted language conventions**

Participation in the writing and production processes*

B

Development

Handout GEN 3

A

Text components and features

Content of the message Formulation of the message

General Rubrics for Competencies

Text is mostly incomprehensible OR does not respect the task requirements OR student does not complete the task.

Targeted Language Conventions / Text Components and Features

Management of strategies and resources*

Type of Error

Selects and manages a variety of strategies and resources effectively. Reects on their effectiveness and makes adjustments.

Very Few

Selects and manages appropriate strategies and resources.

Some

Requires some prompting to use strategies and resources.

Many

Uses strategies and resources when told explicitly which to use.

Too Many

Despite prompting, does not make use of strategies or resources.

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. **Teachers should target language conventions for the task based on the progression of learning and notions from the unit.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Coherence of organization, combination with own ideas Accuracy of targeted language conventions

C3: Formulation of the message

C2: Use of knowledge from texts in a reinvestment task

C1: Participation in oral interaction

Create a trivia game to test your classmates’ brains.

Unit 1 Workbook page 20

Project Evaluation Grid

C

D

Handout PRO 1

A

B

E

Interacts in English throughout the discussion while asking for and receiving feedback about own and others’ trivia games, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Content is effectively tailored to meet audience’s needs and creatively applies the text components of a trivia game.

Content is suited to meet audience’s needs and respects the text components of a trivia game.

Content generally meets audience’s needs and generally respects the text components of a trivia game.

Content is poorly suited to audience’s needs and respects few text components of a trivia game.

Content is unsuited to audience’s needs OR is not a trivia game.

Contains very few or no errors in the use of targeted language conventions (question words, gerunds and innitives, etc.).

Contains few errors in the use of targeted language conventions.

Contains some errors in the use of targeted language conventions.

Contains many errors in the use of targeted language conventions.

Text is mostly incomprehensible OR student does not complete the task.

Targeted Language Conventions / Text Components and Features Type of Error

Very Few

Some

Many

Too Many

Comments:

288 Studio Year Two

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3: Participation in the production process

C2: Management of strategies and resources*

C1: Participation in oral interaction

Present a memorable movie at a lm festival. A

Unit 2 Workbook page 40

B

C

Project Evaluation Grid

D

Handout PRO 2

E

Interacts in English throughout the discussion while asking for and receiving feedback about own and others’ movie presentations, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Selects and manages a variety of strategies and resources effectively to plan, prepare and improve the movie presentation. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

Despite prompting, does not make use of strategies or resources.

Personalizes the phases of the process (pre-production, production, postproduction) to plan and create the movie presentation. Seeks and integrates feedback from peers and teacher. Cooperates well with others to give and receive feedback.

Uses the phases of the process to complete the movie presentation.

With some support, uses the steps of the process to complete the movie presentation.

Despite support, does not use the steps of the process to complete the movie presentation.

Does not use the steps of the process OR does not complete the movie presentation.

Comments:

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Pertinence and coherence Development

C3: Content of the message

C2: Management of strategies and resources*

C1: Participation in oral interaction

Produce a media text to raise awareness of a cause or conict.

Unit 3 Workbook page 60

Project Evaluation Grid

D

Handout PRO 3

A

B

C

E

Interacts in English throughout the discussion while asking for and receiving feedback about own and others’ cause/conict projects, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Selects and manages a variety of strategies and resources to effectively plan, gather and organize information for the cause/conict presentation. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

Despite prompting, does not make use of strategies or resources.

Cause/conict presentation is well adapted to the audience and purpose (to raise awareness of a cause/conict). Ideas are well organized and coherent.

Cause/conict presentation is suited to the task requirements. Ideas are generally well organized and coherent.

Cause/conict presentation is somewhat suited to the task requirements. Ideas are somewhat organized and coherent.

Cause/conict presentation is somewhat unsuited to the task requirements. Ideas lack some organization and coherence.

Cause/conict presentation is unsuited to task requirements. Ideas lack organization and coherence.

Ideas and viewpoints are well developed and supported. Student demonstrates originality and cognitive maturity.

Ideas and viewpoints are developed and supported.

Ideas and viewpoints are generally developed and supported.

Ideas and viewpoints are somewhat underdeveloped or supported.

Ideas and viewpoints are not developed or supported.

Comments:

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

290 Studio Year Two

n Teacher Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Coherence of organization, combination with own ideas

C3: Participation in the production process*

C2: Use of knowledge from texts in a reinvestment task

C1: Participation in oral interaction

Present an idea for an app for social TV users.

Unit 4 Workbook page 80

Project Evaluation Grid

C

D

Handout PRO 4

A

B

E

Interacts in English throughout the discussion while asking for and receiving feedback about own and others’ app presentations, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Student’s app presentation is coherently organized and creative and shows a superior understanding of social TV. Content is effectively tailored to meet audience’s needs.

Student’s app presentation is organized and shows a solid understanding of social TV. Content is appropriate to audience’s needs.

Student’s app presentation is generally organized and shows a reasonable understanding of social TV. Content is generally appropriate to audience’s needs.

Student’s app presentation is somewhat disorganized and shows a limited understanding of social TV. Content is somewhat unsuited to audience’s needs.

Presentation is not organized OR shows no understanding of social TV. Content is unsuited to audience’s needs.

Personalizes the production process to plan, create and improve the app presentation. Seeks and integrates feedback from peers and teacher.

Uses the steps of the process to complete the app presentation. Project shows improvement throughout the steps of the process.

With some support, uses the steps of the process to complete the app presentation. Project shows some improvement throughout the process.

Despite support, does not use the steps of the process to complete the presentation OR does not show improvement throughout the steps of the process.

Does not use the steps of the process OR does not complete the project.

Comments:

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Selection and use of information/ideas/language Coherence of organization, combination with own ideas

C3: Participation in the production process*

C2: Use of knowledge from texts in a reinvestment task

C1: Participation in oral interaction

Present your scenario to the class.

Unit 5 Workbook page 100

Project Evaluation Grid

C

Handout PRO 5

A

B

D

E

Interacts in English throughout the discussion while asking for and receiving feedback about own and others’ scenarios, using a variety of techniques to help the discussion move forward (e.g. asks for details, comments on what others say, prompts peers).

Interacts throughout the discussion.

Interacts sporadically.

Interacts very little unless prompted.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Chooses pertinent information/ideas/ language from the narrative (Task 6) to include in the presentation.

Chooses mostly pertinent information/ideas/ language from the narrative to include in the presentation.

Chooses some pertinent information/ideas/ language from the narrative. Presentation lacks some clarity.

Chooses little pertinent information/ideas/ language from the texts. Presentation is unclear.

Information/ ideas/language are incoherent OR student did not base the scenario on the narrative.

Content of scenario is effectively tailored to meet audience’s needs (clearly presenting a dilemma with two possible endings).

Content of scenario is suited to meet audience’s needs.

Content generally meets audience’s needs.

Content is poorly suited to audience’s needs.

Content is unsuited to audience’s needs.

Personalizes the production process to plan, create and improve the scenario. Seeks and integrates feedback from peers and teacher.

Uses the steps of the process to complete the scenario. Project shows improvement throughout the steps of the process.

With some support, uses the steps of the process to complete the scenario. Project shows some improvement throughout the process.

Despite support, does not use the steps of the process to complete the scenario OR does not show improvement throughout the steps of the process.

Does not use the steps of the process OR does not complete the project.

Comments:

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

292 Studio Year Two

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Name: ___________________________________________ Date: ________________________ Group: ___________

Fluency Accuracy

C1: Articulation of the message

Create a personal experience portfolio.

Unit 6 Workbook page 120

Project Evaluation Grid

A

B

C

D

Speaks with natural ease and condence when interacting about the portfolios.

Speaks with a certain degree of ease when interacting about the portfolios. Hesitations, although present, rarely interfere with interaction.

When interacting, messages are sometimes choppy/ incomplete and/ or pauses and hesitations sometimes hinder interaction.

Messages are often choppy/ incomplete or made up of isolated words. Pauses and hesitations often hinder interaction.

When interacting about the portfolios, expresses messages that are clear but contain several noticeable errors.

When interacting, makes errors that sometimes affect clarity of messages. Messages are understood with some interpretation.

When interacting, makes errors that regularly affect clarity of messages. Messages are understood, or mostly understood, with a lot of interpretation.

When interacting about the portfolios, expresses messages that are clear and contain a few minor errors, if any.

Handout PRO 6

E

Expresses messages that are mostly incomprehensible, reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Targeted Language Conventions

Pertinence and coherence

C3: Content of the message

Type of Error

Portfolio is well organized, well documented, coherent and creative.

Very Few

Some

Portfolio is organized, coherent and clear.

Portfolio is somewhat organized, but lacks some coherence and clarity.

Many

Portfolio is somewhat disorganized, and somewhat lacks coherence and clarity.

Too Many

Portfolio is disorganized, lacks coherence and clarity.

Comments:

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Name: ___________________________________________ Date: ________________________ Group: ___________

Individual Progress Log

Competency

Handout IND

Date and Level of Prociency

C1 Interacts Orally • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

*The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

294 Studio Year Two

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Name: ___________________________________________ Date: ________________________ Group: ___________

C1 Interacts Orally in English

Observation Grid

Handout OG 1

C1 Interacts Orally in English (40%)

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Studio Year Two n Teacher Evaluation Grids

Task/Date: ____________

Task/Date: ____________

Management of strategies and resources Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Articulation of the message Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Content of the message Task/Date: ____________

Participation in oral interaction Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

295

Name: ___________________________________________ Date: ________________________ Group: ___________

C2 Reinvests Understanding of Texts

Observation Grid

Handout OG 2

C2 Reinvests Understanding of Texts (30%)

296 Studio Year Two

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Task/Date: ____________

Task/Date: ____________

Management of strategies and resources

Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Use of knowledge from texts in a reinvestment task Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Evidence of understanding of texts through the response process Task/Date: ____________

Participation in the response process

Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3 Writes and Produces Texts

Observation Grid

Handout OG 3

C3 Writes and Produces Texts (30%)

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Studio Year Two n Teacher Evaluation Grids

Task/Date: ____________

Task/Date: ____________

Management of strategies and resources Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Formulation of the message

Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Content of the message

Task/Date: ____________

Participation in the writing and production processes Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

297

Name: ___________________________________________ Date: ________________________ Group: ___________

EVALUATION SITUATION

1

Movies and the Brain For use after Units 1 and 2

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 299 • Evaluation Grids for C1, C2 and C3 ES 1.1 300 • Audio Transcript: Task 1 (4:21 min) T-ES 1 303 Student Handouts ES 1.2–1.5

304

ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and Produces Texts • Formulation of the message • Content of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will explore the impact of movies on the brain and how moviemakers use this information to improve movies. • Ask students how they think the brain reacts during a movie and why this happens. 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 of each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 300–302. • 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.

298 Studio Year Two

n Evaluation Situation 1

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Overview of Evaluation Situation 1 Students explore how movies affect viewers’ brains, emotions and bodies. They learn how moviemakers work with scientists to create blockbusters and read about how the brain processes moviegoers’ reactions. Next, they discuss people’s views on neurocinematics and identify the advantages and disadvantages. Finally, they write an opinion text to explain their views on the impact of neurocinematics in Hollywood.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: Brain Break 60 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Podcast interview

– Comparatives and superlatives of adjectives – Question words – Passive voice

Blog

– Gerunds and innitives – Comparatives and superlatives of adjectives

Role cards

– Expresses agreement and disagreement – Asks and answers information questions – States opinions – Asks for others’ opinions

Opinion text

– Expresses agreement and disagreement – Gerunds and innitives – Passive voice

Task 2: More than Meets the Eye 60 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task

Task 3: Just Entertainment? 45 min

C1 Interacts orally in English • Participation in oral interaction • Articulation of the message

Task 4: Over to You 75 min

C3 Writes and produces texts • Formulation of the message • Content of the message

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: Brain Break Task 2: More than Meets the Eye

Evaluation Situation 1 Movies and the Brain

Evaluation Grids

Handout ES 1.1

Evidence of understanding of texts through the response process

Task 1: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student demonstrates superior understanding by answering all the questions in Step 3 correctly. Student connects many ideas in the text with personal opinions in Steps 4 to 6.

Student demonstrates good understanding by answering most of the questions in Step 3 correctly. Student connects some ideas in the text with personal opinions in Steps 4 to 6.

Student demonstrates fair understanding by answering some of the questions in Step 3 correctly. Student connects few ideas in the text with personal opinions in Steps 4 to 6.

Student demonstrates poor understanding by answering few of the questions on Step 3 correctly. Student connects almost no ideas in the text with personal opinions in Steps 4 to 6.

Student is unable to answer the questions.

Use of knowledge from texts in a reinvestment task

Task 2: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student combines a great deal of information and a great number of ideas from the text with own ideas in Steps 3 and 4.

Student combines much information and many ideas from the text in Steps 3 and 4.

Student combines some information and ideas from the text with own ideas in Steps 3 and 4.

Student combines little information and few ideas from the text with own ideas in Steps 3 and 4.

Student is unable to reinvest the information and ideas from the text to complete the task.

300 Studio Year Two

n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: Just Entertainment?

Evaluation Situation 1 Movies and the Brain

Evaluation Grids

Handout ES 1.1 cont.

Articulation of the message

Participation in oral interaction

Task 3: C1 Interacts Orally in English A Exceeds expectations

B Meets expectations

Student interacts actively and spontaneously when discussing role. Student maintains interaction by elaborating on ideas, listening to others, and asking and answering questions.

Student interacts actively when discussing role. Student maintains interaction by listening to others, and asking and answering questions.

Student expresses messages that are easily understood and contain few errors. Student generally speaks clearly and uently.

Student expresses messages that are easily understood despite errors. Student speaks clearly and uently with some hesitation.

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C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student interacts in English when prompted. Student shows understanding of partners’ messages.

Student cannot maintain interaction solely in English and often reverts to another language. Student needs help from the teacher or peers to understand partners’ messages.

Student uses only one-word statements or gestures. Student does not understand partners’ messages and is unable to complete the task.

Student expresses messages that are understood despite frequent errors. Student speaks somewhat clearly but hesitates frequently.

Student expresses simple messages that are partially understood with interpretation. Messages contain frequent errors. Hesitations hinder interaction.

Student is unable to express understandable messages.

Studio Year Two n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 4: Over to You

Evaluation Situation 1 Movies and the Brain

Evaluation Grids

Handout ES 1.1 cont.

Content of the message

Formulation of the message

Task 4: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student’s text respects the conventions of an opinion text (thesis statement, arguments, introduction, development, conclusion) Student uses all of the targeted language conventions correctly (gerund, innitive, passive form).

Student’s text mostly respects the conventions of an opinion text (thesis statement, arguments, introduction, development, conclusion) Student uses most of the targeted language conventions correctly (gerund, innitive, passive form).

Student’s text respects some of the conventions of an opinion text (thesis statement, arguments, introduction, development, conclusion) Student uses the targeted language conventions inconsistently (gerund, innitive, passive form).

Student’s text respects few of the conventions of an opinion text (thesis statement, arguments, introduction, development, conclusion) Student rarely uses the targeted language conventions correctly (gerund, innitive, passive form).

Student’s text does not respect the conventions of an opinion text (thesis statement, arguments, introduction, development, conclusion) Most of student’s text is copied from other texts.

Student’s ideas and viewpoints are well developed and supported.

Student’s ideas and viewpoints are generally well developed and supported.

Student’s ideas and viewpoints are somewhat developed and supported.

Student’s ideas and viewpoints are somewhat underdeveloped or supported.

Student’s ideas and viewpoints are not developed or supported.

302 Studio Year Two

n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Brain Break

Evaluation Situation 1 Movies and the Brain

CD

Task 1

Audio CD Track 14 Handout T-ES 1

Interviewer: Welcome, listeners. On today’s show we are exploring some exciting new research in moviemaking. It’s called neurocinematics and it’s about to take the industry by storm. Here to tell us more is Melissa Henderson from Movie Marketing Inc. Melissa, welcome.

Mel.: Reactions happen on a number of levels. For example, take the sequencing of scenes. The audience has to be able to follow the storyline. If the part of the brain responsible for understanding sequence is not activated, then the lm editor will change the sequencing.

Melissa: Hello. It’s good to be here.

Int.: I see. What other reactions are important?

Int.: So Melissa, what exactly is neurocinematics?

Mel.: During a screening, the scan will show how the viewers’ brains react to the actors: do they recognize them or not? This is important. It’s why big movies use big names, like Johnny Depp, Matt Damon, Keira Knightley and Jennifer Aniston.

Mel.: Simply put, it’s using what we know about the brain to make movies better. Int.: That sounds intriguing. So how do moviemakers use this information? What do they focus on? Mel.: They study audience reaction. Neurocinematics looks at how moviegoers’ brains respond to movies. Int.: Why is that important? Isn’t watching a movie supposed to be a pastime? You know, a brain break? Mel.: Of course. That’s why they study audience reaction. They want to see if the audience is feeling, thinking and reacting the way they want them to during a lm. If the viewer’s brains are fully engaged, it means that the movie is successful. Int.: But how do moviemakers get inside my head? Mel.: They use fMRI technology: functional magnetic resonance imaging. Viewers are wired up and shown a movie trailer. Their brain scans are monitored to show what’s happening as they watch. Int.: How is this information used? Mel.: First of all, when a director makes a movie, he or she hopes that most viewers will react to it in the same way. If, say, only a third of the audience reacts the same way at the same time, the director will go back to the studio and make changes. Int.: You used the word what you mean?

Int.: So a movie with familiar actors is more likely to appeal to viewers? Mel.: That’s right. It’s also possible to monitor whether the audience is feeling the appropriate emotions. For example, in a horror movie, you’re supposed to feel fear, suspense and anxiety. If the part of the brain that controls basic emotions is quiet, then the director will intensify the special effects. Int.: What about more serious movies? Mel.: That’s a good question. If a director wants a movie to engage people in self reection and decision making, then a brain scan should show more activity in the part of the brain that controls self-awareness. Int.: Are there other reactions that neurocinematics examines? Mel.: Yes. There’s the whole level of physical sensation. Movie theatres now let viewers experience movement (with D-Box seats), smells and even tastes. Virtual reality is becoming the norm. Viewers don’t want to just see and hear, they want the total experience. Neurocinematics helps moviemakers provide this multi-level experience so that viewers keep coming back. Int.: Saturday night at the movies will never be the same again! Thanks for coming in today, Melissa. Mel.: It’s been my pleasure.

. Can you explain

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Brain Break

Evaluation Situation 1 Movies and the Brain

CD

Task 1

Handout ES 1.2

Before Listening 1. How important do you think viewers’ reactions are to movie producers? Why? Explain your answer.

2. How do you think movie producers ensure that viewers will react the way they want them to?

While Listening 3. Read the following questions before you listen. Then, listen to the interview and answer the questions. a. What is the focus of the moviemakers’ study of viewers’ reactions?

b. How do moviemakers know if a movie is successful?

c. How is fMRI technology (functional magnetic resonance imaging) done?

d. Complete the chart with information about the interaction between the viewers’ experience and the moviemaker’s editing. Step 1

Viewers’ Experience

Editing

Follow storyline

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Name: ___________________________________________ Date: ________________________ Group: ___________

Brain Break

Step

CD

Evaluation Situation 1 Movies and the Brain

Viewers’ Experience

2

Recognize actors

3

Appropriate emotions

4

Self-awareness

5

Feel physical sensations, total experience

Task 1

Handout ES 1.2 cont.

Editing

After Listening 4. Which information provided by neurocinematics do you think is the most useful to movie directors? Explain your answer.

5. Write two more questions that you think would be interesting to ask in the interview.

6. Some people say that movies are a vacation for the mind. Do you agree or disagree? Explain your answer.

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More Than Meets the Eye

Evaluation Situation 1 Movies and the Brain

Task 2

Handout ES 1.3

Welcome to a Moviegoer’s Brain Imagine you are settling down with an icy cold soft drink and fresh hot popcorn in the company of a close friend to enjoy an exciting new movie. The theatre lights dim, the music grows louder and your eyes turn to the large screen. The show is about to begin. “Ah, time to switch off the brain and take a break. Entertain me!” you think, with a sigh of contentment. Pause! Switch off the brain? Are you sure? Do you really think your brain is going into passive mode? Come and see! The movie begins: majestic music and breathtaking photography ll your vision. Take your eyes off the screen and step into your brain. We are at your frontal cortex. It has just activated to make you pay attention. It is about to help you understand the plot. Rapid camera movement forces it to stay active so you can follow and identify the characters and events and their consequences. But this isn’t the only part of your brain that is lighting up. The camera has just zoomed in for a close-up of the main character’s eyes and mouth. Your fusiform gyrus suddenly activates. Why? You just recognized your favourite actor. This part of the brain also helps you interpret facial expressions so that you can understand the characters’ motives and intentions. Your brain lights up in the area of the insula. It is causing you to side with the hero and sympathize with his cause. That same insula will cause you to shed tears when you see the heroine alone after the death of

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her lover. This is because it is the control centre of emotion and lets you feel empathy and compassion. You suddenly realize you are clenching your sts and leaning forward. You are thinking furiously. How can this happen and why? You are watching a village being destroyed and hundreds of refugees eeing burning houses. Bingo! Your ventromedial prefrontal cortex is making your self-awareness kick in so that you feel personally affected by the events on screen. Movies with a political or social message engage this region of your brain, making you feel responsible and involved. Vivid shots of soldiers in battle and boats struggling to ee monstrous waves make you tense up. Your amygdala—the centre of instinctive reactions—immediately activates. During scenes of violent ghting or individuals struggling for survival against the elements, the amygdala enables you to feel the pressure to nd quick solutions and a way to overcome adversity. It also links events to memories. Studies show that horror movies can trigger unpleasant memories of traumatic events in some people. Of course, this area in the brain does not control only negative feelings. How many happy memories come to mind when you hear certain movie soundtracks? And the amygdala also pushes you to laugh at the antics of actors like Jim Carrey. It’s time to get back to the movie. Sit back and enjoy it, and let your brain take over!

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Name: ___________________________________________ Date: ________________________ Group: ___________

More Than Meets the Eye

Evaluation Situation 1 Movies and the Brain

Task 2

Handout ES 1.3 cont.

Before Reading 1. Read the statements. Check (√) does not.

if the statement applies to you and

Statement

if it

True

False

a. It’s easy for me to choose a movie when I see that my favourite actor is starring in it. b. Watching comedies helps me relax. c. Seeing innocent people suffer makes me feel sad. I feel that I should do something to help. d. Horror movies give me goosebumps. e. My heart starts to race when I watch high-speed pursuits and explosions in a movie. f.

Listening to characters argue makes me feel angry.

While Reading 2. Read the text to match each part of the brain with its area of control. Write the appropriate letter on the line. 1. frontal cortex

a. facial recognition

2. insula

b. self-awareness, personal concern

3. ventromedial prefrontal cortex

c. emotion and memory

4. amygdala

d. attention, reasoning, logic

5. fusiform gyrus

e. emotion, empathy, compassion

After Reading 3. Reread your answers in Step 1. Choose three of the reactions for which you checked . Write them in Column 1 of the following chart. In Column 2, write the name and part of the movie that caused this reaction. In Column 3, write the part of the brain that was activated.

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More Than Meets the Eye

Reaction

Evaluation Situation 1 Movies and the Brain

Task 2

Movie Name and Segment

Handout ES 1.3 cont.

Part of Brain Activated

1.

2.

3.

4. Write a short paragraph to compare how your brain reacts during an engaging movie and a boring movie. Support your ideas with information from the text.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Just Entertainment?

Evaluation Situation 3 Movies and the Brain

Task 3

Handout ES 1.4

Role-play: You are on a panel to discuss the advantages and disadvantages of neurocinematics. 1. Work in teams of four. Follow these steps: •

Choose a role.

•

Read the opinions of the person you are playing. Make sure you understand the person’s point of view.

•

Take turns giving your opinions. Support your opinions with examples.

•

Discuss your opinions and arguments. Ask questions to clarify your teammates’ opinions.

Role 1: Public Health Professional From a medical standpoint, neurocinematics is fascinating since it uses what we know about the brain to interpret people’s reactions to lms. For a doctor, new knowledge about the brain is always interesting. The ethical question: Is it right to use this information to inuence and perhaps even control viewers’ emotions? The medical community has long believed that feelings are related to a

state of mind or thoughts, and that actions follow thoughts. This means that controlling the minds of moviegoers could have far-reaching implications. Also, the use of D-Box technology, 3-D glasses and other gadgets causes many of my patients negative physical side effects, such as migraines, nausea and even epileptic ts. Therefore, I cannot approve of this technology as a medical professional.

Role 2: Politician Many modern movies are taking up current causes and dealing with social issues. This is an effective way to inuence the population to adopt a point of view without their even realizing what is happening. In any case: Are moviemakers responsible for the behaviour of viewers once they leave the movie theatre? Each person has free will. If a movie presents a case in such a compelling way that the

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viewer supports it, this is not the responsibility of the movie production company. It is the responsibility of each citizen. By using neurocinematics, we can tell a story in such a way that it is impossible for viewers to consider any other point of view. I see the arrival of neurocinematics as being positive for politics.

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Just Entertainment?

Evaluation Situation 3 Movies and the Brain

Task 3

Handout ES 1.4 cont.

Role 3: Movie Marketing Mogul Neurocinematics is a wonderful way to maximize marketing and advertising. It lets us identify exactly what consumers like and don’t like, approve of or disapprove of, nd appealing or repulsive. This is precious information as we can now cut out the parts of trailers that potential viewers nd boring or negative, and streamline our product for

maximum impact. This is amazing! No more advertising ops! Our success is guaranteed. In the future, we won’t just interview people, we’ll scan them and make movie by-products, such as T-shirts, glasses and gadgets, that will sell! Consumers will buy our products without even knowing why.

Role 4: Worried Parent I am appalled to see what Hollywood is up to now. It is one thing to entertain, it is another to inuence and maybe even control the minds of innocent teens and children. I do not agree with the idea of my children being presented with a movie experience that could inuence their behaviour. Children’s private lives and minds are their own.

Teens already love taking risks without thinking about the consequences until it’s too late. If neurocinematics helps movie producers go into my kids’ brains to inuence their feelings, how do I know they won’t inuence their state of mind and behaviour after the movie?

2. With your team, complete the chart with three advantages and three disadvantages of neurocinematics, based on your discussion. Advantages

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Disadvantges

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Over to You

Evaluation Situation 1 Movies and the Brain

Task 4

Handout ES 1.5

Write an opinion text to express your point of view on the question: Do you agree or disagree with the use of neurocinematics? 1. Plan your opinion text using the graphic organizer below. a. Write your thesis statement. b. Determine the arguments you will use to support your thesis statement. c. Choose facts and ideas from the tasks to use in your opinion text. Title

Introduction and Thesis Statement

Argument 1 Details:

Argument 2 Details:

Argument 3 Details:

Conclusion

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Over to You

Evaluation Situation 1 Movies and the Brain

Task 4

Handout ES 1.5 cont.

2. Write the rst draft of your opinion text. Use your notes in Step 1 and resources from other tasks for help. Look at the checklist in Step 3 for the task requirements. Draft

3. Revise and edit your opinion text. Use this writing checklist. I included a thesis statement. I used clear arguments. My arguments include supporting facts. I concluded with a strong statement.

My text is clear and well organized. I checked my spelling and punctuation. I used the passive voice and gerunds and innitives correctly.

4. Write your nal copy on a separate piece of paper. Check it again for mistakes. 312 Studio Year Two

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EVALUATION SITUATION

2

Digital Piracy For use after Units 3 and 4

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 314 • Evaluation Rubrics for C1, C2 and C3 ES 2.1 315 Student Handouts ES 2.2–ES 2.4 318 ESL Competencies Evaluated C1: Interacts Orally in English • Content of the message • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge 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 of the evaluation situation in general terms. Students will learn about the impact of digital piracy on consumers and the entertainment industry. • Ask students about some of the different digital material (music, movies, TV shows and books) they use. Where do they get 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 of each task. • Describe and explain the evaluation criteria using the grids for the three ESL competencies on pages 315–317. • Tell students which resources they are allowed to use. Students may use a dictionary for each of the tasks in the ES. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 2 Students learn about some of the issues surrounding digital piracy (i.e. illegally downloading and sharing copyrighted music, movies, TV shows and books). They discuss their opinions about digital piracy and read texts that present facts and opinions about it. They use the information they read to write a magazine article about the impact of digital piracy on consumers and the entertainment industry.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: What’s Your Opinion? 45 min

C1 Interacts orally in English • Content of the message • Articulation of the message

Discussion

– – – –

State and support opinions Ask others about their opinions Make suggestions Present perfect

Informationbased texts

– Present perfect

Magazine article

– Present perfect – Direct and indirect speech

Task 2: 21st Century Pirates 60 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: The Impact of Digital Piracy 60 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task C3 Writes and produces texts • Formulation of the message

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: What’s Your Opinion?

Evaluation Situation 2 Digital Piracy

Evaluation Grid

Handout ES 2.1

A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

Content of the message

Student discusses digital piracy by: • always giving coherent, in-depth opinions • always supporting opinions with pertinent reasons • often elaborating on ideas

Student discusses digital piracy by: • often giving coherent opinions • often supporting opinions with pertinent reasons • sometimes elaborating on ideas

Student discusses digital piracy by: • sometimes giving coherent opinions • sometimes supporting reasons with pertinent examples

Student has difculty discussing digital piracy: • rarely gives coherent reasons • rarely supports opinions with pertinent examples

Student is unable to discuss digital piracy by giving coherent opinions and pertinent supporting reasons.

Articulation of the message

Task 1: C1 Interacts Orally in English

Student expresses messages that are easily understood and contain few errors. Student generally speaks clearly and uently.

Student expresses messages that are easily understood despite errors. Student speaks clearly and uently with some hesitation.

Student expresses messages that are understood despite frequent errors. Student speaks somewhat clearly but hesitates frequently.

Student expresses simple messages that are partially understood with interpretation. Messages contain frequent errors. Hesitations hinder interaction.

Student is unable to express understandable messages.

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E Serious difculties

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Task 2: 21st Century Pirates Task 3: The Impact of Digital Piracy

Evaluation Situation 2 Digital Piracy

Evaluation Grid

Handout ES 2.1 cont.

Evidence of understanding of texts through the response process

Task 2: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student demonstrates superior understanding of the texts by correctly answering all the questions in Step 2. Student connects a great deal of information from the texts with own ideas in Step 3.

Student demonstrates good understanding of the texts by correctly answering most of the questions in Step 2. Student connects sufcient information from the texts with own ideas in Step 3.

Student demonstrates fair understanding of the texts by correctly answering at least half of the questions in Step 2. Student connects some information from the texts with own ideas in Step 3.

Student demonstrates poor understanding of the texts by correctly answering only a few of the questions in Step 2. Student connects little information from the texts with own ideas in Step 3.

Student is unable to answer the questions in Steps 2 - 3.

Use of knowledge from texts in a reinvestment task

Task 3: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student selects and accurately adapts ideas and information from the texts to write magazine article. Student combines information from the text with own ideas and personal language repertoire.

Student selects and adapts ideas and information from the texts to write magazine article. Student combines information from the text with own ideas.

Student needs support to select ideas and information from the texts to write magazine article. Student combines information from the text with own ideas when prompted.

Student has difculty selecting ideas and information from the texts to write magazine article. Student is unable to combine information from the text with own ideas.

Student is unable to reinvest information from the texts to write magazine article. Student is unable to complete the task.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: The Impact of Digital Piracy cont.

Evaluation Situation 2 Digital Piracy

Evaluation Grid

Handout ES 2.1 cont.

Formulation of the message

Task 3: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student’s magazine article is easily understood after one reading. Student’s magazine article is well organized and includes all text components (title, at least two subtitles, introduction and conclusion). Student uses the present perfect and direct and indirect speech correctly.

Most of student’s magazine article is easily understood after one reading. Student’s magazine article is generally well organized and includes all text components (title, two subtitles, introduction and conclusion). Student uses the present perfect and direct and indirect speech correctly most of the time.

Student’s magazine article requires a second reading but is generally understandable. Student’s magazine article is loosely organized and may be missing one or two text components (title, two subtitles, introduction or conclusion). Student uses the present perfect and direct and indirect speech correctly some of the time.

Student’s magazine article is difcult to understand, even after a second reading. Student’s magazine article lacks organization and is missing several text components (title, two subtitles, introduction or conclusion). Student rarely uses the present perfect and direct and indirect speech correctly.

Most of student’s magazine article is difcult to understand, even after a second reading. Student’s magazine article displays a complete lack of organization and is missing most text components (title, two subtitles, introduction or conclusion). Student is unable to use the present perfect and direct and indirect speech correctly.

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Name: ___________________________________________ Date: ________________________ Group: ___________

What’s Your Opinion?

Evaluation Situation 2 Digital Piracy

Task 1

Handout ES 2.2

1. Match each term with its denition. Write the correct letter on the line. 1. downloading

a. right to copy material such as songs, movies and books

2. uploading

b. copying material from a personal device to the Internet

3. digital piracy

c. violation of a right

4. copyright

d. copying material from the Internet to a personal device

5. infringement

e. copying digital material to a personal device without permission from the material’s creator

2. Read the following statements. Decide if you agree (A) or disagree (D) and check (√) your answer. Write reasons for your opinions. Statement

A

D

Reasons

a. The Internet has changed how people get songs, movies and books. b. I have never worried about copyright infringement when downloading or sharing les. c. If you did not pay for a song that you downloaded, then you stole it. d. I have always paid for any song, movie or book that I have downloaded. e. If you have paid to download a song, movie or book, you should be able to share the le with friends. f. If someone has uploaded photos and pictures for free, it’s O.K. for them to download material without paying.

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Name: ___________________________________________ Date: ________________________ Group: ___________

What’s Your Opinion?

Statement

Evaluation Situation 2 Digital Piracy

A

Task 1

D

Handout ES 2.2 cont.

Reasons

g. Artists have always received money for their creative work and the Internet should not change this. h. Sharing pirated music, movies and books has become an important marketing tool for artists. i. Companies expect consumers to pirate songs, movies and books because they have made downloading so easy on many different devices. j. Recording and movie studios have already calculated the money they lose to copyright infringement in the price they charge users who pay for their material.

3. Discuss your answers. a. In teams of two to four: • Give your opinions. • Elaborate on the reasons you wrote in the chart and answer your teammates’ questions. • Listen to your teammates and ask them questions. b. With your teammates: • Discuss possible solutions to digital piracy. • Give your opinions and make suggestions. • Listen to your teammates and ask them questions.

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xxx Century Pirates 21st

xxx

Evaluation Situation 2 xxx Digital Piracy

xxx 2 Task

xxx Handout ES 2.3

Text 1 Digital Piracy: A Grey Zone

Digital piracy has increased dramatically over the last decade. It affects consumers and the entertainment industry in important ways. Digital piracy includes the downloading and sharing of copyrighted material such as music, movies, TV shows and books without paying the creators and distributors. New devices such as MP3 players, smart phones and tablet computers have played a major role in the increase in digital piracy.

their products. When these industries lose money, they invest less in new talent. So the number of creative new musicians, movie makers, and authors has stagnated. Many creators of pirated material have lost huge amounts of money. In fact, companies have raised the prices that honest consumers pay for music, movies and books to compensate for the revenue that they have lost due to illegal downloading.

Digital piracy is so common now that some teenagers may not realize that they break the law every time they download a new hit song, the latest blockbuster movie or a bestselling book from the Internet without paying. Some teens know that downloading copyrighted material is illegal, but they don’t really care. Digital piracy has always been an illegal act in the same way that walking into an electronics store and stealing an MP3 player is illegal. However, many teens have decided that illegal downloading and sharing of digital material for personal entertainment is acceptable because it doesn’t really hurt anyone.

Of course, digital piracy saves some consumers money. When these consumers download something without paying for it, the money that would normally go to the artists, producers and distributors stays in the pirates’ pockets. However, many music fans, movie buffs and avid readers disagree with the complaints of the entertainment industry. These fans believe that when they download and share their favourite songs, movies and books, they provide important advertising for the artists who created the works. They see digital piracy as a free distribution method that allows people to discover talented new artists and share their work with millions of people, often on popular social media sites.

In recent years, the music, lm and publishing industries have seen huge drops in the sales of

Text 2 What the Law Says In 2012, the Canadian government proposed new copyright laws to deal with the complex issue of digital piracy. Here are some of the highlights: • Downloading copyrighted music, movies and books and using Internet sites that allow le sharing is illegal. This means that using a person-to-person (P2P) web site to exchange les of copyrighted material is against the law. • You can make one backup copy of legally acquired material. In other words, if you buy a

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song from iTunes, you can make one MP3 copy of the song. If you make two, you could face a penalty of $100 to $500. • You can ‘format shift’ legally purchased media. This means that you can make a digital copy of a song, movie or book that you buy in a different media format than the original. An example is when you buy a DVD you can make a digital copy of it to watch on a tablet computer. But only one copy!

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Name: ___________________________________________ Date: ________________________ Group: ___________

21st Century Pirates

Evaluation Situation 2 Digital Piracy

Task 2

Handout ES 2.3 cont.

Text 3 More Canadian Teens Paying for Media Downloads March 2012

MONTRÉAL – The downloading habits of Canadian teenagers have changed in recent years. This is because a combination of tough laws and a better understanding of copyright has had an effect on how teens get their music, movies, TV shows and books. The results of a recent survey of Canadian teens show that every year since 2009, they have increasingly chosen to pay for music downloads, instead of pirating music for free. In fact, the survey says that

76% of Canadian teens have used a fee-based website, such as iTunes, to download music in the past 12 months. This is signicantly more than the 52% who downloaded and paid for music in 2009. An analyst said that iTunes changed the market for buying music because it made it much easier and safer than downloading from P2P sites.

Text 4 What Would You Say? The following are quotes from consumers and artists about how they feel about digital piracy:

Consumers

Artists

Christian, high school student in Montréal:

Canadian alt-rock musicians Tegan and Sara:

Annabelle, a CEGEP student in Sherbrooke:

Rapper Ice Cube:

Ian, student in Toronto:

Dallas Green of the Canadian punk band Alexisonre:

Cynthia, DJ in Edmonton:

Pop singer Britney Spears:

Nick Mason of the classic rock band Pink Floyd: Abdul, high school student in Ottawa:

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21st Century Pirates

Evaluation Situation 2 Digital Piracy

Task 2

Handout ES 2.3 cont.

Before Reading 1. a. What devices do you use to access digital entertainment?

b. Is it acceptable to break the law if no one gets hurt? Explain your answer. Yes

No

While Reading 2. Read the following questions. Then, read the texts on pages 320–321 and nd the answers. Digital Piracy: A Grey Zone a. What are two reasons for the dramatic increase in digital piracy?

b. What are some arguments for and against digital piracy? For

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Against

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Name: ___________________________________________ Date: ________________________ Group: ___________

21st Century Pirates

Evaluation Situation 2 Digital Piracy

Task 2

Handout ES 2.3 cont.

What the Law Says c. Explain the following terms. • •

More Canadian Teens Paying for Downloads d. Why have Canadian teenagers’ downloading habits changed in recent years?

e. How have their downloading habits changed?

What Would You Say? f.

Write the names of the consumers and artists who are for and against digital piracy. For

Against

After Reading 3. Do you agree or disagree with digital piracy? Support your answer with examples from your own life.

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The Impact of Digital Piracy

Evaluation Situation 2 Digital Piracy

Task 3

Handout ES 2.4

Write a magazine article about the impact that digital piracy has had on consumers and the entertainment industry. 1. Plan your magazine article. a. Complete the graphic organizer. Select, organize and adapt information from the texts in Task 2. Introduction

Positive Impact

Negative Impact

Conclusion

b. Write a title for your article.

c. Write at least two subtitles to include in your article.

d. Choose at least two quotes to include in your article. Use direct or indirect speech. My quotes are from: __________________________ ___________________________ 324 Studio Year Two

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The Impact of Digital Piracy

Evaluation Situation 2 Digital Piracy

Task 3

Handout ES 2.4 cont.

2. Write the draft of your magazine article. Look at the checklist in Step 3 for the task requirements. Draft

3. Revise and edit your article. Use this writing checklist. I wrote about positive and negative impacts of digital piracy. I used information and ideas from the texts in Task 2. I wrote a title, introduction, conclusion and two subtitles. I used the present perfect. I used direct or indirect speech at least twice. I checked my spelling and my punctuation. 4. Write your nal copy on a separate piece of paper. Check it again for mistakes. Reproduction permitted © Chenelière Education Inc.

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Name: ___________________________________________ Date: ________________________ Group: ___________

EVALUATION SITUATION

3

Going to Extremes! For use after Units 5 and 6

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3 327 • Evaluation Rubrics for C1, C2 and C3 ES 3.1 328 Student Handouts ES 3.2–ES 3.5 331 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 • Content of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme of the evaluation situation in general terms. Students will learn about people who faced extreme challenges and write a narrative about an extreme experience. • Ask students to name some extreme sports and adventure challenges they would like to try. 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 of each task. • Describe and explain the evaluation criteria using the grids for the three ESL competencies on pages 328–330. • Tell students which resources they are allowed to use. Students may use a dictionary for each of the tasks in the ES. • For Task 4, make sure students understand that although they are using factual information about the person involved in the extreme experience, they are writing a narrative. They must develop the storyline and provide information about the character’s thoughts and feelings about the adventure they experienced. They must stay true to the information provided but may elaborate to entertain and to provoke reection. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 3 Students read about extreme challenges and experiences and discuss whether they would try them or not. They read the narratives of two people who experienced these extreme adventures while facing other personal challenges. They learn about volunteer services that help disabled people take part in extreme adventures. Finally, they write a rst or third person narrative about an extreme experience.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: Extreme Adventures 60 min

C1 Interacts orally in English • Participation in oral interaction • Content of the message

Factual description

– Use of the modal – clauses – Sentence adverbs

Narratives

– Descriptive language – Conditional in reinvestment question

Description

– Descriptive language – Sentence adverbs

Narrative

– Descriptive language – Prepositions

Task 2: Facing the Challenge 45 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: Helping Out 45 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task

Task 4: Extraordinary Exploits 75 min

C3 Writes and produces texts • Content of the message

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: Extreme Adventures

Evaluation Situation 3 Going to Extremes!

Evaluation Grids

Handout ES 3.1

Content of the message

Participation in oral interaction

Task 1: C1 Interacts Orally in English A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student interacts actively and spontaneously during the discussion about the extreme adventures. Student maintains interaction while discussing the hypothetical situations by elaborating on ideas, listening to others, asking and answering questions.

Student interacts during the discussion about extreme adventures and perseveres despite some difculties. Student reacts to partners’ message while discussing the hypothetical situations by repeating ideas to check own understanding.

Student participates in the discussion about extreme adventures when prompted. Student shows understanding of partners’ messages and asks for clarication when necessary.

Student cannot maintain interaction solely in English. Student needs help from the teacher or peers to understand partners’ messages.

Student uses limited language and relies on gestures. Student does not understand partners’ messages and cannot complete the task.

Student elaborates on ideas and supports his or her viewpoint. Student uses sentence adverbs with ease to provide a coherent message that is pertinent to the topic.

Student provides three reasons to justify his or her choices for each of the adventure challenges. Student uses sentence adverbs to provide a coherent message that is pertinent to the topic.

Student provides one or two reasons to justify his or her choices for each of the adventure challenges. Student uses sentence adverbs when prompted. Student’s use of adverbs contributes to the coherence of the message.

Student provides reasons to justify his or her choices for some of the adventure challenges. Student uses a few sentence adverbs when prompted.

Student is unable to provide reasons to justify his or her choices for the adventure challenges. Student is unable to use sentence adverbs even with prompting and support.

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Task 2: Facing the Challenge Task 3: Helping Out

Evaluation Situation 3 Going to Extremes!

Evaluation Grids

Handout ES 3.1 cont.

Evidence of understanding of texts through the response process

Task 2: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student demonstrates superior understanding of the narratives by correctly answering the questions in Step 4 and completing the Venn diagram in Step 5. Student connects ideas in the narratives with personal opinions in Questions 6 to 8.

Student demonstrates good understanding of the narratives by correctly answering most of the questions in Step 4 and completing most of the Venn diagram in Step 5. Student connects some ideas in the narratives with personal opinions in Questions 6 to 8.

Student demonstrates fair understanding of the narratives by correctly answering some of the questions in Step 4 and completing some of the Venn diagram in Step 5. Student connects few ideas in the narratives with personal opinions in Questions 6 to 8.

Student demonstrates poor understanding of the narratives by correctly answering only a few of the questions in Step 4 and partially completing the Venn diagram in Step 5. Student is unable to connect ideas in the narratives with personal opinions in Questions 6 to 8.

Student is unable to answer most of the questions in Step 4 and is unable to complete the Venn diagram in Step 5. Student is unable to answer Questions 6 to 8.

Evidence of understanding of texts through the response process

Task 3: C2 Reinvests Understanding of Texts A Exceeds expectations Student demonstrates superior understanding of the text by correctly answering the questions in Step 2.

B Meets expectations

C Acceptable but needs improvement

Student demonstrates good understanding of the text by correctly answering most of the questions in Step 2.

Student demonstrates fair understanding of the text by correctly answering some of the questions in Step 2.

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D Does not meet all expectations Student demonstrates poor understanding of the text by correctly answering only a few of the questions in Step 2.

E Serious difculties Student is unable to answer the questions in Step 2.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: Helping Out cont. Task 4: Extraordinary Exploits

Evaluation Situation 3 Going to Extremes!

Evaluation Grids

Handout ES 3.1 cont.

Task 3: C2 Reinvests Understanding of Texts

Use of knowledge from texts in a reinvestment task

A Exceeds expectations Student selects and accurately adapts ideas and information from the text to answer the question in Step 3. Student combines information from the text with own ideas and language repertoire.

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student selects and adapts ideas and information from the text to answer the question in Step 3. Student combines information from the text with own ideas.

Student needs support to select ideas and information from the text to answer the question in Step 3. Student combines information from the text with own ideas when prompted.

Student has difculty selecting ideas and information from the text to answer the question in Step 3. Student is unable to combine information from the text with own ideas.

Student is unable to provide the information required to correctly answer the question in Step 3. Student is unable to complete the task.

Content of the message

Task 4: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

Student writes a narrative that entertains and/ or provokes reection. Student’s narrative is on topic and well organized. Student’s narrative is easily understood after one reading.

Student writes a narrative that entertains or provokes reection. Student’s narrative is on topic and ideas are generally well organized. Most of the student’s narrative is easily understood after one reading.

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C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student writes a narrative that entertains or provokes reection. Student’s narrative is somewhat pertinent to the topic but lacks organization. Student‘s narrative requires a second reading but text is generally coherent.

Student’s narrative does not completely achieve its purpose. Most of the narrative lacks pertinence and/ or coherence. Student’s narrative is difcult to understand, even after a second reading.

Student’s narrative does not achieve its purpose. Student’s narrative lacks pertinence and/ or coherence. Most of student’s narrative is difcult to understand even after a second reading.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Extreme Adventures

Evaluation Situation 3 Going to Extremes!

Task 1

Handout ES 3.2

1. Read about ve types of adventure challenges. Decide if you would participate in each one or not. Give three reasons to justify your decision. Adventure Challenge 1: Bungee Jumping All over the world, people love to experience the excitement of bungee jumping off bridges or towers, over rivers or waterfalls, attached only to an elastic cord. Some jumpers go to extremes and jump from helicopters or other moving objects. Bungee jumping offers you spectacular views of some of the world’s most beautiful landmarks. From heights of over 300 metres, you can experience the thrill of the fall and the exciting rebound just seconds before you reach the ground. Yes

No

Reasons: 1. _____________________ 2. _____________________ 3. _____________________ Adventure Challenge 2: Ironman Competition Running 42.2 km is an adventure in itself but what about when it comes after a long distance swim and bike ride? An ironman competition is a triathlon that includes three long distance events. Participants must complete a 3.86 km swim, a 180 km bike ride and then nish the competition by running a full marathon of 42.2 kilometres. Participants master three sports at extreme distances and then face hours of strenuous physical activity to earn the prestigious title of “Ironman.” Yes

No

Reasons: 1. _____________________ 2. _____________________ 3. _____________________ Adventure Challenge 3: Climbing Mount Kilimanjaro Hike to the top of the Africa’s highest mountain and feel like you’re on top of the world! If you’re ready for a 35 km climb to the summit of one of the tallest mountains on Earth, then this is the adventure for you. Travel through ve different climate zones, from a tropical rainforest to a spectacular glacier. Participants must be in excellent physical shape to prepare for the climb and the acclimatization to the high altitude. After a challenging hike to the top, admire the view from an altitude of 5895 metres before returning on the kneepounding downhill journey. Yes

No

Reasons: 1. _____________________ 2. _____________________ 3. _____________________

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Extreme Adventures

Evaluation Situation 3 Going to Extremes!

Task 1

Handout ES 3.2 cont.

Adventure Challenge 4: BASE Jumping If you had the chance to pull a stunt from a James Bond movie, would you take it? In the movie , the villain BASE jumps off the Eiffel Tower. BASE is an acronym for . BASE developed from the sport of skydiving. Jumpers leap from high surfaces such as bridges, towers and mountains. There is no room for error as the altitude is usually under 600 metres. BASE jumpers have less than fteen seconds before they hit the ground, so they use parachutes that are specially designed to open quickly. BASE jumping is an extremely dangerous activity and should only be considered by people who have skydiving experience. Yes

No

Reasons: 1. _____________________ 2. _____________________ 3. _____________________ Adventure Challenge 5: BMX Racing BMX stands for and consists of off-road bicycle races that are modelled after motorcycle racing. BMX racing is a fast, exciting and intense race over difcult terrain. Riders start on a steep hill and race seven other competitors on a track with many twists and turns. BMX racers face hills and jumps in their sprint to the nish. BMX racing started in the early 1970s and is now an Olympic event. Whether you’re only ve years old or over fty, you can enjoy the thrill of a BMX ride. Yes

No

Reasons: 1. _____________________ 2. _____________________ 3. _____________________ 2. Read the sentence prompts and think about your answers. Use information from the descriptions to support your ideas. a. If my friends went bungee jumping, I . . . b. If I had to choose between climbing Mount Kilimanjaro and BMX racing, I . . . c. If one of my family members wanted to go BASE jumping, I . . . d. If I completed an Ironman competition, I . . . e. If I were to participate in any extreme activity, I . . . 3. Form a team with three classmates. Discuss your ideas using information from Steps 1 and 2. Use sentence adverbs from the word box when appropriate. actually • certainly • denitely • honestly • most likely • perhaps • possibly • probably • surely • unquestionably

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Name: ___________________________________________ Date: ________________________ Group: ___________

Facing the Challenge

Evaluation Situation 3 Going to Extremes!

Task 2

Handout ES 3.3

Christi Rougoor: A Second Chance I thought I would never feel this way again. As I sat at the top of the bridge in Whistler, British Columbia, I thought back to how I came to be in this place. I was born in Niagara-on-the-Lake in Ontario in 1987. I grew up on a farm and I loved to be outdoors with my family. I always had an adventurous spirit and was always ready to try new things. When I was a teenager, my dad gave me his old dirt bike and I started motocross. Motocross became a big part of my life. In December 2008, in my fourth year of university, I went riding in Florida with some friends. That’s when my life changed. On that trip, I had a serious accident. I ew over the handlebars of my bike. I broke my back and every bone in my face. After being in a coma for three weeks, I learned that I was paralyzed and would no longer have the use of my legs. I wondered how I was going to survive. How could I go from being an adventurous motocross rider to someone restricted to a wheelchair? I was faced with a challenge and I had to decide how I would deal with it. I decided that I would do something with my life and continue to be active in my own way.

After my accident, I participated in different activities. I even completed two marathons but I still dreamed of doing something really thrilling that would give me the rush I used to experience when riding dirt bikes. That dream came true in March 2012. I was so excited about my trip to Whistler because I wanted to prove that people in wheelchairs can still have extreme adventures. Just because we can’t use our legs doesn’t mean we can’t get out there and do things like everybody else. On that day in March, when the volunteers tied the bungee cord to my wheelchair, I could feel the excitement building in me. Bungee jumping in a wheelchair? That’s right. Some people might think I’m crazy but at that moment, I felt alive again. Four volunteers carried me to the edge of the bridge and lifted my wheelchair. People cheered. Then, they threw me over. It was exhilarating. I ew through the air in freedom. It was an incredible feeling and I just can’t wait to jump again.

Lonnie Bissonnette: What Dreams Are Made Of When Lonnie Bissonnette was a little boy living in St. Catharines, Ontario, he watched Superman on television and dreamed that he would one day be able to y. He held onto that dream through his difcult childhood and teenage years. When Lonnie was 25 years old, he heard about a local skydiving club. After one jump, Lonnie was hooked. For years, Lonnie jumped every weekend and even worked as a skydiving instructor. Lonnie loved skydiving but eventually, it was no longer enough. He needed more. One day, he saw a video of people BASE jumping in Toronto. At that moment, he knew what he wanted to do.

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Lonnie’s rst BASE jump was from the top of an antenna. Lonnie and two friends set out on the adventure. As the men started to climb the antenna, the wind blew and Lonnie’s friends began to have doubts. Lonnie continued full speed ahead, straight up the antenna. As he climbed, the thrill of reaching the top grew stronger and stronger. His friends called out to him, asking him to stop but by then, Lonnie was already at the top of the tower. Lonnie waited for a few minutes but the temptation was too strong. He jumped. Lonnie started his free fall to the ground and then opened

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Facing the Challenge

Evaluation Situation 3 Going to Extremes!

his parachute. The feeling was amazing. As Lonnie fell from the antenna, he thought of his rst skydive. The adrenaline rush was the same. It was like that rst jump all over again. From that point on, Lonnie became a BASE jumper. He jumped off all four types of BASE objects, all over the world. From the Kuala Lumpur Towers in Malaysia to Angel Falls in Venezuela, Lonnie experienced the thrill of the free fall. In July 2004, Lonnie and six other jumpers set out to break the record for simultaneous jumps. As the group prepared for their jump off Perrine Bridge in Twin Falls, Idaho, Lonnie prepared for his 1100th jump. It was a moment to remember. Lonnie jumped off the bridge and did four back ips just as he had practised. Then, Lonnie experienced what every jumper dreads. He got

Task 2

Handout ES 3.3 cont.

entangled in his parachute. Lonnie fell at an incredible speed and hit the river below. The impact was enough to break his back. He would never walk again. Lonnie’s doctors, friends and family tried to prepare him for a life without BASE jumping. They told him he would never jump again. They didn’t understand why he even wanted to jump. They said he had to face reality. But Lonnie refused. BASE jumping was his life and that was what he wanted to do. In 2010, Lonnie made his rst wheelchair BASE jump off the New River Gorge Bridge in West Virginia. The BASE jumper was back. Lonnie proved that being in a wheelchair doesn’t stop people from achieving their goals. Lonnie continues to jump as he gets closer and closer to his childhood dream of being able to y.

Before Reading 1. What is your denition of a challenge?

2. What is one of the biggest challenges you or someone you know faced?

3. Do you think it is possible for people in wheelchairs to do the extreme sports like the ones described in Task 1? Explain your answer.

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Facing the Challenge

Evaluation Situation 3 Going to Extremes!

Task 2

Handout ES 3.3 cont.

While Reading 4. Read the following questions. Then, read the texts on pages 333–334 and nd the answers. Christi Rougoor: A Second Chance a. What was Christi’s reaction when she found out that she was paralyzed?

b. What did Christi want to prove by completing a bungee jump?

c. How did Christi feel during her bungee jump experience?

Lonnie Bissonnette: What Dreams Are Made Of d. Number the events in the order in which they happened in the story “What Dreams Are Made Of.” Number

Event Lonnie made his rst BASE jump from the top of an antenna. In July 2004, Lonnie broke his back during his 1100th jump. After years of skydiving, Lonnie decided he needed a new challenge. Six years after his accident, Lonnie made his rst wheelchair BASE jump in West Virgina. Lonnie’s family and friends said that he would never BASE jump again. Lonnie did his rst skydiving jump at a local club. Lonnie travelled around the world to places like Malaysia and Venezuela to BASE jump. As a little boy, Lonnie dreamed that one day he would be able to y.

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Facing the Challenge

Evaluation Situation 3 Going to Extremes!

Task 2

Handout ES 3.3 cont.

After Reading 5. Compare and contrast the two individuals featured in the stories. Write their similarities and differences in the Venn diagram. Provide at least three pieces of information in each section.

Christi Rougoor

Lonnie Bissonnette

6. Which of the two stories do you think is more interesting? Why?

7. Do you think that people with disabilities should be allowed to participate in these types of extreme challenges? Why or why not? Use information from the texts to support your answer.

8. If you were injured in a high-risk challenge or adventure, would you continue to participate in high-risk activities? Why or why not?

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Helping Out

Evaluation Situation 3 Going to Extremes!

Task 3

Handout ES 3.4

Adventures for All People like Christi Rougoor and Lonnie Bissonnette would not be able to achieve their goals without the help of organizations and volunteers committed to making a difference. If you’re looking for a great way to gain experience and do something for your community at the same time, why not get involved in volunteer work? There are many organizations to choose from. At Adventures for All (AFA), we specialize in helping people with physical disabilities participate in extreme sports or adventures. We believe that everyone who wants to should have the opportunity to experience the adrenaline rush of a bungee jump or a trip over the rapids on a white water adventure. You can choose your assignment based on your interests and skills. Whether you want to teach, help with fundraising activities or accompany participants on their adventures, there’s something for everyone. Choose from a variety of summer and winter activities such as kayaking, hand cycling, rock climbing, wakeboarding, skydiving, downhill skiing, snowboarding and much more. We even offer wilderness adventures where you and the program participants spend a few days learning survival skills in extreme conditions.

At AFA, you can volunteer when it’s convenient for you. If you work during the day, don’t worry. You can still help out. Many of our events take place in the evenings or on weekends. Some volunteer tasks can even be completed from your own home. Our volunteers at AFA share some characteristics. They are caring and compassionate individuals who are able to put other people’s needs before their own. They are active and are always ready for an adventure. They are enthusiastic about helping others. AFA volunteers can adapt to unexpected circumstances and react well under pressure. Our volunteers understand that each individual is unique. They understand the importance of taking the time to really get to know the participants in our program. Their greatest quality is unquestionably their positive attitude and commitment to making our program a success. If it’s time for you to make a difference in someone’s life, consider becoming a volunteer at Adventures for All. There is denitely someone out there for you to help. You will probably nd that the biggest difference you make is to yourself.

Before Reading 1. Rate how each statement applies to you. Certainly

Most Likely

Possibly Denitely Not

a. I would be interested in volunteering at a summer camp. b. I would like to help people with physical disabilities achieve their goals. c. I have the necessary qualities to work with people with disabilities.

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Helping Out

Evaluation Situation 3 Going to Extremes!

Task 3

Certainly

Most Likely

Handout ES 3.4 cont.

Possibly Denitely Not

d. I have time to volunteer in my community. e. I am committed to helping others. f. I think I could have a positive impact on someone else’s life. While Reading 2. Read the following questions. Then, read the text on page 337 and nd the answers. a. What is Adventures for All (AFA)?

b. What types of activities does AFA offer?

c. List ve characteristics of AFA volunteers.

After Reading 3. Based on the information provided in the text, do you think you would be a good candidate for this type of volunteer service? Explain your answer. Make links to your interests, skills, qualities and personality traits.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Extraordinary Exploits

Evaluation Situation 3 Going to Extremes!

Task 4

Handout ES 3.5

1. Read the proles. Choose one of the proles to use as the basis for your narrative. You may also choose to write about an extreme experience that happened to you or someone you know. Prole 1: Chris Waddell Who: Chris Waddell, a competitive skier with Olympic dreams who was paralyzed after he broke his back in a skiing accident in 1988 What: Six and a half day climb to the summit of Mount Kilimanjaro When: Between September 24 and 30, 2009 Where: Marangu Trail on Mount Kilimanjaro Why: To produce a documentary about his adventure to help change the lives of disabled people and show them that they can achieve goals that might seem impossible

Other Information • • • • • • •

First paraplegic to reach summit of Mt. Kilimanjaro Travelled for 36 hours just to reach mountain Used only his arms on a hand cycle Faced warm and humid temperatures Steep climb over rocks and difcult terrain Mountain dust and dirt affected vision Travelled with 7 other team members including guide, doctor and members of lm crew • Completed adventure with the help of donations

Prole 2: Team Hoyt Who: Dick Hoyt and his son, Rick. Rick born in 1962, diagnosed as a quadriplegic with cerebral palsy What: Ironman triathlon competition When: October 21, 2006 Where: Ironman World Championship in Kailua-Kona, Hawaii Why: After his rst race in 1977, Rick told his father than when he ran, he felt like he wasn’t handicapped.

Other Information • In 1988, did not complete rst Hawaii Ironman because of nausea during swim • Completed nal Ironman when Dick was 66 • During swim in Pacic Ocean, Dick pulled Rick in an inatable rubber boat attached to bungee cord around his waist. • Used special bike with seat in front for Rick • Dick pushed Rick in wheelchair for 42.2 km run. • Faced hot, humid temperatures and brutal winds • Bicycle ride over lava elds and hilly roads on island • Competed in over 1000 races including marathons, triathlons and 6 Ironman competitions

Prole 3: Aaron Fotheringham Who: Aaron “Wheelz” Fotheringham, an extreme wheelchair motocross athlete What: First person to successfully land front ip in a wheelchair When: February 9, 2011 Where: Wellington, New Zealand Why: Wants to show young people that being in a wheelchair need not stop them from doing what they want to do; wants to change world’s perception of people in wheelchairs

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Other Information • Born with spina bida, never able to use legs • Started riding in wheelchair at skate parks age 8 in Las Vegas, Nevada • First person in wheelchair to complete single back ip, age 14, July 2006 • Required months of practice to complete double back ip • World’s rst wheelchair double back ip on August 26, 2010 at summer camp in Pennsylvania • Performed front ip in front of thousands of spectators • Rode down steep downhill ramp to complete front ip and land on another ramp • Travels in USA and around world to perform stunts and to speak about his life Studio Year Two n Evaluation Situation 3

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Extraordinary Exploits

Evaluation Situation 3 Going to Extremes!

Task 4

Handout ES 3.5 cont.

2. Choose a point of view for your narrative. You may choose to write from the point of view of one of the athletes featured in Step 1 or of someone you know. First person ( )

Third person (

)

3. Plan your narrative. Use the information in Step 1 for help. Write your ideas in the graphic organizer. Character(s)

Setting Time: ____________________ Place: ____________________ Mood: ____________________

Rising Action

Climax

Resolution

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Extraordinary Exploits

Evaluation Situation 3 Going to Extremes!

Task 4

Handout ES 3.5 cont.

4. Write the draft of your narrative. Use the information and ideas from Tasks 1 and 2 for help. Look at the checklist in Step 5 for the task requirements. Draft

5. Revise and edit your narrative. Use this writing checklist. I wrote from one point of view in my narrative. I included important information from the descriptions in Task 1. I used descriptive language. I used prepositions of time and place ( ) correctly. I checked my spelling and my punctuation. I included the text components of a narrative. 6. Write your nal copy on a separate piece of paper. Check it again for mistakes. Reproduction permitted © Chenelière Education Inc.

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d t S io Designed for ESL students in Secondary Cycle Two, t dio conforms to the ESL program as well as the and the . It provides all the material needed to develop the three ESL competencies and offers a rich variety of Learning and Evaluation Situations (LES), an extensive Grammar Section and a practical Reference Section. t dio can replace or complement any other learning material.

S

S

Student Workbook Six engaging Learning and Evaluation Situations with mature high-interest themes Opportunities and support to help students engage in meaningful oral interaction Varied listening and reading texts with activities that focus on the response process Model texts and writing tasks that take students through the writing process Final projects and extra reading texts that encourage students to think further about the topic Contextualized grammar activities and a comprehensive Grammar Section for more practice

Answer Key – Paper version for the with teacher’s notes and suggestions for differentiation and evaluation CD of listening texts

Teacher’s Guide and Answer Key – Paper version The complete Audio-visual package (CD and DVD) Additional material: evaluation situations and grids, grammar quizzes, extra reading texts and activities for the DVD

Teacher’s Guide and Answer Key

PLUS

The complete paper version of the A USB key, for use with any computer, interactive whiteboard (IWB) or projector, that holds: – an interactive version of the complete with handouts in PDF and Word format that you can adapt to your needs – full-page projection of texts and grammar notions – direct access to embedded weblinks and the CD and DVD segments

The Components of

St dio, Secondary Cycle Two

Year One • • • •

Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS

• • • •

Year Two Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS