Zipline: Enriched English As a Second Language - Secondary Cycle One, Year Two [1-2] 2765046689, 9782765046684

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Enriched English as a Second Language

Secondary Cycle One • Year Two

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ • MONIQUE SOUBLIÈRE

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

Conforms to the PROGRESSION of learning

Enriched English as a Second Language

Secondary Cycle One • Year Two

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ • MONIQUE SOUBLIÈRE

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

Zipline Enriched English as a Second Language Secondary Cycle One, Year Two Student Workbook

Acknowledgements The publisher would like to thank the following teachers for their valuable contributions to the publication of Zipline, Enriched English as a Second Language. Cynthia Beyea, C.S. des Laurentides

Arielle Aaronson, Catherine Durand, Yuly Gonzalez, Monique Soublière © 2015 TC Media Books Inc. Editors: Susan Ballinger, Jennifer McMorran Project Managers: Michèle Devlin, Paula Kielstra, Vanessa Copeland Proofreader: Nancy Perreault Photo Researcher: Rachel Irwin Permissions Researcher: Marc-André Brouillard Book and Cover Designer: Micheline Roy Typesetter: Micheline Roy Printer: TC Imprimeries Transcontinental

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-4668-4

Legal deposit: 1st quarter 2015 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1 2 3 4 5 ITIB 19 18 17 16 15 We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

Nicole Caissie, Collège Charles-Lemoyne Michelle Collister, Collège St-Hilaire Julie Plamondon, C.S. des Patriotes Olha Reshetnikova, C.S. des Affluents

table of contents Table of Contents Review Unit Tell Me a Story

.................................................

1

Brush up on your English skills and practise your storytelling abilities. Grammar: The simple present and simple past; discourse markers; possessive adjectives Write a story about the rst day of school.

Unit 1 What’s in a Name? ..........................................................

9

Learn about the importance of a name. Grammar: Compound nouns; compound sentences and conjunctions Write the story of your own name. Extra

Reading: Holes by Louis Sachar Word Games: Anagrams, homonyms, etc.; pronunciation of a

Unit 2 Your Wildest Dreams ..................................................

37

Units

Decode what your dreams are trying to tell you. Grammar: The past continuous; quantiers Write a dream analysis. Extra

Reading: Walk Two Moons by Sharon Creech Word Games: Idiomatic expressions; pronunciation of w and r

Unit 3 Modern Treasure Hunters

.......................................

65

Discover why some people love the thrill of the chase. Grammar: The present perfect; comparative adjectives Write a letter to add to a time capsule. Extra

Reading: Treasure Island by Robert Louis Stevenson Word Games: Sufxes; pronunciation of ch

Unit 4 Viral Videos

.........................................................................

93

Explore the world of viral videos. Grammar: Superlative adjectives; types of adverbs and their position Write an analysis of a viral video. Extra

Reading: “Return of the ‘Star Wars Kid’” by Jonathan Trudel Word Games: Portmanteau words; pronunciation of g

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iii

Unit 5 Mission: Accepted ..........................................................

121

Learn about real-life spies and their missions. Grammar: The future with be going to; information questions in the simple present and past Write a radio interview with a spy.

Units

Extra

Reading: Stormbreaker by Anthony Horowitz Word Games: Idiomatic expressions; pronunciation of h

Unit 6 That Was the Future

....................................................

149

Learn about how people from the past envisioned our present. Grammar: The past and future forms of there is and there are; the future with will Write an article predicting what life will be like fty years from now. Extra

Reading: “What May Happen in the Next Hundred Years” by John Elfreth Watkins, Jr. Word Games: Thematic vocabulary; pronunciation of numbers

Reference Section

Grammar Section

Verbs

iv

Simple Present................................................................................................. Present Continuous ........................................................................................ Present Perfect ................................................................................................ Simple Past ...................................................................................................... Past Continuous .............................................................................................. Future ............................................................................................................... Modals .............................................................................................................. The Passive Voice ............................................................................................

178 187 191 195 208 214 220 224

Sentence Builders Nouns ............................................................................................................... Pronouns .......................................................................................................... Demonstratives .............................................................................................. Quantiers ...................................................................................................... Adjectives......................................................................................................... Adverbs ............................................................................................................ Prepositions ..................................................................................................... Articles ............................................................................................................. Conjunctions.................................................................................................... Punctuation ..................................................................................................... Capitalization ..................................................................................................

226 231 233 234 235 239 242 244 245 247 248

Functional Language ..................................................................................... Strategies ......................................................................................................... Verb Tense Overview...................................................................................... Question Words .............................................................................................. Question Formation ....................................................................................... Spelling Rules .................................................................................................. Simple Past and Past Participles of Common Irregular Verbs .................. The Response Process ..................................................................................... The Writing Process ........................................................................................ The Production Process .................................................................................. Peer Editing Guide ......................................................................................... Self-Evaluation Guide ....................................................................................

249 251 253 254 254 255 256 258 259 260 261 262

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

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

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

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

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Overview

v

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

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

Exercises give you a chance to practise it.

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

Word Games pages focus on vocabulary words and pronunciation.

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

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

vi

Overview

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

Grammar boxes explain the notion and provide examples.

Exercises let you practise the grammar notion.

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

Tabs The unit tabs indicate the focus of each task. ICEBREAKER SPEAKING

READING

VIEWING

WRITING

GRAMMAR POINT

WRITING PROJECT

EXTRA READING

EXTRA GRAMMAR

EXTRA LANGUAGE

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Overview

vii

Icons

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write or produce texts.

DVD

CD

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

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

Boxes

STRATEGY REMINDER USEFUL LANGUAGE

VOCABULARY SPEAK UP

Strategy Reminder boxes offer strategies for completing the tasks.

Useful Language boxes suggest language prompts to help you participate actively in oral tasks.

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

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

FYI PRONUNCIATION

Bands

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

These bands indicate the phases of the response process.

Before Reading

While Reading

After Reading

Before Viewing

While Viewing

After Viewing

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

Go to pages 178 and 179 of the Grammar Section for more information and practice.

viii

Overview

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TELL ME A STORY Tell Me a Story

Review UNIT

In this review unit, brush up on your English skills and practise your storytelling abilities. Tell stories and guess which are true. Review some English vocabulary and grammar. Write a story about the first day of school. Read about a misunderstanding between friends. Test your powers of deduction.

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one

1

REVIEW UNIT

Name:

1.

Date:

Group:

Two Truths and One Lie

C1

See how sharp your lie-detecting skills are. 1. Think of two true stories and one false story about you that no one knows. Write one sentence to summarize each story. Story 1: Story 2: Story 3:

2. In groups of three, tell your stories. After each story, ask questions to help you decide which story is a lie. Take notes in the chart. Mark your choice. Classmate’s name

Notes

Which is the lie?

Story 1 Story 2

Verify your guess

I was right. I was wrong.

Story 3

Story 1 Story 2 Story 3

I was right. I was wrong.

Story 1 Story 2 Story 3

FYI

2

two

Someone who lies often speaks in a higher-pitched voice, has trouble maintaining eye contact and moves around more than usual.

I was right. I was wrong.

3. After everyone is nished, ask each storyteller to reveal which story was the lie. Circle the correct answers.

4. With your team, discuss the following questions: Which true stories surprised you the most? Why? Which false stories did you believe? Which of your teammates was the most convincing liar? Why? Were there any signs that told you a classmate was lying? Explain.

Tell Me a Story

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Name:

2.

Date:

REVIEW UNIT

Group:

First Day of School

C2

Decide who wins the story-writing contest. 1. Complete the paragraph below with the simple present of the verbs in parentheses. Mr. Mills (be)

the homeroom teacher you want. He (make)

each year to give to his class while they (complete) (award)

brownies

their rst writing assignment. He

an extra brownie to the student who (write)

day of school story. Jonathan, Yasmine and Olivier (be) round of voting. You (decide)

the best rst the last three left after the rst

whose story (deserve)

VOCABULARY

2. Read the stories below. As you read, underline the unfortunate events that happened to each student.

Jonathan Talk about getting off to a rough start! On the rst day of school, I was so worried that I wouldn’t hear my alarm clock that I woke up almost every hour. When the alarm clock did nally ring, I jumped out of bed but I tripped over the backpack waiting for me on the oor and sprained my ankle pretty badly. My mother offered to drive me to school, but then she kissed me in front of my friends! Next, as I limped through the doors to begin my rst day, I saw that my rst class was a double math period. I realized that I had forgotten my calculator at home. But as I sat down, I saw that I didn’t forget to pack my peanut butter and jelly sandwich, which squished all over my back pocket and made a big mess. I didn’t bring a change of pants, so you can only imagine the nicknames everyone came up with. I just hope none of them stick, otherwise it’s going to be a long year . . .

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that last brownie.

sprained twisted limped favoured one foot over the other nicknames alternative names

Yasmine I had the most embarrassing rst day of school of my life! First of all, I am new at this school and the map they gave me was from last year—before they changed all of the room numbers. So I got lost, not once, but three times and ended up late for my classes. The Spanish teacher made a big deal about my being new at the school and kept asking me questions in Spanish that I didn’t understand. Then, I had to eat alone at lunch since I didn’t know anyone. For some reason, someone started a food ght. It was awful. I got mashed potatoes in my hair and the lunch supervisors made everyone clean up the mess. Finally, one of the other girls in the cafeteria came over to talk to me, but I guess I whispered my name because she understood it as “Jacqueline.” So now people are starting to speak to me, at least, but they’re calling me Jackie! I’m too shy to correct them.

Review Unit

three

3

Name:

Date:

Group:

I started my school day earlier than everyone else, because I volunteered to help distribute the schedules. All the students lining up for schedules, locker assignments, agendas and ID cards laughed when I tripped over my shoelaces and sent the pile ying. Now everyone is going to remember me as “that clumsy kid.” It was so noisy and chaotic that my ears rang all day long. To make matters worse, it turns out that for rst period I went to the wrong class. I had gotten my own schedule wrong! Then, when I opened my bag at lunch, I saw that I had accidentally taken my weirdo sister’s lunch instead of my own. So I had to eat her boring grilled tofu and lettuce sandwich when I had been looking forward to my roast beef all morning! As I was scrounging around in my backpack for change so I could buy something else to eat, I realized that I had left my keys on the kitchen counter. So I had to go to my grandma’s after school instead of staying to play basketball. Ugh!

Olivier

REVIEW UNIT

VOCABULARY clumsy uncoordinated scrounging searching

3. In your opinion, who had the most difcult rst day of school? Who had the easiest rst day? Give examples to justify your choice.

4. Which story did you nd the funniest? Why?

5. In your opinion, who deserves the extra brownie? Justify your answer using examples from the text.

4

four

Tell Me a Story

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Name:

3.

Date:

What a Day!

Group:

REVIEW UNIT

C3

It’s time for you to complete Mr. Mills’ back-to-school assignment. 1. Invent a story about your crazy rst day of school. Brainstorm ideas for each part of the day. Write your ideas in the schedule below. Include unfortunate or extraordinary events to make your story more interesting. Before school Periods 1, 2 and 3

Lunch

Periods 4 and 5 After school

2. Write the rst draft of your story. Use the stories on pages 3 and 4 as models. Use the simple past and discourse markers.

Discourse Markers

First Then Next After that Finally

STRATEGY REMINDER Pay attention to the elements that make the stories on pages 3 and 4 effective and fun to read: the rapid sequence of unfortunate events, mix-ups and misunderstandings, and the use of exaggeration and humour.

3. Edit your text. Check your verbs, spelling and punctuation.

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Review Unit

five

5

REVIEW UNIT

Name:

Date:

Group:

She Said, He Said

4.

C2

What happens when there is a miscommunication between friends? 1. Complete the two stories with the correct possessive adjectives.

Amanda I cannot believe this is happening! Sarah,

best friend since grade four,

has totally betrayed me. I am so sad and hurt and angry; I don’t know what to think. Let me explain. Yesterday, Gabriel emailed me with a question about homework assignment. But when I scrolled down, I noticed that email also contained a conversation with Sarah. He wrote, “I can’t

Word Box

wait for Saturday night. It’s going to be an epic party! Can you give me Possessive adjectives my your her his its our their

directions to

house?” I didn’t hear anything about a party on

Saturday! Are to

friends having a party without me? Why wasn’t I invited party? Did Sarah forget that Saturday is

birthday?

Gabriel Uh oh! I think

afternoon is about to get more complicated. I just

emailed Amanda with a question about I sent it, I realized that I included

history assignment. Right after conversation with Sarah about the

party. We haven’t invited Amanda . . . but we don’t want to hurt I need to speak to Sarah at practice tonight so we can get

feelings. story straight.

2. Why wasn’t Amanda invited to Sarah’s party? Imagine a logical reason. Write a short paragraph explaining the situation.

6

six

Tell Me a Story

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Name:

Date:

5.

REVIEW UNIT

Group:

A Week in the Big Apple

C1

Imagine an eventful trip to New York City. 1. Naomi, Jacob and Catherine spent a week at an English camp in New York City last summer. Read their Secondary 1 yearbook entries. Name: Naomi Gagnon Best school memory: class trip to the planetarium Favourite subjects: Earth Science & Biology Won’t leave home without: my camera Biggest obsession: aquariums and learning about all the different animals that live underwater

Name: Jacob Morrison Best school memory: food ght in the cafeteria Favourite subjects: French & English Won’t leave home without: my Canadiens hat (part of my collection) and an extra sandwich Biggest obsession: repainting my skateboard every week (it expresses who I am) and the local pizza place

Name: Catherine Latulipe Best school memory: being the lead in the Secondary 1 school play Favourite subjects: Drama & Music Won’t leave home without: my Pretty in Pink lip gloss Biggest obsession: following celebrity social media accounts and updating my own as often as possible

2. They each bought three souvenirs, but the souvenirs got mixed up on the bus trip home. With a partner, use the yearbook entries to match the souvenirs to the right student. Write their names in the space provided. whale eraser

mints

leaf

makeup kit

New York City stencil

pile of photos

autograph book

hockey cap

theatre ticket

Naomi

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Review Unit

seven

7

Word Box

REVIEW UNIT

Broadway buy Central Park eat at a restaurant go shopping hockey game Museum of Natural History see a show Statue of Liberty take pictures Times Square visit

Name:

Date:

Group:

3. With your partner, imagine what Naomi, Jacob and Catherine did in New York City. Look at the words in the word box for ideas. Discuss where each souvenir came from. Write your ideas in the chart. Naomi went to the museum, where she bought a blue whale pencil. Then, Naomi

Jacob

Catherine

4. Imagine that you also went to New York City. What souvenirs did you bring back? What did you do? Write some notes below.

5. Describe your trip to New York City to your partner. Then, listen to your partner’s description and take notes on the lines below.

6. What were the similarities and differences in the trips you described?

8

eight

Tell Me a Story

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WHAT’S IN A NAME? What’s in a Name?

UNIT

1

In this unit, learn about the importance of a name. Read about how things and people get their names. Watch a video and discover some surprising facts about names. Talk about the perfect name for a product, and reinvent a product. Write the story of your own name. Practise grammar: compound nouns, compound sentences and conjunctions.

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nine

9

ICEBREAKER

Name:

1.

Date:

Name It!

Group:

C1

Is a name really that important? 1. With a partner, unscramble the names in the word box to nd who or

Word Box

what is being described. atocelpar paelp zpzia opectk hairksa sitiarnoc ndaloor stelabe eth ynwae tzgkeyr za-yj

a. I’m a Canadian hockey player known as “The Great One.” b. I’m a singer from Colombia and my name means “woman of grace” in Arabic. c. I’m a rapper and my real name is Shawn Corey Carter. d. I’m a fruit and a computer company. f. I am the most famous female pharaoh of Ancient Egypt. g. I’m a folded piece of dough with cheese, tomato sauce, meat or vegetables inside. h. We were a British group whose songs are still popular after more than 50 years.

2. With your partner, brainstorm at least four people or things with unique or original names for each category in the following chart.

Who’s Who In . . .

Movies and Music:

Sports:

Products:

USEFUL LANGUAGE • I guess it’s because . . . • Maybe it’s because . . . • I doubt that . . . • Do you really think so? • That’s probably right.

10

ten

3. Discuss the following questions with the class. Which names are the most popular in each category? Why are these people and things so popular? How important are their names? Why? Why do you think some celebrities use stage names?

What’s in a Name?

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Name:

Date:

Group:

4. Read the lines spoken by Juliet from Romeo and Juliet by William Shakespeare. O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I’ll no longer be a Capulet. ‘Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What’s Montague? It is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What’s in a name? That which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call’d, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself.

FYI

In Scene 2, Act 2, Romeo Montague overhears Juliet Capulet speaking to herself from her balcony. She’s in love with Romeo, but the Montagues and the Capulets have been enemies for years. The lovers are doomed to an impossible love because of their names.

VOCABULARY

5. With a partner, check the statements that are true based on the text above.

wherefore why thy your thou you owes has doff abandon thee you doomed destined

Romeo and Juliet have to ignore their names if they want to be together. Juliet hates the name Montague, not Romeo. The quarrel between the two families is not a problem for their love. If a rose were given another name it would still smell like a rose. If Romeo abandons his family name, he would still be Romeo. The lovers’ family names will make their love impossible. Juliet declares her dislike for Romeo.

6. What is the message of this passage?

7. Can a name inuence people’s perception of a person?

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Unit 1

eleven

11

GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Compound Nouns A compound noun is a noun that is made up of two or more words. Compound nouns can be common nouns (mother-in-law, grapefruit), proper nouns (Elm Street, Rolls-Royce) or combine both (Sunday paper, Canada goose). Compound nouns come in three forms: • in one word: classroom, girlfriend FYI Plurals Most compound nouns form their plurals • in two separate words: lunch box, bus stop by changing the nal word to the plural: • hyphenated: wood-burning, policy-maker , Compound nouns can include these parts of speech: When the emphasis is on the rst word, • noun + noun: water heater, pencil case it becomes plural instead of the last word: • noun + verb: weightlifting, sunrise • adjective + noun: software, last name • noun + preposition: brother-in-law, underline • verb + adverb: checkup, turnoff It’s a good idea to check the spelling of compound nouns and their plural in a dictionary.

A. Complete the sentences with a compound noun made from the words in the word box. swimming pool

2. Some teachers always assign a lot of 3. We watched an amazing video on the class 4. You must be really happy about your will be pleased with your grades.

. . : your parents

5. The counsellors usually light the Saturday night bonre on the beach just after

Word Box

1. Samir got a job as a lifeguard at the municipal for the summer.

board card home pool report set sun swimming white work

, when the sky gets dark.

B. Name the parts of speech used to form the compound nouns in Step A. Then write their plural form. 1. swimming pool: verb (swimming) + noun (pool)

Plural: swimming pools

2.

Plural:

3.

Plural:

4.

Plural:

5.

Plural:

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

12

twelve

What’s in a Name?

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Name:

2.

Date:

READING

Group:

How Things Get Their Names

C2

Do you ever wonder how things get their name? Before Reading

1. Read the descriptions and write the name of the items. Description

Name

a. Small jelly-lled, bean-shaped candies with a hard sugar coating b. A carbonated soft drink coloured with caramel, and avoured with extracts of Kola nuts c. An alcoholic beverage that has bubbles and is named after a region of France d. A lunch item named after its inventor and made with two pieces of bread and a lling e. A small portable device that lets you connect with your friends and gives you answers to most questions f. Small round items joined with a wire that allow you to listen to music on your portable device g. A tool used to clean your teeth

2. Do you see any patterns in the way the items were named?

3. Why do you think computer manufacturers chose to name their most recent portable computers “tablets”?

4. Do you think it is difcult to nd a name for a new product? Explain.

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Unit 1

thirteen

13

Name:

Date:

Group:

While Reading

5. Read the text on pages 14 and 15. Underline the compound nouns that you nd in the text.

Naming Techniques

That Work

You have worked very hard, and your product is nally ready—or is it? Believe it or not, you are now at one of the most critical phases of the process: nding the perfect name for your product. There are many ways to name your masterpiece.

Using your own name Do the names Zamboni, Jacuzzi, or Adidas ring a bell? Everyone who is a fan of our national sport knows that a Zamboni is the machine that resurfaces the ice before a game and between periods. Frank Zamboni used to be in the refrigeration business. In 1939, when the demand for ice for refrigeration declined, he decided to open an indoor skating rink. It took his workers hours to scrape, water and squeegee the ice to perfection. Mr. Zamboni then set to work developing an ice-resurfacing machine. After building many prototypes, he nally presented the rst Model A Zamboni Ice-Resurfacer in 1949. It was a success, but its name was very long and, with time, people simply called it the Zamboni. The seven Jacuzzi brothers immigrated to America from Italy. They focused their engineering skills on hydraulics. When Candido Jacuzzi’s son

VOCABULARY critical decisive, all-important scrape make smooth skills knowledge and aptitude

14

fourteen

What’s in a Name?

developed juvenile rheumatoid arthritis, he created a portable hydrotherapy pump so that his son could have his treatments at home. Today, Jacuzzi whirlpool baths and hot tubs are sold around the world, and the name has become synonymous with hot tub. Their slogan is “Jacuzzi ® brand. More than just a name.” You don’t have to be an athlete to recognize the Adidas ofcial logo of three parallel bars. The name Adidas is the combination of the founder’s rst name and family name. Adolf Dassler, better known as Adi Dassler, founded Adidas in 1948 in Germany. He started with his famous running shoes and became the biggest sportswear manufacturer in the world.

Using initials or acronyms An acronym is a word formed by using the rst letters of a series of words. One easy example is a Collège d’enseignement général et professionnel, more commonly known as a CEGEP. But have you heard of Light Amplication by the Stimulated Emission Of Radiation? You don’t think so? Look closely at the rst letter of each word. They spell the word laser. As you can see, the acronym is much easier to remember. Some acronyms become so familiar that no one remembers the original name and they are no longer written in capital letters. Another example is the diving equipment invented in 1943 by Cousteau and Gagnan that was once

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Name:

Date:

called “self-contained underwater breathing apparatus’’ by the U.S. Navy and is known today as scuba, as in scuba diving. Do you know what the letters USB of your USB key stand for? It’s a Universal Serial Bus ash drive.

Using the product’s function This is a very simple method for naming a new product. A name is created using a compound word to describe what the object does. The object that opens a can was called a can opener, and the shoes worn for running were called running shoes and so on. Many names come from a product’s function such as Hide-A-Bed, waxed paper, and the stand-up paddling board. Of course what distinguishes one product from another is its brand name. When choosing running shoes you may prefer to buy Brooks instead of Nike.

Using feelings or senses Believe it or not, Ping-Pong, the game of table tennis, was named after the sound the ball makes when it hits the paddle (ping) and bounces off of the table (pong). The name zipper, originally the Automatic, Continuous Clothing Closure, comes from the “zip” sound that’s produced when the device is used. The little metal closures used to tie up a jacket are called snaps, like the sound made when you snap your ngers. These words are onomatopoeic, because they are named for the sound the devices make when they are used. When a word that appeals to one of your senses is used to name an invention, it is called sensory naming or branding. What do you think of when you hear the names Pop Tart, Cap’N Crunch cereal, Sour Patch Kids candy, or I-pod Touch? When you have a bad cold and a sore nose you may prefer Kleenex Soft Tissues.

Reproduction prohibited © TC Media Books Inc.

Group:

Using the product’s place of origin Look around you. How many people are wearing jeans? These popular pants were invented by Jacob Davis and Levi Strauss in 1873. The pants were named after the place the material came from: Genoa, Italy. The French called the city Gênes, and the Americans pronounced it “jean” in English. In the French city of Nimes, weavers tried to reproduce the jean fabric without success, but created a material that was called “de Nimes” in French and is known today as denim. Many other inventions were named after the place they come from, such as mayonnaise (Port Mahon), frankfurters (Frankfurt) and hamburgers (Hamburg).

Using a related image or idea, a foreign or a made-up word How did Apple Computer get its brand name? Co-founder Steve Jobs came up with the name after working for a few months at an apple orchard. He wanted a name that was fun and not complicated like those used by other computer companies. He later chose Macintosh as a brand name because it was his favourite variety of apples. As for the name Häagen-Dazs, a favourite brand of ice cream, it was made up. The creators wanted to give their ice cream an exotic sounding name. The words mean nothing in any language, yet consumers believe the product to be exotic and this is part of its success.

VOCABULARY stand for represent, mean bounces hits and jumps up foreign exotic

Unit 1

fifteen

15

Name:

Date:

Group:

After Reading

6. What products or brand names from the text are often used as common nouns?

7. What do you think the slogan “Jacuzzi ® brand. More than just a name” means?

8. What are the advantages of using an acronym?

9. What does onomatopoeic mean? Give a new example.

FYI

Different cultures have different onomatopoeic words for the same sound. Take the noise frogs make, for example. English speakers interpret the sound as , Japanese speakers as and German speakers as

10. What is sensory naming? Give a new example.

11. Explain how a name using made-up words can be effective.

12. Discuss the following questions with your classmates. Which naming techniques do you nd the most effective? Why? What products make an effective use of these techniques? Which naming techniques do you nd outdated? What product names would you change?

16

sixteen

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

3.

Date:

SPEAKING

Group:

Finding the Right Name

C1

A lot of thought goes into nding the best name for a product. 1. Work with a partner. Read the product descriptions. Rename the products, using one of the naming techniques you read about on pages 14 and 15. Use each technique only once. Product a. A TV remote control

Description A small hand-held electronic device that controls another device from a distance. It operates via infrared signals to control a variety of functions such as volume, channels and recording. It has buttons or a sleek touchpad. New name: Naming technique used:

b. A cellphone

A portable telephone that uses wireless technology to send and receive telephone calls. Some mobile phones, called smart phones, offer computer applications like text messaging, email and Internet access. New name: Naming technique used:

c. A backpack

A bag with shoulder straps that is carried on a person’s back. Made of materials like nylon or canvas, they come in a multitude of colours and designs. They are used to carry personal items, such as school books or travelling essentials. New name: Naming technique used:

2. Sit with another team. • • • • • •

USEFUL LANGUAGE

Explain the technique you and your partner used to rename the product. Say why you think your new name is effective. Compare your new names with the other team’s names. Explain which name you think is the most effective. Defend your point of view. Agree on which new name will be used. Our decisions

• Why did you choose . . . ? • It’s effective because . . . • Your name is pretty good, but . . . • Our name works better because . . . • I suggest that we use . . .

a.

• Do we all agree?

b. c.

3. Share your results with the class. Reproduction prohibited © TC Media Books Inc.

Unit 1

seventeen

17

Name:

Date:

Group:

4. With your partner, create and describe a new feature for the three objects in the chart below. Come up with a new name taking into consideration the additional feature. Write your ideas in the chart. Use each naming technique only once. New Product Description with Added Feature Camera

a.

New name: Naming technique used: Refrigerator

b.

New name: Naming technique used: c.

Running shoes

New name: Naming technique used:

5. Sit with another pair of students. • • • • • •

Explain your new feature and why it will be handy. Compare your new products with the other team’s products. Explain which product you think is the best. Defend your point of view. Agree on which new products are the best. Agree on the best name for the new products. Our decisions

a. b. c.

6. Share your results with the class. 18

eighteen

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

4.

Date:

WRITING

Group:

It’s a Whatchamacallit!

C3

Can you guess what it is? Names help us to identify things. 1. Read the clues to discover what is being described. a. Whatchamacallit No. 1 1. My name is a compound noun written in one word.

FYI

2. The rst word is a verb: it represents the sound I make. 3. The second word is a noun: it is a yellow and green vegetable. 4. The rst word is also used for a type of soda or music.

A whatchamacallit or a thingamajig is a word we use to name something when we do not know or cannot remember its name.

5. My scientic name is Zea mays everta. 6. I am often found at movie theatres. 7. I come to life after a small explosion. 8. I am sometimes used to create decorations. 9. I can be salty, sweet or spicy. 10. The second word rhymes with the word horn.

What am I?

b. Whatchamacallit No. 2 1. My name is a compound noun written in two words. 2. The rst word ends in Y, and the second is a noun. 3. The rst word is a synonym of the word sticky. 4. The second word is an animal loved by children. 5. My recipe is a well-guarded secret. 6. I come in ve different colours. 7. A song and a dance were created just for me. 8. Eighty million like me are produced daily and distributed around the globe. 9. The rst word rhymes with the word yummy. 10. I am a type of candy.

What am I?

Reproduction prohibited © TC Media Books Inc.

Unit 1

nineteen

19

Name:

STRATEGY REMINDER Use different resources to get information about your object that you can use for your clues.

Date:

Group:

2. Now it’s your turn to create clues for your own whatchamacallit. Follow these steps. Step 1:

Choose an object or a product. Don’t tell anyone!

Step 2:

Brainstorm words and ideas about your object or product. Look at the models on page 19 for ideas. Descriptive Words and Ideas

Step 3:

Organize your ideas. Choose ideas that can be easily used as clues.

Step 4:

Write 10 short clues. Put the more difcult clues rst in order to make the guessing more challenging.

Step 5:

Revise your clues to make sure that you have given enough information to help your partner guess the name of the object or product.

Step 6:

Read your clues to a partner. Try to guess each other’s whatchamacallit.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

20

twenty

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Compound Sentences and Conjunctions A simple sentence contains only one main clause (one subject and one verb). Josephine walked to school. A compound sentence has two or more independent clauses joined by a conjunction, such as and, or, but and so. Each clause has its own subject and verb. Josephine walked to school but I took the bus. The conjunctions used to form compound sentences have different functions. • Use and to add information.

Samuel played the guitar and Jesse sang.

• Use or to indicate a choice.

You can come over or I can go to your house.

• Use but to compare or contrast.

She likes her name but she prefers her nickname.

• Use so to indicate a result or purpose.

I didn’t pay attention so I don’t understand this.

A. Complete the sentences with the appropriate conjunction: and, or, but and so. 1. Stef wanted to play his new video game 2. He started his history essay

he had to nish his homework rst. his math homework.

3. He decided to take a short break

he opened his new game.

4. The game looked interesting

really complicated.

5. You could play it by yourself

you could play online with others.

6. He nished his math assignment quickly

he could play a game before supper.

B. Which of the sentences in Step A are simple sentences and which are compound sentences? 1.

3.

5.

2.

4.

6.

C. Circle the conjunction and complete the compound sentences with logical ideas. 1. I cleaned the windows and my sister mopped the oor

. so she quit the basketball team.

2. 3. Erik will either text you the address or

.

4.

but we didn’t like it.

5.

and they took a lot of pictures.

6.

We’ll probably go to the movies or

this weekend.

Go to page 245 of the Grammar Section for more information and practice.

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-one

21

READING

Name:

5.

Date:

Group:

Hello, My Name Is . . .

C2

What’s in a name? More than you may realize. Before Reading

1. Complete your personal name prole. Personal Name Prole

Full name: First or given name(s): Middle name(s): Last, surname or family name(s): Nicknames: Namesake: User names or avatars:

2. What is the traditional name order in Canada?

3. What is the most popular name in your class?

4. What name would you choose if you changed your name? Why?

5. Match the denitions to the words. Write the number in the box.

STRATEGY REMINDER Look for the words in the text on pages 23 and 24 to use their context to help you guess their meaning.

22

twenty-two

a. came across

1. differentiates, makes unique

b. bullied

2. made fun of

c. label

3. intimidated, threatened by someone

d. sets apart

4. pleased and satised

e. proud of

5. met or found by chance

f. siblings

6. irritating

g. ribbed

7. name or identication

h. annoying

8. sisters and / or brothers

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

While Reading

6. Read the blog and the comments on pages 23 and 24. Write the number of the baby naming technique that was used to name each person in the box.

Baby Naming Techniques Named after 1. an ancestor 2. an animal 3. a bird 4. a colour 5. a ower 6. a place 7. a relative 8. a season 9. a song Other techniques 10. cultural origin 11. simply liked the name 12. made-up name 13. creative spelling of a name

Comments

Technique:

How Do We Get Our Names?

Posted September 12 By Michelle Smith

The other day, I came across an interesting magazine article about a girl who disliked her name. She said that she was laughed at and even bullied because of her name. She is seriously thinking of changing it when she’s older. I feel really bad for her because I like my name. I can’t imagine how it feels going through life hating your name! A name is a label that identies us, and that sets us apart from the others. My parents named me Michelle after the Beatles song “Michelle”—you know, “Michelle, ma belle, these are words that go together well . . .” They were huge Beatles fans and loved this song. We aren’t French, but I ended up with a French name because of a song. I’m okay with it because it gives me a certain je ne sais quoi. It’s an interesting conversation starter when I meet someone for the rst time. The only problem is that my French teacher thinks I have French ancestors and should be stronger than I am. I would never think of changing my name. What about you? How did you get your name? Do you like it?

Technique:

Yanni Hi, Michelle. I think your name is very romantic. My name is Yanni and I’m proud of it. Although I was born in Toronto, my father is from Greece. In Greece it’s a custom to name your rst born son after the paternal grandfather. My grandfather’s name was Yanni. Great signicance is attached to the name given to a baby in Greece, and parents don’t usually give their child a name just because they like it. Names are generally of religious origin and every saint has a special feast day. Children celebrate their name day instead of their birthday. My name day is on January 7. My name has never caused me any problems, except maybe for the spelling. Actually, girls seem to think it’s cool.

Summa

Technique:

Hi, my name is Summer and my sister’s name is Autumn. My mother says she liked the names and didn’t think twice about it. We like our names, but of course when we’re introduced to someone, we sometimes get the odd comment like “Is your other sister called Winter?”

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-three

23

Name:

Date:

Group:

Jojo

Technique:

My parents chose Józena. My grandparents are Polish. They wanted me and my siblings to have unusual names. My mom researched our genealogy and decided to name me after my great-great-great-grandmother who lived in Poland. I love my name. It’s very original and it makes for some good nicknames like Jojo, Jo and Joz.

Wacko Jacko Technique:

No story behind my name. My parents liked the name Jack. The end.

Northern Lights

Technique:

Hey, Jack, did you know that your name is ranked number 10 in Canada? The name Jack was a favourite in fairy tales and nursery rhymes. Who didn’t read “Jack and the Beanstalk” or “Little Jack Horner” when they were kids. My parents went on a trip to Alaska and enjoyed it so much that, when I was born, they decided to name me Alaska! I guess it could have been worse: I know someone called Alberta. I keep telling myself that some people named after a place managed to make it big, like the actors Dakota Fanning and River Phoenix. I must admit that I used to get ribbed about it in elementary school, but not so much anymore, seeing that I’m six feet tall and weigh 200 pounds!

Lucky Charm

Technique:

Hi, Michelle. You didn’t tell us the name of that girl in the magazine article. It doesn’t really matter because I can understand. My name is Aoife. It’s a very common name in Ireland and sounds beautiful when my grandmother pronounces it with her true Irish accent. It actually means beauty. It’s not that I don’t like it; it’s just that I’m always repeating or spelling it. It’s pronounced ee-fa, so I often get teased about it at school. I’m very proud of my Irish roots but I must admit that it gets a little annoying.

Wylli

Technique:

24

twenty-four

Hi, Aoife. You think you have problems with your name. The actress Uma Thurman and her husband Arpad Busson called their daughter Rosalind Arusha Arkadina Altalune Florence Thurman-Busson. Imagine how long it will take before she learns to write it! Famous or not, I think some people go a little too far when naming their children. I’ve heard of Fox India, Blue Ivy, Harper Seven, Apple, Sparrow James Midnight, and even Daisy Boo! In America, people can name their children almost anything, but some countries have very strict baby-naming laws. These laws protect children from having odd names that may affect them throughout their lives. In some places even creative spelling of a common name can be refused. I guess if I came from one of those countries, my name would be William and not Wylliem. Thanks mom.

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

After Reading

7. Name the person who said the following things.

SPEAK UP Statement

Person’s Name

a. She gets odd comments about her name. b. He’s very proud of his name. c. His parents just liked the name, that’s all. d. Her parents wanted them to have unusual names. e. He doesn’t get ribbed anymore because of his size. f. He thinks parents are sometimes too creative with names. g. Her name means beauty. h. Her name is an interesting conversation starter.

Have students form small groups to give their opinions on the following statements. Remind them to support their opinions with examples. • Odd names can affect people throughout their lives. • Some parents exaggerate when naming their children. • There should be strict baby-naming laws.

8. Many celebrities have cool names, names that match their personalities. Highlight all the adjectives that describe your personality. adventurous

clumsy

fun-loving

self-condent

affectionate ambitious artistic brave charismatic

courageous creative determined dynamic feisty

hard-working impulsive intelligent joyful quick-witted

stubborn sympathetic talkative trustworthy understanding

Others:

9. Keeping in mind the adjectives that describe you: a. What cool name would you give yourself?

b. What name would you give yourself if you had to name yourself after . . an animal? a place? a food?

a season?

a bird? a feeling? a colour?

Reproduction prohibited © TC Media Books Inc.

a famous person?

Unit 1

twenty-five

25

DVD

VIEWING

Name:

Date:

6.

Group:

Reclaiming Dene Names

C2

Are names just words? Before Viewing

1. Are you proud of your name? Why or why not?

FYI

The Dene people are an Aboriginal group of First Nations who live in the Northern Arctic regions of Canada.

2. Read the following information about Dëneze Nakehk’o.

The lmmaker Dëneze Nakehk’o is Dene from Liidlii Kue First Nation, in Denendeh also known as Fort Simpson, Northwest Territories. In the video, he explains the origin and signicance of his Dene name. He is one of a new generation of Dene who are rediscovering and embracing their traditional

language and names. Both were taken away from previous generations of Aboriginal peoples when the Canadian government sent young Aboriginals to residential schools. Today, Dëneze Nakehk’o is dedicated to reviving and preserving Aboriginal culture and language through radio and television.

3. Identify the parts of speech used to form the following compound nouns from the video.

STRATEGY REMINDER Read all the questions before viewing the video so that you know what information you will need to listen for.

a. newborn

+

b. First Nations

+

c. lmmaker

+

d. residential school

+

While Viewing

4.

DVD

Read the following statements. As you watch the video, indicate if the information is true or false with a check mark.

Statement

True

False

a. Dëneze has always been proud of his name. b. Growing up, kids would laugh at him, and adults would mispronounce his name. c. In Dene, Dëneze means “little man” or “of our people”. d. His mother went to residential school. e. When he was born his mother was expected to give him a traditional Dene name. f. The Dene name of Fort Simpson means “the place where the rivers ow into one”. g. Dëneze’s Dene surname Nakehk’o means “two res”.

26

twenty-six

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

After Viewing

5. Why did Dëneze’s mother choose to give him a Dene name?

6. What is the Dene naming tradition?

7. What prompted Dëneze to reconsider his Christian surname Antoine?

8. What did Dëneze’s Christian surname Antoine represent for him?

9. What does Dëneze’s Dene name Dëneze Nakehk’o represent for him today?

10. Dëneze’s parents both have the French family name Antoine. How did they feel about Dëneze’s decision to change his last name?

11. Discuss the following questions with a group. What do you think of the expression, “Get the Indian out of the Indian”? There is an expression, “Sticks and stones may break my bones but names can never hurt me”. Does this expression apply in this situation? Why or why not? How would you feel if someone took away your given name and gave a name in a different language? Would you feel like you lost a part of yourself? Do you feel that your name is tied to your cultural identity?

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-seven

27

WRITING PROJECT

Name:

7.

Date:

All About My Name

Group:

C3

Write the story of your name. 1. Plan and research your text. Take notes in the chart. a. Complete the rst section of the chart. b. Interview a parent or relative to nd information about your rst name, middle name or names, and your family name. Use the questions in the second part of the chart to guide you. c. Find additional information about your name on the Internet and from other sources to add to the chart. d. Complete the last part of the chart with personal answers.

1. My name is . . .

What is your full name? Do you like your name? 2. How my rst and middle names were chosen

Who chose your name(s)? Were your name(s) chosen before your birth? Was the choice unanimous? If not what were the other options? Why was each name chosen?

Are you named after a relative or a famous person? Does your family have a naming tradition? What naming technique was used? 3. The meaning of my family name

What does your family name mean? What are the origins of the name? Does it have cultural or religious meaning? 4. What I think of my name now

Do you like your name better now that you know more about it?

Have you ever been teased or bullied about your name? Would you like to change it? If so, what would be your new name?

28

twenty-eight

What’s in a Name?

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

2. Write the rst draft of your text. Refer to your notes from Step 1 and follow the structure outlined in the chart. Use at least two compound sentences and two compound words. Remember to capitalize proper nouns.

Writing Checklist I used resources (parent or relative, Internet, etc.) to get information about my name. I organized my ideas logically. I incorporated two compound sentences and two compound words.

3. Revise and edit your text. Use the writing checklist for help. 4. Exchange texts with a classmate. Ask for feedback on content and form. 5. Make corrections or changes based on your classmate’s feedback.

I checked my spelling, grammar and punctuation.

6. Write a nal copy. Add a picture of yourself and share your story with the class. Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-nine

29

EXTRA READING

Name:

Date:

Group:

Camp Fun and Games

C2

Are nicknames just part of the fun and games of being at camp? Before Reading

1. What do you think would be the ideal summer camp?

2. What do you imagine a place named Camp Green Lake would be like?

3. Do you think that giving new friends nicknames and affectionate teasing names at camp helps create a team spirit and a sense of belonging? Explain.

4. Read the sentences below. Use context clues to determine the meaning of the underlined word. Then, check the correct synonym. a. Boys who got into trouble were sent to see the warden. camp director

teacher

counsellor

b. The shade of the large tree kept us cool. side

cover

leaves

c. I couldn’t wait to go back home because I hated sleeping on a narrow cot. hammock

platform

folding bed

d. Jonas was very thirsty, but there was very little water left in his canteen. cup

water bottle

backpack

e. The upholstery on the old couch was torn and stained. bottom

30

thirty

What’s in a Name?

wood frame

cloth covering and padding

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

While Reading

5. Read the text on pages 31 to 33. As you read, underline the description of Camp Green Lake. Circle the characters’ nicknames and real names.

Holes by Louis Sachar

Stanley Yelnats has been unjustly sent to a boys’ detention center where he will spend all day, every day, digging holes. Stanley’s father was also named Stanley Yelnats. Stanley’s father’s full name was Stanley Yelnats III. Our Stanley is Stanley Yelnats IV. Everyone in his family has always liked the fact that “Stanley Yelnats” is spelled the same frontward and backward. So they keep naming their sons Stanley. Stanley is an only child, as was every other Stanley Yelnats before him.

here is no lake at Camp Green Lake. There once was a very large lake here, the largest lake in Texas. That was over a hundred years ago. Now it is just a dry, at wasteland. The only trees are two old oaks on the eastern edge of the “lake.” A hammock is stretched between the two trees, and a log cabin stands behind that. The campers are forbidden to lie in the hammock. It belongs to the Warden. The Warden owns the shade. The reader is probably asking: Why would anyone go to Camp Green Lake? Most campers weren’t given a choice. Camp Green Lake is a camp for bad boys. Stanley and his parents had tried to pretend that he was just going away to camp for a while, just like rich kids do. When Stanley was younger he used to

Reproduction prohibited © TC Media Books Inc.

play with stuffed animals, and pretend the animals were at camp. Camp Fun and Games he called it. Sometimes he’d have them play soccer with a marble. Other times they’d run an obstacle course, or go bungee jumping off a table, tied to broken rubber bands. Now Stanley tried to pretend he was going to Camp Fun and Games. Maybe he’d make some friends, he thought. At least he’d get to swim in the lake. He didn’t have any friends at home. He was overweight and the kids at his middle school often teased him about his size. Even his teachers sometimes made cruel comments without realizing it. Two boys, each carrying a shovel, were coming across the compound. Mr. Pendanski called to them. “ Rex ! Alan ! I want you to come say hello to Stanley. He’s the newest member of our team.” The boys glanced wearily at Stanley. They were dripping with sweat, and their faces were so dirty that it took Stanley a moment to notice that one kid was white and the other black.

VOCABULARY wearily in a tired way dripping very wet Barf vomit

Unit 1

“What happened to Barf Bag ?” asked the black kid.

thirty-one

31

Name:

“Lewis is still in the hospital,” said Mr. Pendaski. “He won’t be returning.” He told the boys to come shake Stanley’s hand and introduce themselves, “like gentlemen.” “Hi,” the white kid grunted. “That’s Alan,” said Mr. Pendanski.

Group:

will recognize them by when they return to become useful and hardworking members of society.” “It ain’t just a nickname,” X-Ray told Mr. Pendanski. He tapped the rim of his glasses. “I can see inside you, Mom. You’ve got a big fat heart.”

“My name’s not Alan,” the boy said. “It’s Squid. And that’s X-Ray .”

The last boy either didn’t have a real name or else he didn’t have a nickname. Both Mr. Pendanski and X-Ray called him Zero.

“Hey,” said X-Ray. He smiled and shook Stanley’s hand. He wore glasses, but they were so dirty that Stanley wondered how he could see out of them.

“You know why his name’s Zero?” asked Mr. Pendanski. “Because there’s nothing inside his head.” He smiled and playfully shook Zero’s shoulder.

Mr. Pendanski told Alan to go to the Rec Hall and bring the other boys to meet Stanley. Then he led him inside the tent. There were seven cots, each one less than two feet from the one next to it. “Which was Lewis’s cot?” Mr. Pendanski asked. “Barf Bag slept here,” said X-Ray, kicking at one of the beds. “All right, Stanley, that’ll be yours,” said Mr. Pendanski. Stanley looked at the cot and nodded. He wasn’t particularly thrilled about sleeping in the same cot that had been used by somebody named Barf Bag. Squid returned with four other boys. The rst three were introduced by Mr. Pendanski as José, Theodore, and Ricky. They called themselves Magnet, Armpit, and Zigzag. “They all have nicknames,” explained Mr. Pendanski. “However, I prefer to use the names their parents gave them – the names that society

VOCABULARY grunted said in a deep, rough voice Rec Hall recreation room le out leave in a single row spigot tap, dispenser

32

Date:

thirty-two

What’s in a Name?

Zero said nothing. “And that’s Mom!” a boy said. Mr. Pendanski smiled at him. “If it makes you feel better to call me Mom, Theodore, go ahead and call me Mom.” He turned to Stanley. “If you have questions, Theodore will help you. You got that, Theodore. I’m depending on you.” Mr. Pendanski left the tent, and soon the other boys began to le out as well, taking their towels and change of clothes with them. Stanley was relieved to be left alone, but was so thirsty he felt as if he would die if he didn’t get something to drink soon. “Hey, uh, Theodore,” he said, going after him. “Do you know where I can ll my canteen?” Theodore whirled and grabbed Stanley by his collar. “My name’s not Thee-o-dore,” he said. “It’s Armpit.” He threw Stanley to the ground. Stanley stared up at him, terried. “There’s a water spigot on the wall of the shower stall.” “Thanks . . . Armpit,” said Stanley. As he watched the boy turn and walk away, he couldn’t for the life of him gure out why anyone would want to be called Armpit. In a way, it made him feel a little better about having to sleep in a cot that had been used by

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Name:

Date:

somebody named Barf Bag. Maybe it was a term of respect. As Stanley made his way across the room, he tripped over an outstretched leg.

Group:

“No way,” said X-Ray. “The second hole’s a lot harder. You’re hurting before you even get started. If you think you’re sore now, just wait and see how you feel tomorrow morning, right?”

“Hey, watch it!” said an orange lump on a chair.

“That’s right,” said Squid.

“You watch it,” muttered Stanley, too tired to care.

“Plus, the fun’s gone,” said X-Ray.

“What’d you say?” the Lump demanded.

“The fun?” asked Stanley.

“Nothin’,” said Stanley. The Lump rose. He was almost as big as Stanley and a lot tougher. “You said something.” He poked his fat nger in Stanley’s neck. “What’d you say?” A crowd quickly formed around them. “Be cool,” said X-Ray. He put his hand on Stanley’s shoulder. “You don’t want to mess with the Caveman,” he warned. “The Caveman’s cool,” said Armpit. “I’m not looking for trouble,” Stanley said. “I’m just tired, that’s all.” The Lump grunted. X-Ray and Armpit led Stanley over to a couch. Squid slid over to make room as Stanley sat down. “Did you see the Caveman back there?” X-Ray asked. “The Caveman’s one tough dude,” said Squid, and he lightly punched Stanley’s arm. Stanley leaned back against the torn vinyl upholstery. Despite his shower, his body still radiated heat. “I wasn’t trying to start anything,” he said. The last thing he wanted to do after killing himself all day on the lake was to get in a ght with a boy called the Caveman. He was glad X-Ray and Armpit had come to his rescue. “Well, how’d you like your rst hole?” asked Squid. Stanley groaned, and the other boys laughed. “Well, the rst hole’s the hardest,” said Stanley.

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“Don’t lie to me,” said X-Ray. “I bet you always wanted to dig a big hole, right? Am I right?” Stanley had never really thought about it before, but he knew better than to tell X-Ray he wasn’t right. “Every kid in the world wants to dig a great big hole,” said X-Ray. “To China, right?” “Right,” said Stanley. “See what I mean,” said X-Ray. “That’s what I’m saying. But now the fun’s gone. And you still got to do it again, and again, and again.” “Camp Fun and Games,” said Stanley. Stanley poked his nger through a hole in the vinyl couch and pulled out some of the stufng. He wasn’t aware of what he was doing. “C’mon, Caveman, dinner,” said Armpit. “You coming, Caveman?” said Squid. Stanley looked around to see that Armpit and Squid were talking to him. “Uh, sure,” he said. ... The Lump wasn’t the Caveman. He was. He shrugged his left shoulder. It was better than Barf Bag.

VOCABULARY Caveman primitive man from prehistoric times dude man come to his rescue come to help him

Unit 1

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33

Name:

Date:

Group:

After Reading

6. What was life like for Stanley at school?

7. How did Stanley’s vision of camp and the reality of Camp Green Lake differ?

8. Everyone at camp has a nickname, even Mr. Pendanski. Complete the chart. Try to imagine why these boys were given their nickname. Name

Nickname

Meaning of Nickname

Stanley Lewis José Theodore Rex Alan Mr. Pendanski

9. Why does Mr. Pendanski prefer to call them by their real name?

10. What do you think having a nickname represents for the boys and for Stanley?

11. Why is the nickname Caveman particularly appealing for Stanley?

34

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What’s in a Name?

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Name:

Date:

EXTRA LANGUAGE

Group:

Word Games 1. Read the denitions of the word names and the clues. Write the correct

Word Box

example from the word box. aunt • Canucks • Daniel Radcliffe • Eminem • enemy • Hannah • Hergé • left • Labradoodle • mom • Twitter Denition and Clue

Example

a. Anagram: a word or sentence made by mixing up the letters of another word or sentence Clue: A friend if called

Daniel Radcliffe

b. Onomatopoeic: a word formed in imitation of a sound Clue: a social network c. Pseudonym: a ctitious name Clue: Georges Prosper Remi d. Portmanteau: a word that combines parts of two words Clue: a pet e. Palindrome: a word or sentence that reads the same forward and backwards Clue: a girl’s name f. Mononym: a single name that identies someone Clue: a singer g. Endonym: a name a population gives itself Clue: what Canadians call themselves h. Autoantonym: a name that has two opposite meanings Clue: departed, remaining

PRONUNCIATION

CD

2. The letter A has different pronunciations. In some cases, it is silent. Listen to the following words. Write an X next to the word if an A is not pronounced. a. Alberta

d. coat

g. namesake

j. trial

b. teacher

e. create

h. idea

k. Shakespeare

c. Jacuzzi

f. Daisy

i. example

l. fall

3. Listen again and repeat the words. 4. Listen to the tongue twister. Practise saying it with a partner Sally, Jane, Sara Ann and Sadie say they’ll all sail on Sunday on Sam Allan’s sailboat. Reproductionprohibited prohibited©© ©TC TCMedia MediaBooks BooksInc. Inc. Reproduction Reproduction prohibited TC Media Books Inc.

Unit31 Unit

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35 35

EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review compound nouns, go back to page 12.

A. Match the words in the two columns of the word box to make compound nouns. Then name the parts of speech used to make them.

Word Box bed

cut

hair

out

head

phones

side

room

work

walk

Compound Noun

Parts of Speech

B. Write a complete sentence that includes two of the compound nouns in Step A.

To review compound sentences and conjunctions, go back to page 21.

C. Write logical compound sentences using a conjunction and a clause from Column A and Column B. Conjunction

Clause A

Suzanna woke up late on Monday The actors will rehearse the play Robbie doesn’t like reggae music We can meet at the library The wind became very strong

and but or so

Clause B

he really likes rap you can come to my house after school a heavy rain started to fall missed the school bus they won’t be wearing their costumes

1. 2. 3. 4. 5. D. Write a compound sentence about your best friend.

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What’s in a Name?

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your Wildest Drea Your Wildest Dreams

UNIT

2

In this unit, learn how to decode what your dreams are trying to tell you. Read about the benefits of keeping a dream journal. Watch a video about how dreams can help you. Debate the merits of recording your dreams. Write a dream analysis. Practise grammar: the past continuous and quantifiers.

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ICEBREAKER

Name:

Date:

Group:

Dream Connections

1.

C1

What do you think your dreams mean? 1. Answer the questions to complete your dream prole.

e Dream Prole a. How often do you dream?

b. How often do you remember your dreams?

USEFUL LANGUAGE • I think that most teens . . .

often

• I remember dreaming about . . .

rarely

never

c. Do you remember any of the dreams you had this week?

• I’m not sure that . . . • It could be because . . .

sometimes

many

some

a few

none

d. What do you remember about your childhood dreams?

• I don’t really remember much about . . . • It could mean that . . .

2. With a partner, compare your dream proles and discuss the following questions. Why do you think that some people can remember their dreams and others cannot? Do you think it is important to remember and understand your dreams?

3. Think about your most memorable dreams. Share your answers to these questions with your partner. Which of the following dream elements do you remember from past dreams? Give examples. Were they from childhood dreams or from recent dreams? What do you think they meant?

Dream Elements

38

animals

ying

swimming

strangers

school

eating

famous people

something scary

running

falling

your family

something exciting

being outdoors

travelling

your friends

being late or lost

thirty-eight

Your Wildest Dreams

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

4. Dream dictionaries give us possible interpretations for the elements in our

Dream Dictionary

dreams. Read the dictionary entries below. Discuss the interpretations with your partner and highlight the one you believe is the best answer. Accordion a. You will be able to nd serenity. b. You can be very exible. c. You are nding yourself and getting your life in order. Being late a. You should stop being so serious. b. You need to seek advice for something that worries you. c. You are anxious about life’s next step. Falling a. You are afraid of changes. b. You are not prepared for something. c. You are exploring your emotions. Santa Claus a. You need to be more generous. b. You are excited about spending time with your family. c. You are feeling guilty about something.

Animals a. You feel you are trapped by society. b. You need to spend more time in nature. c. You went to bed hungry. Bicycle a. You are about to set out on a journey. b. You need to relax and take a vacation. c. You are having difculties nding balance in your life. Flying a. You are scared about the future. b. You are feeling free. c. You are lost without a clear direction. School a. You are nostalgic for your youth. b. Something in your life is troubling you. c. There is a lesson that you must learn.

5. With your partner, choose four elements from the list in Step 3 and create a dictionary entry for each element that could explain its meaning. Use the dream dictionary entries above as a model. a.

USEFUL LANGUAGE Denition:

• I think this could mean . . .

b.

• Why do you say that?

Denition:

• Don’t forget it could also be . . .

c.

• Can you give me an example?

Denition:

• That sounds right.

d. Denition:

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Past Continuous Use the past continuous to describe ongoing actions in the past that: • happened at a specic moment By ten o’clock, I was sleeping. • were happening simultaneously Matt was texting while you were talking. • were interrupted by other actions Kim was leaving when we met. Afrmative: Use was / were before the present participle (base form + ing) of the main verb. In her dream, Amanda was playing with a puppy. Negative: Add not after the verb to be. You were not having a good dream, so your mother woke you up. Contractions: You can use the contractions wasn’t and weren’t. Peter wasn’t sleeping when his parents came home.

Pay attention to spelling changes in the present participle.

For the spelling rules, see page 187 of the Grammar Section.

A. Complete the sentences with the past continuous of the verbs in parentheses. Last night I had the strangest dream. I (run) (listen)

through the forest and I

to see if someone (follow)

me, but I

wasn’t scared. In fact, I felt pretty happy and excited. As I continued running, I could see that the trees (thin)

. Sunlight (stream)

through the

branches. I could see that colourful bubbles (burst) as I (reach)

all around me. Just

out my hand to catch a bubble, I tripped on a rock. Then I

(fall)

down, down into a large hole. When I nally landed, I looked up to

see a family of trolls who (laugh)

all around me. They started tickling me,

and before I knew it I (giggle)

so loudly that I woke up.

Word Box

B. Complete the sentences with the past continuous of the verbs in the word box. dream fall get blow light shake sleep

I

was sleeping

when the storm started. When I woke up, the wind and the rain

down so hard

that the windows in my room The lightning

. At rst I was confused. up the room so brightly that I thought I

, but the thunder

much

louder, so I was soon completely awake.

Go to page 208 of the Grammar Section for more information and practice.

40

forty

Your Wildest Dreams

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Name:

2.

Date:

READING

Group:

Recording Your Dreams

C2

Writing down your dreams can be useful, in more ways than one. Before Reading

1. Think about your relationship with your dreams.

Yes

No

a. Do you ever write down your dreams? b. Do you know anyone who keeps a dream journal? c. Have you ever written a story based on a dream? d. Do you know any stories that are based on dreams? e. Do you have a hard time remembering your dreams?

2. In your opinion, why do some people write down their dreams?

FYI

3. Do you think writing down your dreams can help you with your homework? Justify your answer.

The idea behind the best-selling book series came to author Stephenie Meyer in a dream.

4. Underline the verb(s) in the exercises below. Unscramble the words and write a sentence using the past continuous. a. last night / I / dream about / at midnight / a giant hamburger At midnight last night I was dreaming about a giant hamburger. b. my mother / in my dream / at me / shout

c. sit / in a glass jar / Joey / with a book

d. you / prepare dinner / while / jump on the trampoline / Felix

e. Anne-Marie / about basketball / at two o’clock / dream

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Unit 2

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41

Name:

Date:

Group:

While Reading

5. Read the text on pages 42 and 43. As you read: • Highlight the reasons people write dream journals. • Underline the tips on keeping a dream journal.

A Place for Your Dreams id you know that some of the most creative people in history kept dream journals? They include the Italian lm director Federico Fellini, the American writer Jack Kerouac and the Austrian author Franz Kafka. It is even rumoured that Mary Shelley’s idea for the book Frankenstein was inspired by a nightmare she had one night. In the 1960s and 70s, American professor R. J. R. Rockwood developed a dream-writing course to help students develop their writing skills. Students were required to keep track of their dreams in a dream journal. They had to write a description of the dream, an essay in which they interpreted their dream and a story based on their dreams. Read an example of one student’s dream description. In my dream, I was walking in a neatly arranged grocery store where I was the only customer. I picked up a large box of cookies and was looking inside it. The rst layer held my favourite chocolate cookies and the bottom layers held cookies that I have never tasted. Since I am hard to please, I was searching for a box containing only chocolate cookies. I tore through every box but could not nd what I was looking for. By this time, the entire shelf was a mess.

42

forty-two

Your Wildest Dreams

Later, I walked to the front of the store to pay for my merchandise. The clerk was putting my money in the cash register when money started falling out of the machine. Then, as I was greedily lling my pockets, ve of my friends arrived. They grabbed me and we ran from the store. The clerk tried to stop us by calling the police. We were driving away just as they arrived. To analyze their dreams, Professor Rockwood encouraged his students to think outside the box. He asked them to look at the descriptions they had written in their journals and look for hidden messages in their dreams. Then, they had to explain each element of the dream as it related to the overall message. Read how this student interpreted his own dream. I think this dream is related to my experiences at university. In the dream, the grocery store represented my mind as a storehouse of knowledge. Each shelf in the store held part of my education; for example, the cookie box could be my education in chemistry.

VOCABULARY neatly cleanly, orderly greedily with a strong desire, eagerly storehouse a place to deposit things or information, a warehouse

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Name:

Date:

My favourite cookies on the top represented the small amount of chemistry knowledge that I brought with me to university. The bottom layers of cookies represented what I learned this semester. When I was looking in all the other boxes, their layers represented how my knowledge in other areas had also grown. The neatness of the store represented how I felt before I came to university. During that semester, I learned many new things. I needed someone or something to help me organize my thoughts. This conict of ideas was represented in the dream by the mess I made of the shelf. The clerk at the checkout counter represented the teacher. In a store, the clerk ensures that everyone pays the correct price. In school, the teacher makes sure that students work to earn their grades. When my friends and I escaped with the money, it represented how some students go through high school without studying and still get passing grades. This dream was an unconscious reaction to the pressure that I was feeling as the end of the semester approached. I was very worried about my grades, and I was afraid that I was not studying hard enough. Journals provide a written record that can inspire, heal and teach. Dream journals can do the same thing. Keeping a dream journal requires some self-discipline, but once you get in the habit of writing in it regularly, it can become a source of interest and comfort and a good way to exercise your brain. Dream journals usually include descriptions of dreams, possible personal interpretations, recollections of waking dreams (also called daydreams) and, in some cases, illustrations of dreams. Keepers of dream journals believe that dreams provide insight into your subconscious. By keeping track of your dreams in a journal, you can look for recurring patterns and record important elements of your dreams in order to interpret them later.

Reproduction prohibited © TC Media Books Inc.

Group:

The rst step to keeping a dream journal is to nd a journal that suits your personality and needs. You could purchase a ready-made dream journal, or make your own. Once you have your journal, nd a good place to keep it. You should write in your dream journal as soon as you wake up, so it should be easily accessible. Next, organize your dream journal so that it will be easy for you to use. Some people like to write the date on the page before they go to sleep. This way, they don’t have to worry about it when they wake up, they can just start writing. Consider dividing the pages in two columns: one for writing down the dream and one for possible interpretations. You might also leave space on each page for an illustration to help you remember your dream. When interpreting your dreams, try answering the following questions: How were you feeling in the dream? Did you have any thoughts during the dream that kept coming back? Have you had this dream before? What other elements of the dream could be important? What is going on in your real life that might be related? Remember, the answers do not necessarily lie in a dream dictionary. The key is to gure out what the dreams mean to you, and to think outside the box. Try to give each dream a title, summarizing the main feeling or theme behind it. You can illustrate your dreams or use different symbols to help you keep track of recurring dreams or elements. Finally, know when to stop. A dream journal is not a marathon or a test. If you cannot remember every little detail of every dream, that is okay. Write down what seems most vivid or powerful about your dream the moment you wake up.

VOCABULARY recollections memories insight clear understanding recurring happening over and over vivid bright, fresh

Unit 2

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43

Name:

Date:

Group:

After Reading

6. Read the dream analysis on pages 42 and 43 again. In the chart below, write what each dream element symbolizes, according to the author. The grocery store represents grocery store

The cookies represent cookies

clerk

escape

7. Write three reasons keeping a dream journal can be useful. a. b. c.

8. When should people write in their dream journals and why?

9. Name three ways people can organize and personalize their dream journals. a. b. c.

10. Do you think it would be easy for you to keep a dream journal? Why or why not? Justify your answer with examples from the text.

44

forty-four

Your Wildest Dreams

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Name:

3.

Date:

WRITING

Group:

Invent Your Own Dream

C3

Use your imagination to make up a crazy dream. 1. Think about dream elements you remember from past dreams, stories and movies. Brainstorm ideas for your dream. Where were you? When was it? Who was there?

STRATEGY REMINDER

What was happening?

You can choose to make your dream scary, funny or ridiculous. Use the student’s dream on pages 42 and 43 as a model for your own text.

How did it end?

2. Invent a dream that features at least four of these elements. Write your text in the space below. Use the past continuous to describe the events in your dream.

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Unit 2

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45

GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Using Quantiers We use quantiers to give information about the amount of quantity of something. Marco has several dreams every night. Katie and Dan have too much homework tonight. With countable nouns only

With uncountable nouns only

With countable and uncountable nouns

• • • • • • •

• • • •

• • • • • • • •

a couple of (a) few both each every several (too) many

a bit of (a) little (not) much (too) much

The quantiers and can only be used with the singular form of countable nouns.

all a lot of any (not) enough lots of no none (of) some

A. Circle the correct quantiers to complete the dream diary. Last night I had a dream that was ( a little / some ) strange but very interesting. I was sitting in the school cafeteria with ( too much / all ) of my friends. There were ( a bit of / lots of ) chairs and ( any / each ) one was occupied by a student. The chairs were very comfortable so we didn’t want to stand up. I could even see ( a few / enough ) students sleeping. I was thirsty so I ordered ( some / a few ) water. The waitress asked if I wanted ( a little / a couple of ) slices of lemon or ( a few / a bit of ) cherries in my water. I said I preferred to have ( several / both ) cherries because they would match my hat. That is when I noticed the big red hat I was wearing. ( None / Every ) student in the cafeteria was also wearing a hat, so I wasn’t embarrassed. When the waitress came back, I jumped in surprise. My glass was completely red. There were too ( much / many ) cherries and not ( some / enough ) water in the glass. I was wondering what I should do when I woke up. B. Circle a quantier in each sentence below. Then, write an ending to complete each sentence. 1.

I couldn’t sleep because I had (not much / too much)

2.

At the zoo, I saw (a couple of / a lot of)

3.

Last night, he dreamed of (a few / many)

4.

You have to look hard to nd (some / every)

Go to page 227 of the Grammar Section for information on countable and uncountable nouns.

46

forty-six

Your Wildest Dreams

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Name:

Date:

SPEAKING

Group:

Should We Record Dreams?

4.

C1

The advantages of having access to your dreams are debatable. 1. Prepare for a debate on the topic. Read the following text. Recently, scientists have learned how to read dreams by measuring brain activity while we are sleeping. Our brains emit waves, just like a radio antenna does. By recording these brain waves, scientists might be able to reconstruct our dreams after we wake up. This way, someone who cannot remember last night’s dreams could watch them on a DVD the next day.

VOCABULARY emit transmit, send out invasive aggressive, intruding upon privacy

However, if we have the power to record our dreams, we also have the power to access them—whenever we want. Some people worry that this technology would be too invasive. It would be like reading a person’s private thoughts. Private dreams would be a thing of the past. Other people believe that having access to our dreams could unlock many mysteries of the human brain.

2. Think about the question: Should we record dreams? Brainstorm arguments for both sides of the question. Take notes in the chart below. Include quantiers in your arguments. Why we should record people’s dreams

Why we should not record people’s dreams

•

•

•

•

•

•

3. Decide which side of the debate you are on. Check the box that you most agree with. I think we should record people’s dreams. I think we should not record people’s dreams.

Reproduction prohibited © TC Media Books Inc.

Unit 2

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47

Name:

Date:

Group:

4. Find a classmate who shares your viewpoint. Using the arguments you wrote in Step 2, write three sentences that represent your arguments for the debate.

Your Viewpoint

Argument

1 Argument

2 Argument

3 USEFUL LANGUAGE

5. Summarize your viewpoint below.

• We strongly feel that . . . • That may be true, but . . . • Let’s not forget that . . . • On the other hand, . . . • So, we must conclude that . . .

6. Find a team that has chosen the opposite side of the debate. Present your viewpoint and arguments to the opposing team.

7. Listen to the opposing team summarize their viewpoint and present their arguments. Take notes as you listen.

Their Viewpoint

Argument

1 Argument

2 Argument

3 8. With your classmates, discuss the two viewpoints and the arguments presented by both sides. Then, vote to decide which team is the debate winner. Justify your decision. team “For”

48

forty-eight

Your Wildest Dreams

team “Against”

Reproduction prohibited © TC Media Books Inc.

Name:

5.

Date:

READING

Group:

Why Do We Dream?

C2

Could dreams play a signicant role in our waking lives? Before Reading

1. Read the sentences and underline the correct quantiers. a. (Much / Some) people dream about being locked in a room or sinking underneath (a lot of / several) mud. b. Another recurring dream features (each / many) large waves or ood waters washing over you. There are (lots of / much)

VOCABULARY

interpretations, but the most common one is helplessness.

helplessness help yourself

c. Almost (every / some) person has dreamed about a long

unable to

scary fall at some point in their lives. d. (All / A few) people report having a dream where their teeth fall out. Sometimes, they are left with (a little / no) teeth by the end! e. Not (both / all) recurring dreams are bad. (Many / Much) people dream about ying, giving them a sense of freedom.

2. Read the sentences below. Then, identify the correct synonym of the words in bold.

SPEAK UP

a. Patrick felt woozy after he ate three pieces of cake.

Have students form small groups to discuss the following questions. • Have you ever had the recurring dreams described in Step 1? Which ones? • What are some other common dreams people have? • Describe a recurring dream you have. What do you think it means?

happy

sick

sad

b. The scary dream I had last night was especially disturbing. exciting

surprising

worrying

c. Because people were watching her, Sarah repressed her tears. cried

held in

dried

d. I asked my grandad for advice because I admire his wisdom. knowledge

tranquility

kindness

e. I do not like going shopping with Beth because she is so picky. rude

cheap

STRATEGY REMINDER

difcult

Use context clues in the sentences to determine the meaning of the bolded words.

f. I always ask for my mother’s invaluable help with my problems. priceless

useless

Reproduction prohibited © TC Media Books Inc.

silly

Unit 2

forty-nine

49

Name:

Date:

Group:

While Reading

3. Read the text on pages 50 to 52. As you read, highlight the different theories that explain why people dream.

Dream Theories All humans dream. But did you ever stop to wonder why?

DreamGirl posted at 1:14 p.m. Can anyone out there tell me why we dream? I keep having these very strange dreams and I’d love to know what they mean— if they mean anything. Joining us today will be Professor_Y, a guest expert psychologist who will help us see things a little more clearly.

Tyler6530 answered at 1:21 p.m. I was asking myself the very same thing after this dream I had last night. In my dream, I was at a restaurant. I was eating this humongous steak and enjoying every bite of it. When I was nished, the waiter placed this amazing-looking hamburger in front of me and, again, I ate every bite. I was about to order some chicken wings when I woke up. I was feeling slightly woozy because I’ve been a vegetarian for the past three years. In my opinion, dreams show us unconscious desires. So I guess that there is a part of me that wishes I still ate meat once in a while . . .

VOCABULARY impulses signals that cause a reaction blinking involuntary shutting of the eyes

50

fifty

Your Wildest Dreams

Professor_Y answered at 1:46 p.m. No one knows for sure why we dream. Scientists have been researching this question for several decades and they still cannot agree on one explanation. Tyler6530’s description and analysis sound a lot like what Sigmund Freud described in his theories of the unconscious mind. According to him, our brain’s main job is to protect us from disturbing thoughts and memories. The brain does that by repressing them into our subconscious. Freud would argue that these repressed fears and desires are revealed in our dreams. If Freud’s theory is correct, Tyler6530’s dream is telling him that he would love to eat meat again but that desire is repressed.

AngiePretty answered at 1:53 p.m. As a university student in biochemistry, I strongly believe that the explanation for why we dream can be found in the way our brain works. As you probably know, the human brain is made of about 200 billion neurons. All of them are constantly sending and receiving electrical impulses to make sure that our body keeps working normally. Breathing, blinking, digesting, and thinking are only a few of the body functions

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Name:

Date:

controlled by our brain. I think that it would be logical to think that dreams are also a product of all these electrical impulses.

Professor_Y answered at 2:06 p.m. AngiePretty’s interpretation is also interesting. John Allan Hobson, professor of psychiatry at Harvard University, has come up with a theory that might support it. In 1977, Hobson wrote that dreams appear in our minds because of chemical changes in our brains. He believes that dreams are simply the brain’s attempt to make sense of all the messages transmitted by the neurons. Hobson does not believe that our dreams hide anything. On the contrary, he thinks that, most of the time, they are quite transparent. For example, if someone dreams of being chased, it may be because he is trying to run away from something or someone causing him anxiety. A woman who dreams of being pregnant may just wish to have a baby.

Reza2003 answered at 2:17 p.m. I come from an Egyptian family and my grandmother always said that dreams are a way for the gods to communicate with us. She said that our dreams, if interpreted correctly, could predict future events. I sure hope she is right because last night, I had the most fantastic dream. I was on a stage, standing in the spotlight. I cannot say if I was singing or giving a speech, but there was a microphone in front of me and I had just nished speaking into it. I was feeling very condent, as if I were in the right place at the right time. People were applauding me and it made me feel wonderful. Since I study theatre and dramatic arts, I hope this dream was a prediction of my future success on the stage!

Group:

Professor_Y answered at 2:29 p.m. Throughout the years, different cultures around the world have also tried to understand why we dream. Like Reza2003’s grandmother, the ancient Egyptians believed that because the human soul was immortal, it could communicate with the gods through our dreams. For that reason, they thought that dreams could carry important messages and predictions about the future. Other people who are known to pay special attention to dreams are the Native American shamans. They use dreams to diagnose illness, believing that a person’s body sends warning messages through dreams. Finally, the Mayans see dreams as a way to connect us with our spirit and consciousness.

RockettoMars answered at 2:44 p.m. Have you ever heard the expression, “let’s sleep on it?” I think that my dreams are a fantastic way to help me solve problems. The other day, I was having a really tough time coming up with an idea for a personal project at school. I went to bed feeling discouraged, but that night inspiration struck. I could see myself cooking with ingredients that I thought did not go well together, but the resulting meal was absolutely delicious. As I woke up, I understood that for my project to be a success, I had to combine a few ideas together instead of picking just one. It worked! I got an A on the project!

VOCABULARY shamans

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spiritual leaders in certain communities

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Name:

Professor_Y answered at 2:52 p.m. What RockettoMars is describing above is a perfect example of a theory elaborated by Deirdre Barrett, a medical researcher at Harvard University. She suggests that because our mind seems to work faster and more effectively when we sleep than when we are awake, dreams could be a kind of theatre to help us solve problems. She asked 76 college students to select a problem and see if their dreams would provide them with a solution. Her research found that about half of the students had a dream

VOCABULARY mind brain rehearsal practice session insightful perceptive, understanding

Date:

Group:

related to their chosen problem and that most of them found a solution to it in their dreams. Another theory states that nightmares are a rehearsal for dealing with difcult or scary situations. They provide a risk-free arena and are crucial to our survival.

DreamGirl answered at 3:01 p.m. Thank you everyone for all your insightful answers! Professor_Y, your help has been invaluable. I did not know there were so many theories on why we dream. I am a little disappointed that there is not one correct answer, but I guess I’ll just have to pick the theory that makes the most sense to me, and wait and see what scientists nd out in the future.

After Reading

4. What is the purpose of the text you just read?

5. Name four of Professor_Y’s theories that explain why human beings dream. a.

b.

c.

d.

6. Which of these theories makes the most sense to you? Justify your answer using examples.

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Your Wildest Dreams

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Name:

6.

Date:

VIEWING

Group:

DVD

What Our Dreams Can Teach Us C2

Can our dreams—good and bad—really help us? Before Viewing

1. How do you improve your performance at a skill such as a sport or pastime? Check the box that applies to you. I practise the skill over and over until I improve. First, I visualize myself improving. Then, I attempt the skill again.

FYI

I do an Internet search and read as much as I can about how to improve my performance. I take a break and turn my attention to other things. Time off helps me improve my performance. Other:

2. Explain your answer above using examples from your own life.

Lucid dreaming is when you are dreaming but aware that it is a dream. Your waking self can then control your dreaming self. Lucid dreaming techniques can be learned and keeping a dream journal can help you get better at it.

3. Read the statements below about scientic research on dreams and nightmares. Predict which statements are true and underline them. Statement

Correct

Incorrect

a. We can use our dreams to help us learn in our sleep. We have random dreams, most of which are not very helpful. b. Playing video games can help us have more interesting dreams. Dreams can help us learn to play video games better. c. There is an important connection between our dreams and our memories. Our dreams are completely independent of our memories. d. Without nightmares, humanity could not survive. Without nightmares, humanity would be less stressed out. e. Many of our bad dreams today are due to information technology. Many of our bad dreams today are the same as our ancestors’.

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Name:

Date:

Group:

While Viewing

STRATEGY REMINDER Make sure you understand the statements before watching the video so you know which information to listen for.

4.

DVD

Watch the video and verify your answers in Step 3. Check whether your predictions were correct or incorrect.

After Viewing

5. Why is it important to understand the purpose of dreams? What are scientists trying to gure out?

6. In the rst part of the video, Professor Stickgold describes his experiment with John. Describe his hypothesis regarding dreams.

7. What actually happened during the experiment? How was that different from Professor Stickgold’s hypothesis?

8. According to Dr. Revonsuo, how can nightmares help us in real life?

9. Have your dreams ever helped you learn or practise a new skill, or solve a problem? Illustrate your answer with an example.

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Your Wildest Dreams

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Analyze Your Dream

7.

WRITING PROJECT

Group:

C3

Write an analysis of the dream you described in Task 3. 1. Reread the dream you wrote about on page 45. In the chart below,

STRATEGY REMINDER

record the four different dream elements present, as well as your interpretation of each element, based on information from the unit.

Refer to all of the resources you have encountered in this unit: dream dictionary, model dream analysis, theories about why we dream, etc.

1.

2.

3.

4.

2. Look at the combined dream elements and brainstorm a possible interpretation of your dream as a whole. Take notes below. a. How do the elements relate to your life?

b. What are the emotions that your dream conveys?

3. Choose one of the theories for why you had this dream. Then, write a brief explanation justifying your choice. The dream expresses a repressed desire or fear.

The dream carries a message about your future.

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The dream reects what happened to you in real life before falling asleep.

Unit 2

The dream is a rehearsal to help you solve a real-life problem.

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Name:

Date:

Group:

4. Write an analysis of the dream, using the dream analysis on pages 42 and 43 as a model. Explain how the elements in the dream relate to its overall message. Include an explanation of why you had this dream, according to one of the theories in Step 3. Use at least two verbs in the past continuous and two quantiers. Introduction

Dream Element 1

Dream Element 2

Dream Element 3

Dream Element 4

Conclusion

Writing Checklist My analysis follows the model and has all the necessary information. I used the past continuous and quantiers correctly.

56

5. Revise and edit your text. Use the writing checklist for help.

I checked my spelling and punctuation.

6. Exchange texts with a partner. Ask for feedback on content and form.

I used resources to check my work.

8. Present your dream and your dream analysis to a group of your classmates.

fifty-six

7. Make changes and corrections. Write the nal copy of your text.

Your Wildest Dreams

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Name:

Date:

A Daughter’s Quest

EXTRA READING

Group:

C2

Sometimes dreams can be more telling than we think. Before Reading

1. Think about a short road trip that you have taken. Who did you travel with? Where did you go and why? Write your answers in the chart below. Then, compare your real-life trip to the road trip of your dreams. Who: Real-life Trip

Where: Why: Who:

Dream Trip

Where: Why:

2. In the following story, Sal has a dream about someone she has not seen in a very long time. Have you ever had such a dream? Give an example.

3. What are two possible explanations for this type of dream? a. b.

4. Match each word with the correct denition. Word

Denition

a. coping

1. stay on top of water

b. wrinkled

2. emerging, appearing

c. fumbled

3. a conical or pyramidal structure

d. hatching

4. lines or folds in skin or fabric

e. jagged

5. moved clumsily

f. outcroppings

6. fell or dropped straight down at high speed

g. spire

7. rock formations that are visible on the surface

h. plummeted

8. rough, sharp points

i. oat

9. to deal with something difcult

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Name:

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Group:

While Reading

5. Read the text on pages 58 to 60. As you read, highlight the passage that describes Salamanca’s dream.

Walk Two Moons by Sharon Creech Do not judge a man until you have walked two moons in his moccasins.

Thirteen-year-old Salamanca Tree Hiddle has embarked on a road trip across America with her grandparents in search of her mother, Sugar, who disappeared a year ago. To help pass the time, Sal tells them the story of Phoebe Winterbottom, a friend who is coping with the disappearance of her mother. As Phoebe’s story develops, Sal’s own story comes to light. She is convinced that their only chance of bringing her mother home is to nd her before Sugar’s birthday, which is rapidly approaching.

hoebe reluctantly got dressed, pulling a wrinkled blouse and skirt from the closet. Downstairs, the kitchen table was bare.“No bowls of muesli,” Phoebe said.“No glasses of orange juice or whole wheat toast.” She touched a white sweater hanging on the back of a chair.“My mother’s favourite white cardigan,” she said. She snatched the sweater and waved it in front of her father.“Look at this! Would she leave this behind? Would she?”

VOCABULARY reluctantly

unwillingly, with regret

t convulsions dgety moving in a nervous manner skittish nervous, shy sullen unsociable, morose whimpered cried

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Your Wildest Dreams

He reached forward and touched its sleeve, rubbing the fabric between his ngers for a moment. “Phoebe, it’s an old sweater.” Phoebe put it on over her wrinkled blouse. I was uneasy because everything that happened at Phoebe’s that morning reminded me of when my mother left. For weeks, my father and I fumbled around like ducks in a t. Nothing was where it was supposed to be. The house took on a life of its own, hatching piles of dishes and laundry and newspapers and dust. My father must have said “I’ll be jiggered” three thousand times. The chickens were dgety, the cows were skittish, and the pigs were sullen and glum. Our dog, Moody Blue, whimpered for hours on end. When my father said that my mother was not coming back, I refused to believe it. I brought all her postcards down from my room and said,“She wrote me all these, she must be coming back.”And just like Phoebe, who had waved her mother’s sweater in front of her father, I had brought a chicken in from the coop: “Would Mom leave her favourite chicken?” I demanded.“She loves this chicken.” What I really meant was,“How can she not come back to me? She loves me.” ***

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Group:

At school, Phoebe slammed her books on her desk. Beth Ann said,“Hey, Phoebe, your blouse is a little wrinkled—” “My mother’s away,” Phoebe said. “I iron my own clothes now,” Beth Ann said. “I even iron—” To me, Phoebe whispered, “I think I’m having a heart attack.” I thought about a baby rabbit that our dog, Moody Blue, caught and carried around—she was not actually lunching on the rabbit, just playing. I nally coaxed Moody Blue to drop it, and when I picked up the rabbit, its heart was beating faster than anything. Faster and faster it went, and then all of a sudden its heart stopped. I took the rabbit to my mother. She said, “It’s dead, Salamanca.” “It can’t be dead,” I said. “It was alive just a minute ago.” I wondered what would happen if all of a sudden Phoebe’s heart beat itself out like the rabbit’s, and she fell down and died right there at school. Her mother would not even know Phoebe was dead. *** . . . After driving for so long through the at South Dakota prairie, it was a shock to come upon the Badlands. It was as if someone had ironed out all the rest of South Dakota and smooshed all the hills and valleys and rocks into this spot. Right smack in the middle of at plains were jagged peaks and steep gorges. Above was the high blue sky and below were the pink and purple and black rocks. You can stand right on the edge of the gorges and see down, down into the most treacherous ravines, lined with sharp, rough outcroppings. You expect to see human skeletons dangling here and there.

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Gram tried to say, “Huzza, huzza,” but she could not breathe well. “Huz—huz—” she rasped. Gramps placed a blanket on the ground so that she could sit and look. My mother sent two postcards from the Badlands. One of them said, “Salamanca is my left arm. I miss my left arm.” I told Gram and Gramps a story that my mother had told me about the high sky, which looked higher here than anywhere else I had been. Long ago, the sky was so low that you might bump your head on it if you were not careful, and so low that people sometimes disappeared right up into it. People got a little fed up with this, so they made long poles, and one day they all raised their poles and pushed. They pushed the sky as high as they could. “And lookee there,” Gramps said. “They pushed so good, the sky stayed put.” ***

VOCABULARY coaxed persuaded, convinced smooshed pressed together gorges narrow opening between hills treacherous dangerous dangling hanging rasped said in a rough voice

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Name:

. . . I sat on the edge of a gorge in the Badlands, looking back at Gram and Gramps. . . And then I tried to imagine my mother sitting here on her trip out to Lewiston, Idaho. Did all the people on the bus get out and walk around with her or did she sit by herself, like I was doing? Did she sit here in this spot and did she see that pink spire? Was she thinking about me? I picked up a at stone and sailed it across the gorge where it hit the far wall and plummeted down, down, careening off the jagged outcroppings. My mother once told me the Blackfoot story of Napi, the Old Man who created men and women. To decide if these new people should live forever or die, Napi selected a stone.“If the stone oats,” he said,“you will live forever. If it sinks, you will die.” Napi dropped the stone into the water. It sank. People die. “Why did Napi use a stone?” I asked. “Why not a leaf?” My mother shrugged. “If you had been there, you could have made the rock oat,” she said. She was referring to my habit of skipping stones across the water.

Date:

Group:

it would do. The bed was a king-size water bed. “Gol-dang,” Gramps said. “Lookee there.” When he pressed his hand on it, it gurgled. “Looks like we’ll all have to oat on this raft together tonight.” Gram opped down on the bed and giggled. “Huz-huz,” she said, in her raspy voice. She rolled into the middle. “Huz-huz.” I lay down next to her, and Gramps tentatively sat down on the other side. “Whoa,” he said. “I do believe this thing’s alive.” The three of us lay there sloshing around as Gramps turned this way and that. “Gol-darn,” he said. Tears were streaming down Gram’s face she was giggling so hard. Gramps said, “Well, this ain’t our marriage bed—” That night I dreamed that I was oating down a river on a raft with my mother. We were lying on our backs looking up at the high sky. The sky moved closer and closer to us. There was a sudden popping sound and then we were up in the sky. Momma looked all around and said, “We can’t be dead. We were alive just a minute ago.”

I picked up another rock and sailed it across the gorge, and this one, too, hit the opposite wall and fell down and down and down. It was not a river. It was a hole. What did I expect? *** . . . That night we stayed at a motel outside of Wall, South Dakota. They had one room left, with only one bed in it, but Gramps was tired, so he said

VOCABULARY careening moving to the side gurgled made a bubbling sound tentatively hesitantly sloshing move with a splashing sound

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Your Wildest Dreams

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Date:

Group:

After Reading

STRATEGY REMINDER

6. Read the story again. Underline the elements throughout the passage that appear later in Salamanca’s dream.

7. Does Phoebe accept her mother’s disappearance? Justify your answer

Reread the paragraph with the dream so that you know which elements to look for.

with examples from the text.

8. Salamanca doesn’t believe that her mother would disappear and leave her favourite chicken behind. What does the chicken represent?

9. What do you think Sugar means when she writes on a postcard, “Salamanca is my left arm. I miss my left arm.”?

10. How would you answer Salamanca’s question, “Why did Napi use a stone? Why not a leaf?”

11. How would you interpret Salamanca’s dream? Look back at the elements you have underlined in Step 6. Then, write two different dream analyses using the different theories presented in Task 5. a.

b.

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ICEBREAKER EXTRA LANGUAGE

Name:

Date:

Group:

Word Games An idiom is a combination of words that has a gurative meaning. There are at least 25 000 idiomatic expressions in English. 1. Read the following dream-related idioms. Match each one to its correct meaning. a. a dream come true

1. an idea that could never happen because it is impossible

b. a pipe dream

2. far more than you could have imagined

c. beyond your wildest dreams

3. what you are expecting to happen is nothing but fantasy 4. something you have desired for a long time that nally happens

d. broken dreams

5. never doing something because you think it is wrong or silly

e. dream about

6. to invent or imagine something

f. dream away

7. to waste time having fantasies

g. dream on!

8. wishes or desires that cannot be fullled

h. dream up

9. so well or so good that you cannot quite believe it

i. like a dream

10. to have mental pictures of someone or something, especially while sleeping

j. wouldn’t dream of it

2. Complete the following sentences with the idioms from Step 1. a. Finally seeing the Grand Canyon in person was . b. I wonder what new recipe the chef will

next.

c. My dad will never nish building his canoe; it’s nothing but . d. The Wolverines will never win the championship this year; you can ! e. Moira is a vegetarian; she

eating meat.

3. Choose three dream-related idioms from the chart. Write a complete sentence using each one. a.

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Your Wildest Dreams

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Group:

b.

c.

PRONUNCIATION

CD

4. Listen to the words and repeat them. Be careful to make the correct sounds. a. war

c. ring

e. worry

g. growing

i. roaring

b. drawer

d. right

f. arrowroot

h. rarely

j. cruel

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

rich

d. rain

rake

g. art

out

b. whale

rail

e. wheel

real

h. warm

arm

c. west

rest

f. right

white

i. rock

walk

6. Listen for the missing words and write them in the sentences below. a. My friend’s mom goes for a b. Can you help me

before work. the leaves?

c. For Halloween, I am dressing up as a very d. To play with a yo-yo, you have to

. the

e. This ride is bumpy. Is there a problem with the f. Alisha decided to take a trip out

. ?

to get some

.

7. Read the text out loud. Pay attention to your pronunciation. Laurie is a lawyer in Wainwright. She loves law and writes many articles about right and wrong. Lots of other lawyers like Laurie because she rarely loses a case. Actually, Laurie is so popular that she ran and won the provincial election. But she believes that winning isn’t everything. Hard work is what makes one worthy. She learned that wise lesson while growing up. Lucky Laurie!

8. Practise saying these tongue twisters as fast as you can. How many times in a row can you say them? a. A loyal warrior will rarely worry why we rule. b. Warren and Rowan switched their Irish wristwatches for Swiss watches.

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review the past continuous, go back to page 40.

A. Read the following dream description. Rewrite the text using the past continuous of the verbs in parentheses. In my dream, I (stand) in front of a library door. Other people (walk) quickly towards the entrance. Then, I noticed that some people (slow) down. One by one, the others (stop) completely. Now no one (move) except for me. I looked down and saw that my hand (open) the door. My ngers (tingle). A strange light ( fall) on everything, and quiet music (play). I stepped inside and saw that a huge book (sit) in the middle of the oor. And as I walked towards it, someone (read) a story . . .

To review quantiers, go back to page 46.

B. Complete the sentences using the words from the box. a few

each

1. How

no

both

many

some

too much

dreams do you have per night?

2. Megan has two brothers, and she dreamed about 3. Can I drink 4. I see

7.

64

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of them last night.

milk before bed? It helps me sleep. reason why I had a nightmare last night.

5. Mr. Miller ate 6. We have

any

chocolate and got a stomach ache. pages of English homework tonight. time I have a nightmare, it always involves a wolf.

Your Wildest Dreams

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MODERN TREASURE Modern Treasure UNIT

Hunters

3

In this unit, discover why some people love the thrill of the chase. Talk about different kinds of treasures and your most valued treasure. Read about an ongoing treasure hunt and learn about time capsules. Watch a video and compare two treasure-hunting hobbies. Write a letter to add to a time capsule. Practise grammar: the present perfect and comparative adjectives.

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ICEBREAKER

Name:

1.

Date:

Group:

Personal Treasure Chest

C1

One man’s trash is another man’s treasure. 1. Match the treasure hunters to the kind of treasure they would look for. Treasure Hunter

USEFUL LANGUAGE • I think it means . . . • Yes, but a treasure can also be . . . • It has sentimental value because . . . • It could also have . . . • I don’t think it has any . . . value.

Treasure

Antique dealer

a. A sunken ship from the 1845 Franklin expedition found in the Arctic

Archaeologist

b. Records of family les on microlms

Genealogist

c. 380-million-year-old fossils of invertebrates found in Miguasha National Park, Québec

Historian

d. A rare Tiffany lamp

Paleontologist

e. Ancient objects found in the ruins of the Palais de l’Intendant in Québec City

2. Work with a partner. Discuss the following questions. How would you dene the word treasure? When does something become a treasure? What is the difference between monetary value, sentimental value and cultural value? Give examples of each type. What are your most valued treasures? Why do you value these treasures? Do they have a monetary, sentimental or cultural value? Explain.

3. With your partner, read the descriptions of some personal treasures. Together, decide whether each treasure has a monetary, sentimental or cultural value to its owner. Treasure

Value

a. The top-of-the-line trail bike my father bought me for my competitions b. A seashell a boy gave me when I was on holidays with my parents c. A silver charm bracelet I bought myself with my allowance money d. A photograph of my dog Maya, who died last summer e. My collector’s hockey card of the “Great One,” Wayne Gretzky

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Modern Treasure Hunters

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Present Perfect Use the present perfect to describe actions that: • occurred at an unspecied time in the past I have visited Toronto but never Vancouver.

FYI

These keywords are often used with the present perfect: and . Place the adverbs and between and the past participle.

• were recently completed He has just nished his homework. • began in the past and continue into the present They have lived in Montreal for nine years.

Afrmative: Use have / has before the past participle of the main verb. You have taken many risks. Negative: Add not after have / has. They have not given us a lot of help. Contractions: You can use the negative contractions haven’t and hasn’t. I haven’t read all of the old letters. For spelling rules for the past participle of regular verbs, see page 198. For the past participle of common irregular verbs, see page 256.

A. Complete the text with the present perfect of the verbs in parentheses. Researchers (discover)

three sunken ships in

the waters off San Francisco. The team from the National Oceanic and Atmospheric Administration (identify)

one of

the ships, the cargo steamship SS Selja, which sank in 1910. A steam tugboat was also found, but researchers (be, negative) able to identify it yet. As well, they (nd)

the

remains of the 1863 clipper Noonday on the ocean oor. The team (search) the waters of the Marine Sanctuary for an estimated 300 shipwrecks. This discovery (help) to publicize the two-year project. B. Find one example of an action that began in the past and continues into the present in the text in Step A.

Go to pages 191 of the Grammar Section for more information and practice.

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READING

Name:

2.

Date:

Group:

The Hunt Is On

C2

Treasure hunting can be rewarding in more ways than one. Before Reading

1. Which of the following activities have you done? Write complete sentences. Use the afrmative or negative form of the present perfect. a. participate in an Easter egg hunt

b. draw a treasure map for a hidden present

c. read a story about pirate treasure

d. see someone use a metal dectector

2. Look at the title of the text on page 69. What do you think the expression

Word Box

“the thrill of the chase” means?

beginning box decoding mysterious pieces precious stones simple

3. Read the sentences and replace the words in bold with a word from the box that has a similar meaning. a. The man buried a treasure chest (

) and

wrote a poem with clues to its location. b. The treasure contains gold nuggets (

),

diamonds and other gemstones (

).

c. Deciphering ( half the fun.

STRATEGY REMINDER Read the text as many times as needed. Look at the context to help you understand unfamiliar words.

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) the complicated poem is

d. The poem contains nine cryptic (

) clues.

e. He also gave many straightforward ( clues to help people nd the treasure. f. He had many reasons for launching ( his treasure hunt.

Modern Treasure Hunters

) )

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Name:

Date:

Group:

While Reading

4. Highlight the nine clues given in the poem and the three clues given in the text to nd the treasure.

The Thrill of the Chase

ow would you like to become a treasure hunter and nd a chest lled with gold? Forrest Fenn, a New Mexico millionaire, has hidden just such a treasure, and he wants you to nd it. In 2010, Fenn published his autobiography, The Thrill of the Chase. In the book, he not only tells his life story, he also describes a treasure chest lled with between $2 and $3 million worth of loot. Nine clues to the treasure’s location can be found in a cryptic poem within the book. Although Mr. Fenn has gained a lot of media attention and many people have attempted to decode the poem and have searched for the treasure, so far no one has found it. Why would Forrest Fenn want to do such a thing? One reason, he claims, is that he would like to pass on his love of treasure hunting to others. For most of his life, Fenn has been a modern-day treasure hunter. One magazine has even described him as a real-life Indiana Jones. Fenn’s love of rare artifacts started at the age of 9 when he discovered a Native American arrowhead. After graduating from high school, he joined the Air Force. He worked as a pilot for twenty years, but even during this time, treasure hunting remained his hobby. For example, while ying hundreds of dangerous missions, he still

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found the time to visit ancient ruins in Pompeii, Italy, to search for relics.

FYI

Indiana Jones is the main character in the George Lucas movie . The hero is an archaeologist and adventurer.

When he left the Air Force, he opened a small art gallery in New Mexico and lled it with native artifacts like leather moccasins, pottery and dolls made by Southwestern tribes. His art gallery became well known, and he slowly grew his savings into a fortune. In 1988, Mr. Fenn was told that he had cancer and had only a 20 percent chance of surviving the next three years. It was during this time that he started to plan his legacy. The art collector decided to hide a box lled with treasures for others to nd. Although he recovered from cancer, he did not abandon his plan. He took his time collecting valuable objects and, when he felt his treasure was complete, he hid it. The treasure chest weighs 42 pounds and is lled with 265 rare gold coins, gold nuggets, jewellery, diamonds and other gemstones.

VOCABULARY loot treasure artifacts ancient man-made objects arrowhead sharp pointed end of an arrow legacy what you are remembered for

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Date:

Group:

The Clues The biggest source of clues to the treasure’s location is by far the poem. It contains nine clues and is cryptic, to say the least. Obviously, Forrest Fenn feels that deciphering the poem is part of the fun.

STRATEGY REMINDER Look for the keywords that indicate a location or direction and try to imagine what Mr. Fenn means. For example, ask yourself these questions: What do “warm waters” represent and where do they stop? Is Brown a person, a place or an animal?

As I have gone alone in there And with my treasures bold, I can keep my secret where, And hint of riches new and old. Begin it where warm waters halt And take it in the canyon down, Not far, but too far to walk. Put in below the home of Brown.

VOCABULARY halt stop meek timid drawing nigh approaching paddle oar used for canoeing creek small stream loads cargo wise intelligent blaze mark on a tree quest expedition, search tarry scant with marvel gaze move on quickly, don’t stop to admire the treasure trove hidden treasure

From there it’s no place for the meek, The end is ever drawing nigh; There’ll be no paddle up your creek, Just heavy loads and water high. If you’ve been wise and found the blaze, Look quickly down, your quest to cease, But tarry scant with marvel gaze, Just take the chest and go in peace. So why is it that I must go And leave my trove for all to seek? The answer I already know, I’ve done it tired, and now I’m weak. So hear me all and listen good, Your effort will be worth the cold. If you are brave and in the wood I give you title to the gold.

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In addition to the coded clues that Fenn included in his book and poem, he has also shared several straightforward clues during interviews. For example, he has stated that the treasure is hidden higher than 5000 feet above sea level, that it is not hidden in the U.S. states of Idaho or Utah. He added that it is not hidden in a place that would be very difcult for an elderly man to reach while carrying a 42-pound box. On the Internet, many bloggers have shared their ideas about what the clues from the poem mean and where the treasure may be hidden. Some have even given false clues or false information to confuse their competitors.

The Hunters A second reason that Mr. Fenn has given for launching this treasure hunt is to get people away from their televisions and computers and into the great outdoors to explore nature. He particularly hopes to give families an opportunity to spend time together. Based on the thousands of emails that he has received from treasure seekers, it seems that Fenn has been successful. In these emails, many treasure hunters thanked Mr. Fenn for inspiring a family vacation or for giving them a chance to challenge themselves.

One man explained that his son always needs some kind of reward, like a milkshake, to go on an outing, so he thanked Fenn for providing a great motivation for his son to spend time with his father. Another woman set out on her own in Texas to try to nd the treasure. Even though she got lost in the woods overnight in freezing temperatures and was rescued by a search party, she said that she still felt her experience was valuable and that the real treasure in this treasure hunt is the personal challenge. One professional treasure hunter who has been out seven times looking for Fenn’s treasure says that the thrill of the search is a real adrenaline rush, but that what motivates him is the beauty of nature. He has seen bald eagles ying overhead and big horn sheep on the mountains. He has gone to places he would never have visited if it weren’t for Forrest Fenn’s hidden treasure. While many treasure hunters complain that the treasure is too hard to nd, Fenn responds that he never said it would be easy. He’s inviting people to try, and to enjoy nature and the thrill of the chase. Happy treasure hunting!

VOCABULARY elderly very old seekers hunters, searchers on her own alone

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After Reading

5. Scan the text on pages 69 and 71 and underline at least 10 verbs in the present perfect tense.

6. Give two examples from the text that show that Forrest Fenn has always loved collecting treasures.

SPEAK UP Have students form small groups to discuss these questions: • What motivated some people to hunt for the treasure? • What would motivate you to search for Fenn’s treasure? • Would you like to go treasure hunting? Why or why not?

a. b.

7. What two reasons has Mr. Fenn given for hiding the treasure? a.

b.

8. With a partner, analyze the cryptic poem and look at the clues in the text. Take notes on the lines next to the poem on page 70. Discuss the possible meaning of the clues. Write your conclusions in the chart.

USEFUL LANGUAGE • This clue probably means . . .

Our Interpretation of the Clues Interpretation of the clues in the poem:

• It could also mean . . . • What do you think this means? • I guess it could mean . . . • I suppose it could be . . .

Interpretation of the clues in the text:

9. Share your interpretations with the class. 10. If you could ask Mr. Fenn one question, what would you ask him?

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GRAMMAR POINT

Group:

GRAMMAR p int The Comparative Form of Adjectives Use the comparative form of adjectives when comparing two people or things to indicate that someone or something has more of a particular quality. Simon is a faster runner than Sam, but Sam is stronger than Simon. Some common adjectives have an irregular comparative form: good better than bad worse than far farther / further than Rule

Form

The comparative form can also be used without . (than I was) . (of the two)

Examples

Most one-syllable adjectives

Add er at the end of the adjective + than.

deep clear

One-syllable adjectives that end in e

Add r at the end of the adjective + than.

wide free

wider than freer than

One-syllable adjectives that end in one vowel and a consonant

Double the nal consonant and add er at the end of the adjective + than.

big thin

bigger than thinner than

Two-syllable adjectives that end in y

Change the y to i and add er at the end of the adjective + than.

early busy

earlier than busier than

Other adjectives of two syllables or more

Add more before the adjective + than.

afraid more afraid than beautiful more beautiful than

deeper than clearer than

A. Write the comparative form of the adjectives. 1. rare

7. cold

2. important

8. shiny

3. adventurous

9. sad

4. scary

10. valuable

5. precious

11. safe

6. bad

12. hard

B. Use the comparative form of the adjectives in parentheses to compare two people or things of your choice. 1. (brave) 2. (dangerous) 3. (good) Go to page 236 of the Grammar Section for more information and practice.

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DVD

FYI

VIEWING

The prex

in is from , and the word is the French word for a

Name:

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3.

Group:

A New Generation of Treasure Hunters C2

Geocaching combines treasure hunting, exploration and puzzle solving. Before Viewing

Word Box

1. Match the words from the word box with the denitions. Denitions a. something that appears wrong or dishonest

hint lurk nonchalant stumped suspicious swag trackable

b. treasure or prize c. clue d. behaving calmly e. confused and puzzled f. can be traced and found g. hide While Viewing

STRATEGY REMINDER Before viewing the video try to guess which words will best complete the sentences in Step 2.

2.

DVD

Watch the video on geocaching and complete the geocaching steps with the correct words from the word box.

a. Select a

cache

on the geocache site.

b. Get to the cache coordinates using the geocaching c. Use your

and eyes to locate the cache.

Word Box

d. If you can’t nd it, read the

74

app cache equal friendly hands hint logbook overcoming sunset swag trackable trampling

seventy-four

e. Sign the

.

in the description. and put the cache back where it was.

f. If you take an object, replace it with one of greater value. g. Do not take a

unless you know what to do with it.

h. Be environmentally

; bring any trash with you.

i. Respect natural areas by not

plants and animals.

j. Part of the fun of geocaching is

challenges.

k. If you are lucky, you will nd some good geocache. l. After a fun day, the geocachers paddled into the

Modern Treasure Hunters

or

in the .

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Name:

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After Viewing

3. Why is it important to respect the etiquette of geocaching?

4. List three things you can do that respect the larger geocaching community.

5. Do you think geocaching is like treasure hunting? Explain your answer.

6. Explain how geocaching might lead you to discover monetary, sentimental or cultural treasures. Monetary

Sentimental

Cultural

7. Why do you think geocachers and people like Forrest Fenn hide treasures?

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WRITING

Name:

4.

Date:

Group:

A Treasure Nearby

C3

Describe a geocache near your school or in your neighbourhood. 1. Read this typical geocache description.

Treasure Shopping (ZGC43MS6) by ChenEd

Description

N 045° 31.793’ W 073° 35.896’ E 115m Difculty Terrain

HHIII HIIII

Size Downloaded

Today

Date Hidden

July 30, 2014

Last Found

March 2, 2015

VOCABULARY refurbished renovated quirky strange trade exchange opt for choose

The Town Mall has been around for a very long time. I can remember going there with my parents when I was much younger. It is located at the north end of University Street. This area has always been commercial, with grand department stores and fancy restaurants. The Town Mall is the second mall on this site. It replaced the Gallery Shopping Centre, the city’s rst mall. It was completely refurbished in 2007 and reopened as the bigger, better and ashier Town Mall. This cache is hidden outdoors. It is near one of the mall entrances and is closer to the western door than the eastern door. It is smaller than a loaf of bread but bigger than a sandwich. It contains a logbook and quirky treasures purchased in the mall itself. You can trade or add to these quirky items with an item of your own. The cache is also large enough for a trackable item. If you nd a trackable item, make sure you know what to do with it before you decide to take it. Remember, this is a heavy trafc area, so please be discreet. Be sure to reseal the box tightly and to place it back where you found it. Happy hunting! Hint: Hungry geocachers who opt for pizza have been doubly rewarded.

2. Why do you think the geocacher is asking you to be discreet and to reseal the box?

3. Try to decipher the hint.

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Name:

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4. Plan a ctional geocache near your school or in your neighbourhood. Brainstorm ideas and write notes in the chart below. Location details:

Name of cache: Size of cache:

Items for trade: First item:

yes

no

Interesting facts about the location:

Message:

STRATEGY REMINDER Look at the text on page 76 to see how the present perfect and comparative adjectives were used to give information about the cache location.

Cryptic hint:

5. Write a short paragraph describing your geocache. Include at least one verb in the present perfect and one comparative adjective. Don’t forget to add a hint. Cache Name: N W

Difculty Terrain

IIIII IIIII

Size Downloaded

Today

Date Hidden Last Found Hint:

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READING

Name:

5.

Date:

Group:

Treasures for Future Generations C2

Time capsules can be real treasure chests. Before Reading

1. What do you know about time capsules?

2. What kind of treasures would you expect to nd in a time capsule?

3. What can these items reveal to future generations?

4. If you could open a time capsule from a period in your personal history or in world history, what period would you choose? What treasures would you hope to nd? Would they be sentimental, monetary or cultural?

5. Discuss your ideas about time capsules with the class, and then complete your answers. While Reading

STRATEGY REMINDER Carefully read the elements in Step 6 that you must identify before reading the text. Label the information while reading a second time.

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6. Read the transcript of a podcast about a very personal time capsule on pages 79 to 81. Identify and label the following elements in the letter found in Liam’s time capsule: a. the opening salutation b. information about the person who created the capsule c. the reason why the capsule was created d. the explanation and description of the items found in the time capsule e. the closing salutation Modern Treasure Hunters

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Name:

Date:

Group:

The Speak Out Loud Podcast:

“History in the Making” with Liam Green ey, how are you this morning? I’m Liam Green and this is Speak Out Loud. Today I’m doing something completely different. I’m going to tell you about something really unusual that happened to me last week. I got a call from Jack, a very old friend of the family, inviting me to open a time capsule that my grandparents had prepared for me and left in his care. Jack explained that he had been asked by his good friends, my grandparents Olivia and William, to save the time capsule for their rst-born grandchild. They left detailed instructions for when

Dear future grandchild,

and where it should be opened. New Year’s Eve was the designated day, exactly 50 years after the time capsule was sealed up by my grandparents. Grandma and Grandpa both died when I was a boy, so I was very emotional when I opened the capsule. They were no older than I am now when they prepared this box for me, carefully choosing and explaining every object. There was also a letter, and you can’t imagine how this message from the past touched me. The box, with its letter and items, was like a treasure chest. Have a listen to the letter.

December 31, 196 4

be alive. ndfather William and I may not When you read this lett er, your gra frie nd Jack our wedding and asked our great We crea ted this capsule just aft er to our rst grandchild. to make sure that it made its way owing thought you might appreciate kn and es tim g tin exci in ng livi are We this past e cap sule con tains treasures from what life was lik e in 1964. This tim d this n we are right now. We were marrie year. We have never been happier tha ding to album from the wedding. The wed summer, and I have included a pho books so l new spaper. I love to coll ect ma tch loca the in d eare app ent cem oun ann g date. The g with our names and the weddin we had some made for the weddin , and from our favourite places in the city other more exotic matchbooks are visited eymoon. We travelled to Europe and some were collected during our hon En gland, France and Spain! ling Stones concert. You’ll n d the While in Lon don, we wen t to a Rol sic and ers from our trip. We just love mu tick et stubs, alon g with a few oth e to see The ds and great shows to see. We hop there were so many fantastic ban ’s Night.” ing a record of their hit “A Hard Day Beatles next year. We are includ to get a newer one! We have played it so much we had Reproduction prohibited © TC Media Books Inc.

Unit 3

VOCABULARY wedding marriage ceremony honeymoon wedding vacation stubs ends

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Name:

FYI

The Civil Rights Movement was a popular movement for equal rights for African Americans. Muhammad Ali was considered one of the greatest American heavyweight boxers in history. Steve Jobs was the co-founder of Apple Inc. The Moody Blues are a British rock band. Andy Warhol was one of the most important American pop artists. The Velvet Underground was an American rock band popular in the sixties.

Date:

the e included newspaper clippin gs of We are both history buf fs so we hav selected a year in history: Canada has just more important events from this king the Civil Rights Mo vement is ma new ag (how is it holding up?); name boxer Cassius Clay has changed his headlines in the United States; the pers we included the front pages of new spa to Muhammad Ali. We have also during our honeymoon. coll ecte d from the citi es we visited lliam used when he got his rst Lastly, the typewr iter is the one Wi t you a newer, quieter one, so we though new spaper job. He has just got ten might like to have this one . e e capsule with all of our love . We hop Most of all, we are lling this tim your can even imagine. Always follow that you grow up happier than we dreams wherever they take you! Hu gs and kisses, Your grandparents William and

Olivia.

The objects in my time capsule were real treasures for a historian like me more valuable than gold! It made me want to know more about time capsules and what other kinds of treasures people have collected for future generations.

contents online. Some of the items included were a little unexpected. For example, the Crypt includes a container of beer, a cigarette holder and a lighter. I guess they wanted future inhabitants to know about our bad habits.

Some time capsules can be very elaborate and are specically created to help future archaeologists and historians understand the past. I discovered that the rst modern time capsule, the Crypt of Civilization at Oglethorpe University, was created in 1936. It will be opened in 8113. I guess I won’t be around for that! Anyway, it seems that its creator, Dr. Thornwell Jacobs, wanted to preserve for the rst time in history a record of mankind’s accumulated knowledge up until 1936. Just imagine, the capsule is twenty feet long, ten feet wide and ten feet high. You can nd a list of its

I also found time capsules created by famous people such as Steve Jobs. His capsule was closed in 1983 and opened in 2013. It contained items such as one of the rst computer mouse devices, a Moody Blues record and a pair of Rubik’s cubes. For you art lovers out there, I learned about Andy Warhol’s collecting project called The Time Capsules. From 1974 to 1987, Warhol created 612 cardboard boxes containing daily correspondence, magazines, newspapers, photographs and objects. In one box they found Velvet Underground records and a map to a party. These capsules provide a unique view into the artist’s world. My favourite time capsule is the KEO space art time capsule. This project was conceived by a French artist-scientist, a pioneer of space art. The KEO, named after the three most widely used sounds in human language, will carry messages to humanity 50 000 years from now. It’ll contain an interesting selection of items that offer a unique glimpse of what today’s society views

VOCABULARY buffs enthusiasts clippings cut-out articles elaborate complex Crypt underground room, tomb mankind humanity glimpse quick view

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Name:

Date:

as treasures. They include a drop of human blood encased in a diamond, and samples of air, sea water and earth. Individuals can even submit personal messages online that may be included in the capsule. Well, I can go on for hours. Let’s just say that I have realized one thing about time capsules: whether we’re talking about a box left by my grandparents, capsules created by Steve Jobs or Andy Warhol, or the Crypt of Civilization, that is that they are real treasure troves of insight into

Group:

the people, places, culture and values of past generations. Thanks for listening. Join me next Saturday for another take on history in the making. Liam Green, signing off. Have a good weekend. Oh, and yes William and Olivia, I am following my dreams!

VOCABULARY treasure troves valuable discoveries insight understanding

After Reading

7. Underline the comparative adjectives in the letter on pages 79 and 80. 8. What do Liam and his grandparents have in common?

9. Why is a time capsule like a treasure chest?

10. Choose two objects from each time capsule and complete the chart. Time Capsule

Objects

Why the objects might be considered treasures and what they reveal about each person

Will and Olivia

Steve Jobs

Andy Warhol

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SPEAKING

Name:

6.

Date:

Group:

Decoding Time Capsules

C1

What do the items left in time capsules reveal about us? 1. Look at the list of items found in the KEO and in the Crypt of Civilization time capsules. Write your ideas in the chart. Then, discuss your ideas in teams and complete your answers. Objects found

Why I think it was added to the capsule

What I think it will reveal about us

The KEO Time Capsule A drop of blood encased in a diamond

Samples of air, sea water and earth

Photographs of people of all cultures The Crypt of Civilization Time Capsule

A recording of birdsong

A model train set with the tracks

Women and men’s clothing

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Name:

Date:

Group:

2. Share and discuss your answers with the class. Be prepared to defend your point of view.

USEFUL LANGUAGE • I believe it was added because . . .

3. With your teammates, agree on three items that represent your

• Yes, and it shows that . . .

generation and that you could add to a time capsule. Explain your choices. Share your answers with the class.

• Future generations may think that . . .

Item 1:

• We also want future generations to . . . • It seems an odd choice because . . . • Maybe it was added to . . .

Item 2:

• This item shouldn’t be in the capsule because . . .

Item 3:

4. What message would you and your team like to leave in the KEO time capsule for future generations thousands of years from now? Discuss this question with your teammates before writing your team’s answer.

STRATEGY REMINDER Don’t be afraid to make mistakes. Remember to take risks and to use new words and expressions.

5. Do you think a time capsule can adequately describe our civilization to a future world? Why or Why not? Share your answers with the class.

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WRITING PROJECT

Name:

7.

Date:

Group:

A Time Capsule For Your Future Self C3

Create a virtual time capsule with a letter to yourself that you will open at the end of your last year of high school. 1. Complete the time capsule organizer below to plan your letter. 1. My time capsule information When and where the capsule is going to be opened:

Where and how the time capsule is going to be stored:

en until Do not op Sec 5!

2. The perfect objects for my capsule • Brainstorm a list of items from this year in high school that you would like to include in your time capsule.

• Choose two items that you consider to be treasures. • Explain why they are of value, and what kind of value they have. • Say what they reveal about you. Object 1:

Object 2:

3. Highlights of this year so far Interesting things that have happened at school:

My interests, hobbies and pastimes this year:

How I am different this year than last year:

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Name:

Date:

Group:

2. Write the rst draft of your introduction letter to yourself. • Refer to your notes from Step 1. Use the introduction letter on pages 79 and 80 as a model. • Include some verbs in the present perfect and comparative adjectives.

Date: Dear future me,

Writing Checklist I explained why I chose the items. I described the highlights of this year.

Closing salutation:

I used the present perfect and comparative adjectives.

3. Revise and edit your text. Use the writing checklist for help.

I revised and edited my letter.

4. Exchange texts with a classmate. Ask for feedback on content and form.

I used resources to check my work.

5. Make corrections or changes based on your classmate’s feedback. 6. Write a nal copy. Add your letter and photos of your items to your time capsule envelope. Reproduction prohibited © TC Media Books Inc.

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EXTRA READING

Name:

Date:

Group:

Treasure Hunt on Skeleton Island C2

How far will a pirate go to get his treasure? Before Reading

FYI

Many pirate stories describe captives forced to walk on a wooden plank that extended over the side of the ship. They fell into the water and drowned or were eaten by sharks. The Jolly Roger, the pirate ag, comes from the French expression , or the red ag.

VOCABULARY ward off stop ruthless cruel booty treasure marooned left alone on an island seek out to look for

1. What do you know about pirates? Circle the correct answer. Discuss your answers with a partner. 1. Pirates pierced their ears with precious metals like silver and gold to a. improve their eyesight. b. ward off evil spirits. 2. Many pirates wore an eye patch because a. they lost an eye while ghting. b. it helped them to see better in the dark when attacking another ship. 3. Pirate ships had a special ag called the Jolly Roger that was a. a skull and crossbones on a black background. b. all red or all black. 4. Most pirates were a. sailors who wanted to work. b. ruthless drunken men who lived to ght and steal. 5. Once they obtained their booty, pirates usually a. buried the treasure. b. divided it up quickly among themselves. 6. Pirates followed a. a strict code of conduct. They were punished for stealing or ghting on board. b. no rules. Their only goal was to attack Spanish galleons for gold. 7. The common punishment for a pirate was to a. walk the plank. b. be marooned on an island. 8. Many pirates had a parrot, because a. parrots could y to seek out other ships or land. b. a parrot was a symbol of sophistication.

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While Reading

2. Read the text on pages 87 to 89 and underline words or expressions that show that the characters were scared.

Treasure Island By Robert Louis Stevenson

Around 1760, while working at his father’s inn, a young boy named Jim discovers a treasure map in an old seaman’s chest. Jim joins his friend Dr. Livesey and the pirate Long John Silver on the ship Hispaniola to hunt for the treasure. On the ship, Jim overhears the crewmen’s plan for mutiny. On Treasure Island, Jim discovers that the pirates have taken over and have obtained the map. Silver is having trouble with his crew so he proposes to Jim that they help one another by pretending that Jim is his hostage. The following excerpt begins right after Jim has spoken to Dr. Livesey.

Characters Jim Hawkins (narrator): the young boy who found the treasure map Dr. Livesey: a local doctor and Jim’s friend Captain Flint: the infamous pirate who buried the treasure on the island before dying Long John Silver: the cook on the ship and the secret leader of the pirate band Ben Gunn: a deranged pirate marooned on the island for the past three years Allardyce: the dead seaman Darby M’Graw: Flint’s servant boy George and Morgan: Flint’s former crewmen

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“Jim,” said Silver, “I heard the doctor when he said, ‘Jump over the wall and run.’ You didn’t do it. You saved my life and I won’t forget it. But now we must look for the treasure. I don’t like treasure hunts. They’re dangerous. You must stay very close to me.” While we ate a breakfast of bacon and biscuits with the other pirates, Silver said to them: “Mates, you’re lucky because you’ve got old John and he thinks a lot. The others have got the ship and we don’t know where it is. When we get the treasure, we’ll nd the ship. We’ve got the boats and we’ve got our hostage here. But when we get the ship and the treasure, we’ll kill him and the others.” I was frightened and I couldn’t eat my breakfast. Why did my friends leave the stockade? I thought. Why did they give Silver the map? Why did doctor say, “There will be problems when you nd the treasure” ? I couldn’t nd any answers to these questions.

VOCABULARY seaman sailor mutiny rebellion against the captain Mates companions stockade fort cutlass short curved sword

Unit 3

So the treasure hunt began. Silver had two guns, a big cutlass and two pistols in the pockets of his coat. His parrot sat on his shoulder and talked. And I walked behind him with a rope round my neck. eighty-seven

87

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First we went to the beach and got into the two boats. Silver looked at the map. On the back were these words: Tall tree, Spy-glass hill. Points to the north-east. Skeleton Island south-east. “First we must nd a tall tree,” said Silver. We went along the coast and after a while we saw a high plateau near Spy-glass hill with a lot of trees on it. Some of the trees were very tall, so when we saw a good place to stop, we got out of the boats and began to climb towards the plateau. We went up slowly. Suddenly one of the men in front of us shouted. We ran towards him. “Has he found the treasure?” said Morgan. “No,” said another man. “He’s very frightened.” Then we saw a human skeleton under a big tree and we all became cold with terror.

“Well, maybe it’s his ghost!” Morgan cried. “Stop this talk!” shouted Silver. “Flint is dead and there isn’t a ghost. Come on, let’s go.”

“Look at the arms and hands and feet,” said Silver. “They aren’t in a natural position.”

So we continued walking. On the plateau we sat down to rest. We could see the Cape of the Woods in front of us. Behind us was the harbour and Skeleton Island. Above us was Spy-glass hill.

He was right. The skeleton’s feet pointed in one direction. The arms and the hands pointed in the opposite direction.

“There are only three tall trees in the direction of Skeleton Island,” Silver said.“ It will be easy now. Come on, boys, let’s go!”

“He was a seaman,” said George Merry.

“I think I understand,” said Silver. “Look, it’s pointing south-east—At Skeleton Island! Cap’n Flint killed him and put him here—as a compass.” Morgan said, “It’s Allardyce. He took my knife with him. I remember now.” “Well, the knife isn’t here now. Where is it?” asked George. “Maybe Flint took it,” Morgan said. “Maybe he’s still alive!”

VOCABULARY coast land along the sea rest take a break harbour protected bay set up for boats

88

“No, he’s dead,” said George.

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Modern Treasure Hunters

But suddenly a voice began to sing: Fifteen men on The Dead Man’s Chest— Yo-ho-ho, and a bottle of rum! It was a strange, high voice, and it came from the trees. The men’s faces went white. They stood up quickly. “Oh God, it’s Flint!” said George. The voice stopped. Silver’s face was very white too. But he said, “Come on, boys don’t be frightened! Someone is playing a game with us.” The voice suddenly began again. It didn’t sing this time. “Darby M’Graw!” it shouted, from far away. “Darby M’Graw! Bring the rum, Darby!”

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Name:

Date:

The buccaneers didn’t move; they didn’t speak. “I know those words,” Morgan said. “They were Flint’s last words!” Silver was very frightened too. He said quietly: “Who knows the name Darby M’Graw on this island? Only us, Flint’s men.” Then he said in a loud voice, “Mates, I want that treasure and nobody will stop me. It is very near here and I’m going to nd it!” “It’s Flint’s ghost, John!” said Morgan. “Ghost? Well, that voice had an echo and a ghost’s voice doesn’t have an echo—am I right, mates?”

Group:

It wasn’t recent because there was grass in it. There were some pieces of wood with “Walrus” on them— the name of Flint’s ship. But there wasn’t any treasure in the hole. It was empty. The buccaneers couldn’t believe their eyes. They just stood and looked at the hole. But John Silver’s surprise passed quickly. He said to me quietly: “Are you ready, Jim?” And he gave me a pistol. Then quietly he began to move to one side of the hole. Now it was between us and the buccaneers. He looked at me and smiled. Merry shouted at Silver, “You knew that the hole was empty!”

“Yes, that’s true,” George Merry said. “You’re an intelligent man, John. Courage, mates! I’m sure that the voice was Flint’s. It was . . . it was like . . .” “Ben Gunn’s voice, by God!” shouted Silver. “Who is frightened of Ben Gunn?” Merry asked. “Not me!” The buccaneers weren’t frightened now, and the colour returned to their faces. They began to laugh and talk. Then we continued walking and we arrived at the rst of the tall trees. But it wasn’t the right one. We went to the second tree; it wasn’t Flint’s. But the third tree was very tall, about two hundred feet high. We all knew that in the ground under that tree was the treasure! My companions ran towards it and Silver followed them on his crutch. Sometimes he pulled me in with the rope; sometimes he looked at me with terrible eyes and said, “I’m going to put the treasure on the Hispaniola and then I’m going to kill you and all your friends.” Suddenly the men stopped. There was a cry of surprise. In front of us was a big hole in the ground.

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VOCABULARY buccaneers pirates crutch cane

Unit 3

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Name:

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Group:

After Reading

3. What’s the last clue that helps guide the pirates to the treasure?

4. How does Ben Gunn frighten the buccaneers?

5. Would you say that the pirates are superstitious? Explain.

6. At times John Silver seems to be Jim’s enemy, and at times he seems to be his friend. Complete the chart with information from the text. Is John Silver Jim’s friend or foe? Information indicating he’s Jim’s friend

FYI

Foreshadowing is when the author gives an indication of what is going to happen later in the story.

Information indicating he’s Jim’s foe

7. The treasure is gone. Highlight the sentence early in the text in which the author uses foreshadowing to let us know that there would be something wrong when they found the treasure.

8. Jim and Silver face the buccaneers together. Predict what happens next.

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Name:

Date:

EXTRA LANGUAGE

Group:

Word Games You can form the names of people’s occupations by adding a sufx to a noun or a verb. Sufx

Noun or Verb

Occupation

ist

archaeology

ian

history

historian

or

collect

collector

er

seek

archaeologist

seeker

1. Add the correct sufx (ist, ian, or or er) to the following words to form the names of occupations. a. adventure

e. act

i. publish

b. science

f. compete

j. magic

c. catch

g. geocache

k. therapy

d. physics

h. music

l. contract

PRONUNCIATION

CD

The letter combination ch in English can have three different sounds depending on the origin of the word. Origin of Word

Sound

Examples

English words

tch

Greek words

k

archivist, echo, archaeologist

French words

sh

cache, machine, mustache

chest, chase, launch

There are exceptions. It is best to check the pronunciation in a dictionary.

2. Listen to the words. Write the ch sound (tch, k or sh) next to the word. a. choice

c. charade

e. challenge

g. chic

b. champion

d. choir

f. brochure

h. schedule

3. Listen again and repeat the words. 4. Listen to the tongue twisters. Practise saying them with a partner. a. Michelle and Charly chewed their spinach sandwiches while cheering for the chef. b. The Chicago orchestra created chaos when they changed the chord charts. Reproduction prohibited © TC Media Books Inc.

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EXTRA GRAMMAR

Name:

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GRAMMAR Check To review the present perfect, go back to page 67.

A. Use the present perfect of the verbs in parentheses to complete the sentences. 1. Treasure hunters (nd)

a Spanish galleon in the Caribbean Sea.

2. It (be)

very difcult to get the treasure out of the sunken ship.

3. Archaeologists (discover)

the tomb of an ancient king.

4. The thrill of the chase (motivate) 5. I (decode, negative)

many people to go treasure hunting. all the clues in the poem yet.

6. Geocaching (become)

a popular hobby.

B. Use each keyword from the word box once to complete the sentences. nished reading Mr. Fenn’s book? Can I borrow it?

2. He has collected rare objects for the treasure chest years. 3. I have

three

tried geocaching.

4. They have lived in this area

2009.

5. Have you capsule?

gone to New York to visit the Westinghouse time

6. We have our metal detector.

arrived from a long day of treasure hunting with

Word Box

1. Have you

already ever for just never since yet

To review comparative adjectives, go back to page 73.

C. Complete the sentences with the comparative form of the adjectives in parentheses. 1. The professional treasure hunter was (calm) 2. The ring was (precious) 3. The people in this village were (friendly) 4. This antique dealer is (nicer) 5. The clues you have found are (good) 6. The weather near the sunken ship will be (bad) is now.

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the amateur. the bracelet. the people in the last village. the rst one we visited. the clues I discovered. next month than it

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Viral Videos Viral Videos

UNIT

4

In this unit, explore the world of viral videos. Talk about your online habits. Read about what makes a video go viral and what happens when it does. Watch an inspirational viral video. Write an analysis of a viral video. Practise grammar: superlative adjectives, types of adverbs and their position.

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ICEBREAKER

Name:

1.

Date:

Group:

Your Online Habits

C1

What kinds of things do you do online? 1. Answer the questions about your online habits. a. How many hours do you spend online each day?

FYI

A viral video is a video that becomes popular very quickly. It is shared on social media sites, blogs, emails, etc. It spreads quickly like a virus.

b. What do you most like to do online?

c. What kinds of videos do you watch online?

d. What social media sites do you visit regularly?

e. Do you ever post videos online? If so, what kind of videos do you post?

2. Work with three classmates. Share your answers to the questions in Step 1 with each other. Answer the questions below. a. Who spends the most time online? b. What are some things you all have in common?

USEFUL LANGUAGE 3. Discuss the questions below with your teammates. • I spend more time . . . • You seem to prefer . . . • We both like to . . .

a. What viral videos have you watched recently? How did you react to them?

• Have you seen . . . ? • I haven’t seen it. • It’s probably . . . • You’re right, but it is also . . .

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b. What do you think makes a video go viral?

Viral Videos

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int The Superlative Form of Adjectives We use the superlative form of adjectives to describe a person, a thing or an idea that has the most of a particular quality of its kind. The ostrich is the largest living bird on earth. Superlative Form

Adjective Most one-syllable adjectives

Add the before the adjective and est at the end of the adjective. slow the slowest, bright the brightest

One-syllable adjectives that end in e

Add the before the adjective and st at the end of the adjective. safe the safest, nice the nicest

One-syllable adjectives that end in one vowel and a consonant

Add the before the adjective and double the nal consonant before adding est. wet the wettest, slim the slimmest

Two-syllable adjectives that end in y

Add the before the adjective and change y to i before adding est. sunny the sunniest , crazy the craziest

Other adjectives of two syllables or more

Add the most before the adjective. boring the most boring, original

Some common adjectives have an irregular superlative form.

bad far

the most original

the worst, good the best the farthest / the furthest, old

the oldest / the eldest

A. Write the superlative form of the adjectives in the chart. Adjective

Superlative

Adjective

1. sad

5. high

2. interesting

6. honest

3. ugly

7. powerful

4. entertaining

8. ne

Superlative

B. Complete the sentences with the superlative form of the adjective in parentheses. 1. (embarrassing)

thing happened in class today.

2. Our team won the award for (bad) thought it was (good) 3. That was (funny)

video ever, and we ! and (short)

video ever! Go to pages 236 and 237 of the Grammar Section for more information and practice.

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READING

Name:

2.

Date:

Group:

How to Make a Video Go Viral C2

When a video goes viral, is it just a question of luck? Before Reading

1. Use the superlative form of the adjectives in the word box to write sentences about viral videos you have seen.

Word Box

bad

crazy

funny

good

ridiculous

silly

a. The singing duck video is the silliest video I have ever seen. b. c. d. e. f.

2. Think about viral videos you have watched recently. Write three characteristics that are common to these videos.

3. Why do you think people hope their video will go viral?

STRATEGY REMINDER Before you start reading the text on pages 97 and 98, look at the title and subtitles and think about what you already know on the subject.

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4. Do you think that videos can be carefully planned to become viral video sensations? Explain your answer.

Viral Videos

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Name:

Date:

Group:

While Reading

5. Read the text about viral videos. While you read, put a check mark (3) beside three things you already knew and an exclamation mark ( ! ) beside three things that surprised you.

How to Make a Video Go Viral iral videos have taken the Internet by storm. They come in all shapes and sizes, from advertisements and promotional videos, to public awareness campaigns sponsored by charities or non-prot organizations. Among the most popular videos, you will also nd parodies that make fun of celebrities, events or other videos, and home movies showing off the talents of future stars or the very funny but unfortunate misadventures of everyday people. Meanwhile, how-to videos are the viral video answer to the ever-popular do-it-yourself shows. Many people dream of posting that video clip that will become the world’s latest viral video. However, when a video goes viral, it is rarely an accident. Here are ten tips for making a video go viral. 1. Tell a story. People love stories. Whether it’s in advertising or home movies, some kind of narrative is needed to capture the viewer’s attention. Stories keep the message on a human level and allow people to identify with it. A commercial for bottled water showed adults seeing their baby selves in their reections. It made them so happy that they started dancing, and soon everyone was dancing. The story in

Reproduction prohibited © TC Media Books Inc.

the commercial made it go viral. A good story is used to good effect in news items that go viral and in inspiring tales of happiness. 2. Keep it short. How many times have you chosen NOT to watch a video because it was too long? Keep your video between 30 and 90 seconds long. The shortest videos usually end up as the most viewed. 3. Capture the viewers’ attention. A video must capture its viewers’ attention within the rst ve seconds. It might be through the use of music, dramatic introductions or a shocking image. One easy way to get their attention is by using celebrities . . . but that might be a little too expensive for most of us! 4. Provoke feelings. The best viral videos trigger some sort of emotional response. Videos that create feelings of joy and happiness are more

VOCABULARY taken by storm become suddenly and extremely successful posting publishing online trigger cause, start

Unit 4

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Name:

likely to be shared than negative or sad videos. If a video makes us feel good about ourselves and others, we are likely to pass it on to our friends and family. Then again, the videos that force you to bring out the tissues or that really move you for or against a cause will also spread quickly. 5. Work with babies and animals. The rst rule of show business might be to avoid working with babies and animals, but the opposite is true when it comes to viral videos. One video of a baby laughing hysterically as his father rips up a piece of paper has scored over 65 million views and the number keeps growing. Another viral video shows an adorable surprised kitten. Why are these videos so popular? It’s because there’s nothing fake about them. Who can resist an adorable baby or a cuddly animal? These videos entertain people and warm their hearts. From talking dogs to skateboarding goats, the Internet has it all. 6. Make them laugh. Parody videos go viral because they refer to or make fun of other popular videos. In some cases, the parody becomes as popular as the original. Laughing at the crazy misfortune of others is somehow addictive. How else to explain the popularity of those videos that catch embarrassing moments like the one where the bride trips on her dress or where the woman walks right into a fountain because she is absorbed by her smart phone?

VOCABULARY misfortune bad luck awareness information, understanding catch phrases frequently used expressions

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Viral Videos

Date:

Group:

7. Inspire. Move people to make positive changes in their own lives or in the world at large. Aspiring singers, actors, athletes and many others post some of the most common videos found on the web today. Their best performances await discovery and leave viewers impressed and inspired. These videos motivate people and make them feel good about themselves and others. After watching a video of athletes helping each other out during difcult moments in a race or of people surviving devastating and tragic situations, who doesn’t want to get out there and do something for the good of humanity? The same motivation is behind public awareness campaigns produced by charities and non-prot organizations. 8. Find a catchy title. Pay attention to the words you choose for your video’s title. The most successful titles include strong words that appeal to viewers’ emotions. Shock, surprise or intrigue them with powerful words and catch phrases. 9. Time it right. Although people all over the world are online every day of the week, your chances of going viral are increased on certain days. Research shows that the best days to release a video are Monday or Tuesday. People usually watch videos online Monday to Friday, when they are bored or procrastinating at work! Don’t waste time posting videos on the weekend. Use that time to make videos instead. 10. Share, share, share. Be aggressive. Share your own video as much as possible. Post the video to social media sites and ask people to share it. You want your video to be reposted, talked about and blogged about. When a video reaches YouTube’s front page, it is on its way to potentially becoming a viral video. Although there is no guarantee of success, if you follow these tips, you can improve your chances of going viral.

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Name:

Date:

Group:

After Reading

6. Read your answer to Step 4 again and look at the passages you identied with a check mark or an exclamation mark. Has your opinion changed after reading the text? Explain why or why not.

7. Choose three videos from those you wrote about in Step 1. Decide which of the ten tips from the text contributed the most to each video’s success. a. b. c.

8. Read about the following videos. Based on the description and what you learned from the text, decide if the video has the potential to be successful or not. Explain your answer. Video

Yes

No

Reason

a. Sarah’s video includes three 3-minute songs. She starts with two upbeat songs and ends with a slower ballad. Sarah has a great voice. b. Jérémy uploads his anti-bullying campaign on Saturday morning. He refers to it on Facebook, Twitter and Instagram right after posting the video. c. Nicole hopes to raise awareness of homeless teens with her video. It starts with dramatic music and shocking images of teens living on the street. d. Ashen’s dog is very talented. When it barks, it sounds like it is talking. He made a video entitled “My Dog.”

e. Marie and Emily are making a parody of the well-known music video “Thriller.” It is called “Spiller” and shows a clumsy girl constantly knocking things over.

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SPEAKING

Name:

3.

Date:

Group:

Viewers React

C1

Even a video of people reacting to a viral video can go viral! 1. With a partner, choose one viral video that each of you will show to two people from different age groups. Discuss the following questions with your partner.

FYI

Who will you recruit as viewers? What age groups do they represent? Do adults usually have the same reaction to videos as you do?

Every week since 2010, fans have connected to the Fine Brothers’ React series to see people’s reactions to viral videos. After each viewing, the brothers ask the viewers a series of questions about what they just saw.

What video should you show them? What is the content of this video? What factors make it a good choice? How do you think your viewers will react to the video? Why? What questions will you ask them after they watch the video?

2. Write a brief description of the video you chose and of your two viewers in the chart below. Then, prepare some questions to ask your viewers.

Video title:

USEFUL LANGUAGE

Description:

• I think my mother will . . . this video. • This video is the best choice because it . . . • I find this video . . . • Why do you say that?

Viewer 1: (name, age group)

Viewer 2: (name, age group)

Questions 1. What do you think of the video? 2. 3. 4. 5. 6. 7.

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Name:

Date:

Group:

3. Show the video to your viewers. Then, ask them what they think of the video. Use the questions you prepared in Step 2 to guide you. Note their reactions and answers below. Viewer 1:

STRATEGY REMINDER Don’t be afraid to take risks when you speak. Try using new words and expressions.

Viewer 2:

4. Report the answers you received from your two viewers to your partner and compare them with those given by your partner’s viewers. Discuss the following questions with your partner. What elements in the video provoked the strongest reactions in your viewers? What were the main differences in their reactions? Do you think the viewers’ ages made a difference in their reactions or appreciation of the video? Why or why not? Were you surprised at their reactions? Explain your answer.

USEFUL LANGUAGE • What did your viewer think of . . . ? • Did they both find it too . . . ? • She found it very . . . • Right, but one viewer also said that . . . ? • Did that surprise you?

5. After seeing the viewers’ reactions, what do you think were the strong points and weak points of the video?

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Unit 4

• I was really amazed by . . .

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101

GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int Types of Adverbs and Their Position Adverbs are words that modify a verb, an adjective or another adverb. Type of adverb

Position

Examples

Adverbs of manner (well, badly, happily, strongly, fast, slowly)

Before an adjective Before an adverb After a verb Before a verb with an object

This video is terribly boring. The video gained popularity really quickly. Your video was probably too long. We carefully planned our video.

Adverbs of place (here, up, further)

After the verb At the end of the sentence

They looked everywhere for that clip. They could not nd it anywhere.

Adverbs of time and sequence (now, still, then, later, nally)

At the beginning of a sentence At the end of a sentence

First, I need to nd a good topic. Tomorrow, I will work on my essay. I know I have said this before.

Adverbs of frequency (always, never, often, twice, occasionally)

After the verb to be Before other verbs After modals

They are often late with their projects. We sometimes watch the same shows. She can always tell when I am joking.

Adverb of degree (very, too, quite)

Before an adjective Before a verb or an adverb

You are absolutely right. That video really went by too fast.

A. Underline the adverbs in the following sentences. Write the type of adverb on the line: manner, place, time, sequence, frequency or degree. 1. The story was completely false. 2. Coralie did the work very quickly. 3. Xavier and Anthony never listen to the instructions. 4. We happily ate our dinner later. 5. I still like to go skate boarding occasionally. B. Unscramble the sentences and write the words in the correct order. 1. generally / successful videos / for 30 / last / to 90 seconds

2. prefers / really / Marcus / to work alone / very / because he’s / shy

3. Sarah / her notes / misplaces / often / anywhere / and can’t nd them

Go to pages 239 to 241 of the Grammar Section for more information and practice.

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Viral Videos

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Name:

4.

Date:

My Viral Video

WRITING

Group:

C3

See if you have what it takes to make the next viral video! 1. Prepare an outline for a viral video. Choose your type of video and your target audience. Advertisement

Talent or skill showcase

Home movie

Public awareness campaign

How-to video

Parody

STRATEGY REMINDER Use resources, like the text in Task 2 and your notes on viewers’ reactions in Task 3 to ensure that your video outline has all the characteristics of a successful video.

Audience:

2. Plan your video. a. What title will you give your video?

b. How long will your video be? c. How do you want your viewers to feel while watching your video? Happy

Scared

Amused

Other:

Inspired

d. How will you capture your audience’s attention?

e. What story will you tell? Brainstorm ideas for your video outline with a partner.

Ideas •

•

•

•

•

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Name:

Date:

Group:

3. Write the outline for your video. Describe the beginning, middle and end. Use some superlatives and some adverbs in your description. Beginning

SPEAK UP Have students form small groups to share their video outlines and discuss the following questions. • Which videos have the most potential to go viral? Why? • How could you improve each video? • What do your group’s video outlines have in common?

Middle

End

4. Revise your outline to make sure that it has the characteristics of a successful video.

5. Ask for feedback from classmates to see if the video has potential. Make changes based on your classmates’ comments before writing the nal copy of your outline.

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Viral Videos

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Name:

Date:

5.

READING

Group:

When a Video Goes Viral

C2

Once a video goes viral, what happens next? Before Reading

1. How often do you share videos? Why do you share them?

2. What types of videos are you most likely to share with family and friends?

3. List some positive and negative consequences resulting from viral videos. Positive

Negative

People become famous.

People become famous for the wrong

4. Complete the sentences with the correct expression from the word bank. a. I think it is difcult for people to and act normally when they experience sudden fame. b. Many people try to fame by appearing on talk shows or doing commercials.

on their

Word Box

reasons.

all walks of life bottom line cash in in the meantime keep a level head

c. Your TV show doesn’t start for another hour. You should do your homework

.

d. Companies worry about the when they invest in a commercial. It’s all about the money they can make. e. People from , from teens and moms to advertising executives and nuns, have made viral videos. Reproduction prohibited © TC Media Books Inc.

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Name:

Date:

Group:

While Reading

5. Read the text. Underline the videos that are familiar to you.

What Happens When a Video Goes Viral? ou log on to your favourite social media site and nd a stream of videos shared by your friends. You check them out, skipping over some and clicking the share button on others so that your family and friends can enjoy them, too. It is just another day with endless viral videos to watch, but what happens next? That depends on who posted the videos and why. Some of the rst viral videos were posted by regular people sharing funny home videos of their children or pets. From grumpy cats to giggling quadruplets and the little boy confused from anaesthesia after a visit to the dentist, private family moments became public entertainment. Many people will remember the classic video “Charlie Bit My Finger” posted in 2007, where we see a baby biting his older brother’s nger. This short clip, lasting less than a minute, became one of the most viewed videos of all time. Other viral videos show incredible events that were captured and posted by people who just happened to be in the right place at the right time.

VOCABULARY stream continuous supply skipping over ignoring, bypassing nowadays these days, now

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Viral Videos

When Paul Vasquez lmed a spectacular double rainbow from his front yard outside Yosemite National Park in California, nobody could have predicted the outcome. His intense emotional reaction to the natural phenomenon was enough to capture the attention of a talk-show host who posted the link on his social networking site. The rest, as they say, is history. Nowadays, people seem to have their cameras at the ready all the time, and when something remarkable happens, it is almost a reex to start lming. Whether accidental or intentional, these once-in-a-lifetime moments bring 15 minutes of fame to the video posters and to their stars. Sometimes it can bring more than that. For Ted Williams, the man with the golden radio voice, it gave him the opportunity to turn his life around. The video of him begging for change from passing cars got millions of hits within hours, and after 17 years of homelessness, Ted became an instant celebrity, giving interviews and receiving job offers. But instant celebrity status does make it hard to keep a level head and lead a normal life. Sometimes fame is the goal of a posted video. Young Justin Bieber performed on the streets of his hometown and posted videos of his songs. He is now a world-renowned superstar. How well he is

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

handling that fame is debatable. Rebecca Black is another singing sensation who owes her fame to a viral video. In her case, however, her song and video “Friday” garnered attention because they were so very bad. Unfortunately for Black, along with her instant rise to fame came ridicule, rumours and bullying. It was certainly not the reaction the young singer expected. But, despite a particularly challenging debut, Black continued to pursue a singing career. In the meantime, advertising executives have taken notice of the power of viral videos and have embraced them. There is nothing accidental about videos like those featuring the Old Spice Guy, Dove’s Campaign for Real Beauty or the Dumb Ways to Die train safety campaign. And do you know what happened to Charlie the nger-biter and his brother? Five years later, the boys were featured in a spaghetti sauce commercial. In the ad, the older brother remarks that instead of helping him escape his brother’s bite, his parents just kept lming. No matter, though, the brothers and the sauce company are cashing in now. These videos do emphasize the importance of telling a good story, however, and that is where the real power of viral videos lies. A good viral video advertising campaign can change the bottom line for a company. In the case of the Old Spice Guy, the character is funny and entertaining so that audiences can relate to him. The marketers also successfully targeted their audience. The ad begins with “Hello, ladies,” and clearly addresses not the men who use their product, but the women who buy it for their husbands, boyfriends and sons. Before long, the “ladies” were hooked. The impact of viral videos does not stop with advertising campaigns. A viral video is an extremely powerful medium to promote charities, social change or even revolution. Recent viral video campaigns have sought to capture an African warlord, to save lions and hyenas, and to educate people about the difference between trivial

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Group:

“rst-world problems” and very real third-world problems. The KONY campaign aimed to raise awareness of Ugandan warlord Joseph Kony, accused of abducting children to use them as slaves and child soldiers. The lmmaker hoped that by sharing the story, people from around the world would work together to stop him. Millions of people from all walks of life, including celebrities and politicians, responded to his call. Recently, social media sites like YouTube and Facebook have allowed online videos of violent and non-violent protests and demonstrations to be seen by the world. These sites have served as tools for activists to organize protests and rallies. They have also allowed citizens to express themselves, to connect to people around the world and to rally them to their cause. Thanks to viral videos, crises in countries that have traditionally been closed off to the media can now become headline news. From light entertainment to powerful social change, viral videos do not leave viewers indifferent. Whether the video’s success was accidental or intentional, the consequences are real. The lives of regular people can be transformed for the better or the worse, for just a short time or for eternity. The power of viral videos cannot be denied, as they affect everything from the products we buy, our attitudes towards other people and the way we are governed.

VOCABULARY handling dealing with, managing garnered got despite even after pursue try to achieve embraced adopted enthusiastically hooked captivated, convinced to buy warlord regional military commander abducting kidnapping

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Name:

Date:

Group:

After Reading

SPEAK UP Have students form small groups to discuss the following points. • Which of the videos mentioned in the text have you already seen? • Which would you be most likely to share? Why? • What other examples did you find for the types of videos listed in Step 8? • Do you agree with the use of viral videos in advertising campaigns? Why or why not?

6. How have viral videos evolved over time?

7. Give three examples of accidental and three examples of intentional viral videos mentioned in the text.

Accidental

Intentional

8. Find references in the text to videos that serve each of the following purposes. Find another example to illustrate each type of video. Purpose

Example from the text

My example

To entertain

To seek fame

To make a difference

To advertise a product

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Name:

6.

Date:

VIEWING

Group:

Rosie’s Family Rescue

DVD

C2

Online video ads are the new medium with a message. Before Viewing

1. Have you or a family member ever donated to a charity online or bought something because of an online advertisement? Why or why not?

2. Has an inspirational video ever made an impression on you or motivated you to act?

STRATEGY REMINDER 3. Choose two of the following social issues. What would you include in a video to raise people’s awareness of each of these topics? Write a short description of the elements you would use. Social Issues

Use resources like the videos you have seen and the tips from the text on pages 97 and 98 for ideas.

animal rights

bullying

drugs and alcohol

environmental issues

homelessness

poverty

smoking

suicide

texting while driving

Content of Video

Social issue 1: Content of video:

Social issue 2: Content of video:

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Name:

Date:

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While Viewing

4.

STRATEGY REMINDER Read the characteristics in Step 4 before viewing the video. Listen for the information you will need to find as you view it.

DVD

Watch the video and check the characteristics of successful videos that you observe. Find evidence in the video to support each characteristic. Write notes on the lines.

The video, “Rosie’s Family Rescue” . . . tells a story:

involves animals or babies:

is a parody:

Emotions

shows a talent or skill:

admiration anger disgust happiness hope joy pity relief sadness surprise worry

is about an embarrassing moment:

has a dramatic introduction:

includes music:

is inspirational:

shows a shocking image:

has a catchy title:

is 30 to 90 seconds long:

After Viewing

5. What emotions does this video evoke in you?

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Name:

Date:

Group:

6. Does this video inspire you to donate to this company? Why or why not?

7. Read the analysis of the video. Underline the topic sentence in each paragraph.

FYI

An Analysis of “Rosie’s Family Rescue” “Rosie’s Family Rescue” is an example of how a successful online video made a difference. Hope for Paws is an animal rescue organization based in Los Angeles, California, that helps abandoned and abused animals. It makes videos showing animal rescues in order to educate people on the importance of pets in our society and to stop the cycle of animal neglect and abuse. Why is this video so successful? First, the video tells a great story. Viewers are captivated by Rosie’s sad situation and their attention is held throughout the video as different challenges are presented and overcome. The trick with the phone is clever and impressive and creates suspense. We want to know if Rosie will be okay and, more importantly, if her puppies will be okay. The tension builds until the puppies are found.

The features of an analysis text include: • a title • an introduction paragraph and development paragraphs that begin with a topic sentence • a conclusion

Secondly, the video triggers an emotional reaction. People are more likely to share a video that makes them feel happy or hopeful and this video does just that. Nobody can remain indifferent to this helpless dog, her tragic situation, the maternal instinct she displays and the heartwarming rescue of her puppies. Moving music encourages us to feel sad, sympathetic and worried, and then, by the end, to feel excited, relieved and happy. Lastly, the company uses social media to spread its message to the world. The remarkable work of rescue workers is highlighted, and what viewers can do is highlighted, too. They are made to feel that they, too, can make a difference by sharing the video and donating to Hope for Paws. When a video like this one goes viral, the results can be amazing. With careful storytelling that plays on viewers’ emotions and a wise use of social media, this video goes viral, and the Hope for Paws campaign is a success.

8. Discuss the following questions with your classmates. Support your answers with examples from the video and information from the unit. This video is much longer than what is recommended. Why do you think this video is effective despite its length? What other elements make this video effective? What could the producers have done differently to make the video even more effective?

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WRITING PROJECT

Name:

7.

Date:

Group:

Viral Video Analysis

C3

Analyze a video and explain why you think it went viral. 1. Choose a viral video. Watch the video a few times and answer the questions below. a. What does the video contain? narration

music

strong images

a message

a performance

a demonstration

b. What is the purpose of the video? to entertain

to inform

to advertise

other:

to raise money

c. What happens in the video? Describe the scenes in the video. Beginning

Middle

End

d. What emotions does the video arouse?

e. What common characteristics of successful videos from pages 97 and 98 are present in this video clip? Choose the three most important ones. 1.

2.

3.

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Name:

Date:

Group:

2. Plan your analysis. Include the following information in your text.

STRATEGY REMINDER

Use the simple present and different types of adverbs.

Use resources like the model text on page 111 and a dictionary to help you write your analysis.

Title of Video: Paragraph 1:

a short introduction of the video, its purpose and topic

Topic sentence: Supporting details for the introduction:

Paragraph 2:

the video’s most important characteristic

Topic sentence: Supporting details:

Paragraph 3:

the video’s second characteristic

Topic sentence: Supporting details:

Paragraph 4:

the video’s third characteristic

Topic sentence: Supporting details:

Paragraph 5:

a short conclusion that gives the reasons the video went viral

Topic sentence:

Writing Checklist

Supporting details:

I made sure that my analysis follows the model and has all the necessary information. I used the simple present and different types of adverbs correctly.

3. Write the rst draft of your text on a sheet of loose-leaf paper.

I checked my spelling and punctuation.

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Make changes and corrections. Write the nal copy of your text. Reproduction prohibited © TC Media Books Inc.

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I used resources to check my work.

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EXTRA READING

Name:

Date:

Group:

Viral Consequences

C2

Viral videos can turn ordinary people into celebrities for all the wrong reasons. Before Reading

1. What is cyberbullying?

2. What are some of the consequences of cyberbullying that you have heard of?

STRATEGY REMINDER Before you read the text, scan it to find the expressions in Step 3 so that you can use the context to try to guess their meaning.

3. The interview you are about to read contains many idiomatic expressions. Match each expression with its denition.

Expression

Denition

a. to weather the storm

4

b. to run a story

2. to be completely destroyed

c. to goof around

3. to circulate

d. to make the rounds

4. to survive an unpleasant experience

e. to go downhill

5. to remain secret

f. to settle on the idea

6. to deteriorate

g. to wind up

7. to feel sorry for yourself

h. to stay under wraps

8. to make slow progress

i . to wallow in self-pity

9. to end up

to inch forward

10. to act silly

j.

k. to be swept away

114

1. to decide

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11. publish an article

Viral Videos

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Name:

Date:

Group:

While Reading

4. Read the text. Underline ve negative consequences that the viral video had on Ghyslain Raza’s life.

Return of the “Star Wars Kid” by Jonathan Trudel In an exclusive interview with L’actualité’s Jonathan Trudel, Ghyslain Raza spoke for the rst time about the viral video that almost destroyed his life.

o hundreds of millions of Internet users, the young man who sits before me is the Star Wars Kid. Yes, that Star Wars Kid. At age 14, when Ghyslain Raza was a ninth-grader, he videotaped himself clumsily wielding a golf ball retriever, pretending that it was a light saber. A few classmates found his VHS cassette on a shelf, watched the video, digitized it and distributed it—without his knowledge or consent—on the Internet le-sharing service Kazaa. The video went viral. Overnight, the shy teenager’s world collapsed. Bullying at school and on the web forced him to drop out of school. That happened 10 years ago. Since then, rumours have circulated that Raza was committed to a psychiatric hospital, died in an accident and committed suicide. “Hundreds of erroneous reports about me are in the press and on the web,” says the 25-year-old. The facts are that Raza graduated from law school at McGill University and plans to begin a master’s degree in law there this fall. Over the past decade, he has declined hundreds of interview requests. A few years ago, he agreed to meet me for coffee. Then, a few months ago, he nally agreed to an interview.

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Why? Raza says he’s been shaken by the recent spate of high-prole cases of cyberbullying, some of which have pushed their victims to commit suicide. He hopes that speaking out about his experience will help young victims to weather the storm. Q. Why did you stay silent for 10 years? A. Go back to May 2003, to the early weeks after the video was posted on the web. It was on the verge of going viral, when the New York Times decided to run a story about me. That was the turning point. That’s when media worldwide decided that I was an international story. Reporters were knocking at my door, calling so often that we had to unplug the telephone. I gured that if I started to give interviews, I would only make things worse. My fame was forced on me; I never asked for it.

VOCABULARY wielding holding, using digitized converted to a computer format collapsed fell apart committed forced to go erroneous incorrect spate excessive amount

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I was in trouble right away, because, well, it wasn’t exactly a martial arts masterpiece. At that point, the video had been watched mostly in Québec. But that didn’t last. U.S. bloggers, including Star Wars fans, started to circulate it. People added special effects; soon, the video had tens of millions of viewers. Then things spun completely out of control. Q. What were the repercussions at school?

Q. What do you remember about taping the video? A. I don’t remember much about it. I made the video in November 2002, when I was a member of the school’s television club. I’d been working on a Star Wars parody with other students for a school gala. One evening, while I was alone in the studio, I practised the choreography. I used a golf ball retriever as a light saber. Most 14-yearold boys would do something similar in that situation, maybe more gracefully, but I was goong around. I left the tape on the shelf in the studio. I didn’t think about hiding it. Who would take the trouble to watch it? Q. When did you nd out that it had been broadcast? A. One day, in the spring of 2003, I came into the studio and saw that someone had saved an image from my video as a computer desktop. I wondered how it got there. A friend told me, “There’s a video of you making the rounds. Didn’t you know?” Everything went downhill from there. I knew that

VOCABULARY choreography sequence of steps and movements a pox on humanity unworthy of being a human being pestering annoying reluctant not willing

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A. Everything rapidly degenerated. In the common room, students climbed onto tabletops to insult me. Others mocked the video by exaggerating it. People made fun of my physical appearance and my weight. I was labelled the “Star Wars Kid.” They didn’t mean it as a compliment. It soon became impossible for me to attend classes. Q. Were you aware of what people were writing about you on the Internet? A. At rst, yes. I wasn’t deliberately trying to nd out, but I was a bit curious. What I saw was mean. It was violent. People were telling me to commit suicide. I remember them saying: “You’re a pox on humanity”; “If I were you, I’d kill myself.” No one would allow people to say that in real life. Telling people to commit suicide is a crime. But on the Internet, there are no limits. I quickly gured out that there was no point in reading the stuff. It was poison. Q. When did you tell your parents? A. I didn’t say anything at rst. I was embarrassed! At a certain point, I didn’t have a choice. I told them everything. At the beginning, they couldn’t understand what was so special about the video. They soon learned why. Reporters from around the world started pestering me. My dad called the school, but the principal and teachers didn’t understand. They were reluctant to get involved. So my father called the police. There was nothing that they could do. They advised us to get a lawyer.

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Name:

Date:

Group:

Q. Get a lawyer for what? A. At rst, we just wanted help to manage the situation. We wanted someone to handle the media requests, which were overwhelming. There was also the question of my education. I couldn’t go to school anymore. The lawyers helped us to nd a place where I could write my exams, so I wouldn’t fail. Afterwards, we wanted to know: could we sue the media to force them to stop showing the video? What about suing the school, which had failed in its responsibility to protect me? We settled on the idea that, by suing the few who had uploaded the video, we’d send a strong message. Q. Which was what? A. That people should behave more responsibly. In one case, a Québec television channel looped the video while guests commented on it. They gave my last name, my rst name, my hometown and the name of my school. I was 14 years old! When a young offender winds up in the news, his name stays under wraps. No photographs are printed or broadcast, by law, because that person is a minor. That’s because he may have made a mistake, but his life is just getting started. Why didn’t I get the same protection? Q. When did your life feel normal again? A. I had a private tutor for my fourth year of high school. Being outside of school really helped. My teachers put me in an accelerated program. I didn’t have time to wallow in self-pity. You have to learn how to overcome obstacles and keep going. You may only inch forward, but it’s important to keep moving ahead. The next year, I was ready to face normal life again. I switched schools. Q. Several high-prole cases of cyberbullying have occurred in the last few years. Has society learned from them? A. If what happened to me in 2003 were to happen again today, I can’t help but hope that things would be different. I think that, today, schools feel more

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responsibility for what happens on the web. Bill 56, which deals with school bullying, has sent a strong signal in this regard. Students need to ask themselves, “Would you say to someone’s face what you’re writing on the Internet? Would you say it in public?” Schools should offer a class on bullying. Q. What message do you have for young victims of cyberbullying? A. First of all, you’ll survive. You’ll get through it. And you’re not alone. You are surrounded by people who love you. You have to overcome your shame and get help. If you’re lucky enough to have parents who are there for you, speak with them. If not, look for help at school, among your teachers or your friends. In my case, I wasn’t exactly Mr. Popularity. I didn’t have 350 friends. During the chaos, I lost the few that I had. I had no one but my parents and my lawyers. But their presence was crucial; they helped me to survive the hurricane. Without them, I’d have been swept away.

VOCABULARY overwhelming excessive, too hard to endure sue ght in a court of law looped played over and over again minor person who is not yet an adult crucial decisive, very important

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Name:

Date:

Group:

After Reading

5. How did the viral video negatively impact Ghyslain Raza’s life?

6. After ten years of silence, why did Raza decide to speak out about his experience?

7. What did Raza learn from this experience?

8. Raza suggests that schools should offer a class on bullying. Do you agree with him or disagree? Justify your answer.

9. Write your opinion about the following statement and support it with examples. “Telling people to commit suicide is a crime. But on the Internet, there are no limits.”

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Name:

Date:

EXTRA LANGUAGE

Group:

Word Games Portmanteau words combine the sounds and meanings of two other words. There are many portmanteau words related to technology.

1. Combine elements from Columns 1 and 2 to create new words. In Column 3, write the portmanteau word and the words used to form it. Column 1

Column 2

a. mal-

-zine

b. e-

-cast

c. pod-

-mail

d. net-

-ware

e. emot-

-cast

f. e-

-iquette

g. web-

-icon

PRONUNCIATION

Column 3 mal + ware = malware: malicious software

CD

The letter g in English can have a hard pronunciation or a soft pronunciation. The pronunciation of the letter g usually depends on the letter that follows it. Soft “g” Before the letters i, e and y

There are exceptions to these rules. • The words , , and are pronounced with a hard • Before the letter , the is silent. For example, and . • Superlatives created by adding to adjectives ending in keep their original pronunciation. (hard ) (hard )

Examples engineer, large, gymnastics

Hard “g”

Examples

Before the vowels a, o and u

garden, ago, gullible

Before a consonant

glad, great, angry

At the end of a word

leg, sing, rang

2. Listen to the words. Decide if the words below are pronounced with a hard g or a soft g. a. general

e. grape

i. strangest

b. language

f. genuine

j. gang

c. youngest

g. frog

k. ginger

d. good

h. garage

l. single

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Unit Unit 4 34

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review superlative adjectives, go back to page 95.

A. Complete the text with the superlative form of the adjective in parentheses. How did a song based on one of (ridiculous) become one of (popular)

concepts ever online videos of the year? That’s what

happened with the video “What Does the Fox Say?” This song and music video were released in 2013 by two Norwegian brothers to promote (new)

season of

their television show. The video shows people dressed up as animals wearing some of (unusual) and (crazy) what might be considered (bad)

costumes and singing song lyrics ever! The song asks

the question “What does the fox say?” and in reply, suggests (strange) sounds animals might ever make. While it might not be (good) song ever, it quickly went viral, with almost two million views overnight.

To review adverb placement, go back to page 102.

B. Circle the correct word order for the adverbs to complete the text. Most people believe that viral videos are the result of luck and good timing but that ( is rarely / rarely is ) the case. That ( certainly may / may certainly ) happen, but videos that go viral without any outside help ( generally are / are generally ) the exception to the rule. Videos ( often go / go often ) viral because of marketing companies who ( plan carefully / carefully plan ) their strategies. Some companies ( even go / go even ) as far as to manipulate and control the comments related to their videos. Their goal is to make sure that viewers share ( immediately the video / the video immediately ) with their friends in order to increase its chances of making it the most viewed page on important websites. This ( comes certainly / certainly comes ) as a disappointment to amateur video makers who have ( unrealistically high / high unrealistically ) hopes for their work. ( Sadly, not every video / Not every video sadly, ) will become an overnight sensation, but if yours ( goes viral accidentally / accidentally goes viral ), then you’re one of the lucky ones!

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MISSION: ACCEPTED Mission: Accepted

UNIT

5

In this unit, learn about real-life spies and their missions. Talk about the qualities you need to be a good spy. Read about famous spies, both fictional and real-life. Watch a report about modern spies around the world. Create a radio interview with a spy. Practise grammar: the future with be going to, and information questions in the simple present and past.

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ICEBREAKER

Name:

1.

Date:

Group:

Personality Test

C1

Find out if you have what it takes to be a spy.

USEFUL LANGUAGE • A spy would need to be . . . • Obviously, but . . . • It’s more important to be . . . • Do you really think so? • Let’s agree that . . . • The boy is wearing . . . • The first girl is holding . . . • The other girl has . . .

1. Match the adjectives on the left to their antonyms on the right. Adjective a. discreet

Antonym 2

1. dependent

b. incompetent

2. careless

c. timid

3. observant

d. autonomous

4. resourceful

e. unreliable

5. hesitant

f. decisive

6. responsible

g. inattentive

7. unimaginative

h. creative

8. unafraid

2. Read the two lists of adjectives in Step 1 and circle the qualities a good spy should have. • Work with a partner. Discuss the qualities you circled above. • Support your opinions with examples from movies, books and action games. • Come to a consensus on the four most important qualities of a spy.

3. How observant are you? With your partner, look carefully at the teens in this picture for two minutes. Pay attention to details: colours, physical characteristics, clothing, accessories, etc.

4. Close your books and take turns describing each teen to your partner. Listen to your partner and correct the description when you disagree. Once you have described all three teens, check the picture to see if you are observant. What is your assessment?

STRATEGY REMINDER

Very observant Fairly observant

Build on what your partner remembers to construct a more accurate picture together.

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Not very observant

Mission: Accepted

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Name:

Date:

Group:

5. Take a quiz to nd out if you have the right qualities to make a good spy. Put a checkmark next to your answers.

SPY QUIZ a. Your best friend tells you a secret in condence. You: keep the secret even long after you’ve lost touch. tell a few friends you trust because it’s really not that important. tell your mom, because you tell her everything. b. You take the same route to school every day. If someone were to ask you to describe your path, you: could draw a very detailed map. have no idea; you’re too busy texting to notice much. could name one or two streets, but that’s about it. c. You are invited to a Halloween party. You decide to wear: a complete disguise so that people will have to guess who you are. a crazy outt that really makes you stand out. jeans and a T-shirt: costumes are for kids.

USEFUL LANGUAGE

d. You lose your bus pass and have no way to get home. You: call your parents and insist they come and pick you up. hitch a ride with a random classmate. walk the 25 minutes it takes to get home.

• Your answer shows that you’re . . . • It means that you’re . . . • Yes, but it can also mean that I’m . . . • A spy needs to be . . . so . . . • This means that I’m . . .

e. Someone at school is bullying you. You: try to nd out everything about the person before making a move. go right up to the person and tell him / her to stop bothering you. try to avoid the person and hope that it will stop. f. You and your friends are ordering pizza but can’t agree about what toppings to get. You: order your own pizza and let them argue about what they want. convince everyone to go with your choice of toppings. can’t decide which ingredients would be best.

FYI 6. With your partner, decide which quality from Step 1 best matches each of your answers in Step 5. Write the qualities on the lines below. Circle the qualities that make a good spy. What is your assessment? a.

d.

b.

e.

c.

f. I would make a(n)

Reproduction prohibited © TC Media Books Inc.

great spy

The Canadian Security Intelligence Service (CSIS) is always looking for new recruits. Visit their website to see if such a career is for you.

average spy Unit 5

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int The Future with Be Going To Use the future with be going to to: • indicate future plans or intentions • make predictions based on evidence Afrmative: Use the verb to be + going to + the base form of the main verb. Negative: Add not after the verb to be.

Afrmative

Negative

Singular

I am going to do my homework. You are going to walk home. She / He / It is going to tell me.

I am not going to do my homework. You are not going to walk home. She / He / It is not going to tell me.

Plural

Contractions: You can use the afrmative and negative contracted forms of to be. It’s going to rain tonight but it isn’t going to snow.

You can use the future with in some cases when talking about the future. The future with is often used to talk about a decision made at the moment of speaking. The future with is used to talk about something already planned.

We are going to nd a way. You are going to surprise me. They are going to come over.

We are not going to nd a way. You are not going to surprise me. They are not going to come over.

A. Complete the sentences using the future with be going to of the verbs in parentheses. Choose the most appropriate form: afrmative and negative. Do not use contractions. 1. Authorities discovered Patrick’s identity. He (need)

a new one.

2. My next mission is in Russia. I (learn)

to speak Russian.

3. If you don’t learn their language, you (understand)

them.

4. Cynthia sees someone suspicious. She (follow)

the suspect.

5. The hotel has a metal detector. We (bring)

our recording devices.

B. Predict what will happen based on the sentences below. Use the contracted form. 1. Angela’s car just broke down. She’s going to call a mechanic. 2. Someone stole my passport. 3. Pablo is talking to an important witness. 4. The police arrived at the crime scene. 5. This code is too difcult for us to decipher. > Go to page 217 of the Grammar Section for more information and practice.

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Mission: Accepted

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Name:

2.

Date:

Spot the Spy

READING

Group:

C2

Which are real-life spies, and which are ctional? Before Reading

1. Match each intelligence position with the correct future mission.

Future Mission

Write a sentence using the future with be going to. a. Justin is a surveillance technician. For his next mission, he is going to secretly record conversations. b. Aretha is a language specialist.

c. Jamie and Ryan are software analysts.

d. Kingsley is an engineer.

• Build maps for specic missions • Decipher secret communications • Design high-tech spy gadgets • Protect the lives of secret agents • Review sensitive computer data • Secretly record conversations • Teach new recruits • Translate secret conversations

e. You are a training instructor.

f. Emma is a cartographer.

g. We are security professionals.

h. They are code breakers.

2. Match the expressions with their meanings. Expression a. serve someone well

Meaning 3

1. plan

b. fend for yourself

2. come into contact

c. map out

3. be very useful

d. rub shoulders

4. have a secret identity

e. pay the price

5. support yourself

f. undercover

6. suffer the consequences

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Date:

Group:

While Reading

3. Read the spy proles on pages 126 and 127. As you read: a. Underline where the spies were born and what they accomplished in their espionage careers. b. Guess which characters are real-life spies and which are ctional. Circle fact of ction.

Fact or Fiction? Which of these are the real-life spies and which only exist in our imagination?

Mata Hari

Fact or Fiction?

Born in the late 19th century in the Netherlands, Margaretha Zelle was a natural beauty. This would serve her well later in life. After her mother died, Margaretha was sent to live with relatives. While still a teenager, she answered the newspaper ad of military captain Rudolf MacLeod, who was looking for a wife. She was soon married but the marriage did not last long. A few years later her husband took their daughter and left, leaving Margaretha to fend for herself. Relying on her good looks, Margaretha moved to Paris and became a dancer. She was an instant success and began to use the stage name Mata Hari. Mata Hari travelled all over Europe and became well known for her powers of seduction as well as for her dancing. This was during World War I, and France was looking to learn German military secrets. A French army captain asked Mata Hari to act as a spy, using her European connections to seduce secrets out of the enemy. However, her career as a spy did not last long. Less than a year later she was accused of spying by the Germans. After a short trial, she was executed by a ring squad in 1917.

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Harriet M. Welsch

Fact or Fiction?

Harriet was born and raised in New York City’s Upper East Side in the 1960s. She was an only child, and her parents were socialites who often left her alone in the company of nannies. It is perhaps due to this lack of family structure that Harriet became interested in the art of espionage at an early age. By eleven, Harriet had already mapped out a spy route of her neighbourhood and had begun recording all her observations in a notebook. This behavior would go on to help her record events and observe people in detail. Colleagues described Harriet as being ruthless: a quality which lost her quite a few friends but proved extremely useful in her career as an agent. Before going on to become one of America’s pre-eminent spies, she served as the editor of numerous journals and publications.

VOCABULARY relatives members of the family socialites well-known members of high society ruthless cold and without pity pre-eminent best, most outstanding

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Name:

Roald Dahl

Date:

Fact or Fiction?

Years before Charlie and the Chocolate Factory ever existed, its author found himself working for British intelligence in Washington, D.C. Roald Dahl became a secret agent almost by accident. After a childhood in the United Kingdom, he joined the British Royal Air Force during World War II. But when he was injured in a plane crash in 1940, Dahl was sent back home to Britain. He quickly impressed London ofcials with his military experience. A few months later, he was transferred to a job at the British Embassy in Washington. Originally, his role was to write propaganda to promote Britain’s interests in the war. However, he was so good at charming American society that he was soon passing stolen documents back to the British government.

Jack Bauer

Group:

Anna Chapman

Fact or Fiction?

Young, brilliant and beautiful, Anna Chapman has been described as the typical “Bond girl.” She was born Anna Kushchenko in 1982 in Volgograd, Russia, to a father who had close ties to the KGB. While on holiday in London, Anna met and married young Englishman named Alex Chapman, but they were divorced after a few years. After a short stay in Russia, she moved to New York City, where she started a real estate company and began going to night clubs to rub shoulders with richer men. She apparently joined a Russian spy ring, gathering sensitive information for the Russian intelligence service. In 2010, the FBI arrested her on suspicion of espionage, and she was deported back to Russia. But once back at home, the ex-spy did not go into hiding. In fact, she is now one of Russia’s biggest celebrities.

Fact or Fiction?

Born in 1966 in Santa Monica, California, Jack Bauer took a very direct path to becoming a spy. Once he received his Master’s degree in Criminology, he joined the U.S. Army. During his 15-year career there, he served in a Special Operations unit known as Delta Force. After leaving the military with the rank of Captain, Bauer worked for the Los Angeles Police Department as part of their Special Weapons unit. Later, he was employed by the C.I.A. as a case ofcer and works on the Counter Terrorism Unit (CTU). Bauer is uent in German and can understand Spanish, Russian, Arabic and Serbian. He has his pilot’s licence and he is trained in hand-to-hand combat. Although Bauer is a valuable member of the C.I.A., he has paid the price for his career choice. Several years ago, Bauer’s wife was murdered by an undercover spy and he was left to raise their daughter, Kim, by himself.

Reproduction prohibited © TC Media Books Inc.

William Stephenson

Fact or Fiction?

Everything about this Canadian spymaster is mysterious. What historians do know is that he was adopted by Icelandic parents in Winnipeg around the turn of the 20th century. Stephenson joined the Canadian military and became a pilot during World War I. After the war he returned to Winnipeg, but a failed business prompted him to try his luck in England. By the start of World War II, he had developed many protable businesses. In 1940, Prime Minister Winston Churchill sent Stephenson to New York City on a clandestine mission: to establish an organization that would gather wartime intelligence and spread pro-British sentiment in America. He soon earned the code name Intrepid and his business inuence was rumoured to be the inspiration for James Bond.

VOCABULARY KGB secret police of the Soviet Union gathering collecting

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After Reading

4. Was it easy or difcult to tell if the spies were real or ctional? Explain.

5. Complete the table below based on what you know about each spy. Name

Nationality

Spied for

Special skills

Mata Hari

Harriet M. Welsch

Roald Dahl

Jack Bauer

Anna Chapman

William Stephenson

6. Which of these spies had the most dangerous job? Justify your answer with examples from the text.

7. Which of these spies would you like to meet? Why?

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Name:

3.

Date:

My Spy

WRITING

Group:

C3

Write the prole of a new ctional spy. 1. Create your character. Complete the rst part of the chart with background information about your ctional spy.

STRATEGY REMINDER

2. Think about your character’s experiences as a spy and complete the

Scan the spy profiles on pages 126 and 127 for the information requested in the chart to see how it was used to create each profile. Pay particular attention to the verb tenses used.

second part of the chart. Code Name of Agent

Name at birth: Date and place of birth: PERSONAL PROFILE

Nationality: Physical description:

GRAMMAR p int

Character traits:

Remember that the names of months, nationalities and institutions are capitalized in English. Inga is Swiss. She was born in Zurich on March 11, 2002. She studied at the London School of Economics.

Family background:

Specials skills:

Year of recruitment:

By:

Reason for recruitment:

CAREER PROFILE

Training:

Most important mission:

Dangers faced:

Future plans:

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3. Write the rst draft of your spy prole. Use the simple past, simple present and the future with be going to. Write on every second line so that you can make improvements to your text. Use the proles on pages 126 and 127 as models.

4. Revise your text. Make sure that all the required information is included and organized in a logical way.

5. Edit your text. Check your verb tenses, your spelling and capitalization. 6. Ask for feedback on content and form before writing the nal copy of your spy prole.

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int Information Questions in the Simple Present and Simple Past Use the following word order to ask questions that require more than a “yes” or “no” answer. Question word + the verb to be + subject + rest of the question?

With the Verb To Be

Singular

Simple Past

Where am I? Who are you? Why is she / he / it here?

Why was I at the meeting? When were you in Russia? What was she / he / it upset about?

Plural

Simple Present

What are we doing? Why are you alone? How old are your parents?

How were we expected to travel? Who were you with yesterday? Why were they at your house?

With Other Verbs

When the question word or is the subject, use this word order: / + main verb + rest of the question?

Question word + do / does / did + subject + base form of the main verb + rest of the question?

Singular

Simple Past

Where do I keep my code book? Who do you know at the embassy? Why does she / he / it look nervous?

Why did I forget my passport? When did you receive your mission? What did she / he / it say to the enemy?

Plural

Simple Present

How far do we follow this road? What do you think we should do? When do the police investigate?

Who did we talk to last night? How many gadgets did you bring along? Where did the suspects hide?

A. Complete the information questions. Use the tenses and the prompts in parentheses. 1. How often (present: they / go) 2. Where (past: you / spend) 3. How (present: I / get)

to meetings? your childhood? to the train station?

B. Read the answers. Use the question word to write an information question for each answer. 1. Q: (who) A: Ian Fleming invented the James Bond character. 2. Q: (when) A: Fleming worked for British Naval Intelligence during World War II. 3. Q: (how many) A: Fleming wrote fourteen James Bond books in his lifetime. Go to pages 185 and 204 of the Grammar Section for more information and practice.

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SPEAKING

Name:

4.

Date:

Group:

Mission Report

C1

Time to report on your spy’s most important mission. 1. Go back to your spy prole on page 130. Read what you wrote and pretend you are that agent. Invent additional information about that spy’s most important mission and write notes in the chart below. Mission:

Date and location of the mission:

Reasons and purpose for the mission:

Cover identity used for the mission:

USEFUL LANGUAGE Your task: • What is your . . . ? • What exactly was your . . . ?

Special challenges:

• Our goal was to . . . • Where did you . . . ? • Why were you . . . ?

What happened during the mission:

• I travelled as a . . . • We found out that . . . • I discovered that . . . • When did this . . .

The result:

• How did . . . ? • Thanks to this mission, . . .

2. Memorize the information you wrote about your mission to help you in Steps 3 and 4.

3. Work with a partner. Partner 1: Pretend to be the spy bureau’s supervisor and ask questions about your partner’s mission. Cover the points below. Partner 2: Answer the questions using the information you memorized from Step 1. The agent’s identity When and where the mission occurred The reason and goal of the mission The cover identity the agent used

The agent’s task What the challenges were How the mission went The end result of the mission

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Name:

Date:

5.

Modern Spies

VIEWING

Group:

DVD

C2

Find out what today’s spies really do. Before Viewing

1. Spying is a very secretive activity. Make a list of secrets that you think a spy might need to keep secret.

2. Imagine you met a real-life modern spy. What questions would you ask? Write four information questions in the simple present or simple past. a. b. c. d.

3. Match the denitions with the words in the word box. a. agents who stay undercover until activated

Word Box

b. secretly follow someone c. someone who has stolen the identity of a dead infant d. British slang for spy e. a cover identity

alias brush pass dead double shadow sleeper cell spook

f. secretly passing a document to an agent while walking past

STRATEGY REMINDER

4. Complete the sentences with the words from Step 3. a. The agents used a

to exchange documents.

b. Marvin was asked to c. His

the suspect’s every move. was Lieutenant Daniel Webster.

d. Maria Perez is not her real name: she is using a e. CSIS discovered a f. Carole works for MI5, so I guess she is a

Reproduction prohibited © TC Media Books Inc.

Make intelligent guesses based on context clues, cognates or what you already know about certain words.

.

of agents in Calgary. .

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While Viewing

5.

DVD

Read the three questions in the chart. As you watch the video, take notes in the chart based on the information given by the real-life spies.

What are some of the challenges that real spies face?

Where can spies nd satisfaction in their work?

What is one fear that real spies have?

After Viewing

6. With a partner, compare and complete your answers in Step 5. 7. How is working as a real-life intelligence ofcer different from what is shown in movies or on television?

VOCABULARY pros and cons advantages and disadvantages

8. In your opinion, what are the pros and cons of being a professional intelligence ofcer? Write your answers in the chart below. Pros

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Cons

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Name:

6.

Date:

READING

Group:

Touring the Spy Museum

C2

What types of artifacts would you expect to nd in a spy museum? Before Reading

1. In your opinion, what kind of tools do real spies use?

2. Look at the words in the rst column. Find the words in the text on pages 136 and 137. Circle the meaning that each word has in this context. a. gadgets:

1. new toys

2. ingenious devices 3. weapons

b. undercover:

1. secret

2. dangerous

3. new

c. clever:

1. inventive

2. cutting

3. eccentric

d. payback:

1. reimbursement 2. revenge

3. loan

e. eavesdrop:

1. listen secretly

2. fall down

3. exchange

f. invaluable:

1. not useful

2. not valued

3. essential

g. strap:

1. catch

2. remove

3. attach

h. operatives:

1. doctors

2. agents

3. directors

3. Read the sentences below. Underline the correct meaning of each expression. a. Fortunately, the agent had no idea that the code book was hidden in plain sight, among the other dictionaries on my bookshelf. 1. not hidden but hard to notice

2. put in a transparent container

b. I knew that I was one step ahead of the enemy because I had secretly recorded their conversations. 1. knew what they had planned

2. was winning the race

c. We knew that it would be the kiss of death for our undercover operation if a single agent was caught. 1. time to move in for the kill

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2. time to end the operation

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4. Read the text on pages 136 and 137. As you read, underline three different purposes of spy gadgets. Circle the different gadgets mentioned.

In Plain Sight James Bond is not the only one using hi-tech gadgets! Zipline Radio met with curator Lucy Strong to learn about tools used by real-life spies.

ZL: Whether you’ve always dreamed of becoming an undercover agent or you are simply interested in learning about some of espionage’s most important secrets, the Global Spy Museum is a fascinating place. LS: That’s right. It has the largest collection of real-life espionage artifacts ever put on public display. ZL: What is the theme of the new exhibition? LS: In a word: gadgets! The exhibition is called In Plain Sight and it presents different objects designed by intelligence agencies around the world to help spies carry out some of the most clandestine missions in history.

ZL: Did cellphones make the spy shoe obsolete?

LS: They have to. International spies lead very dangerous lives. They need sophisticated tools to complete their missions safely and successfully. One of the greatest challenges of intelligence services is to nd new and creative ways of disguising these tools as everyday objects, so they can be hidden—in plain sight.

LS: Eventually. But before then other clever tricks were developed. Once intelligence services worldwide realized that the Soviet Union was spying on their communications, it was time for payback. In the early 1970s, the United States’ CIA hid this fake tree stump in the woods near a Moscow military base. What looked like a piece of nature was really designed to intercept Russian military secrets. America wasn’t the only country to try such a trick: British intelligence authorities hid a recording device in a fake plastic rock on Russian territory. In the end, both pieces of equipment were uncovered by the Russian security service.

ZL: What types of gadgets will people see in the exhibition?

ZL: Fascinating! What is the story behind these pigeons over here?

LS: Many of the items are surveillance tools. Conducting surveillance, or closely observing and

LS: As far back as World War I, intelligence services looked to carrier pigeons for help. Due to their

ZL: Do international spies really use gadgets?

136

monitoring an enemy, is one of the biggest parts of espionage. This “spy shoe” is one of my favourite surveillance tools. It was created by the KGB (the Soviet Union’s secret service) in the 1960s. The heel of the shoe hid a radio transmitter and microphone, which could turn the spy into a walking radio station—it allowed him to eavesdrop on secret conversations everywhere. We like to joke that this spy was always “one step ahead” of the enemy.

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Name:

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speed, altitude and homing ability, these birds were invaluable in the war effort. Intelligence agencies would strap small cameras to their stomachs that could record information about enemy weapons, formations or fortications. As the birds ew over the war zones, the automatic cameras would snap hundreds of pictures. The lm would later be developed and analyzed by military intelligence once the pigeons returned. ZL: Can you show me another example of how secret cameras were used? LS: Certainly. If we fast-forward a few decades from the carrier pigeons, we come to this exhibit— do you notice anything special about this cigarette case? With the help of technology developed by a Swiss company in the 1960s, the fashionable case hides a miniature spy camera, too. If you look closely, you’ll see tiny holes on the sides of the case. These line up with the camera lens. In this way, a spy could reach for a smoke while snapping pictures as part of a surveillance operation. ZL: Do spies use gadgets to stay safe? LS: That’s a good question. They use their smarts, of course, but spies also need gadgets in the form of secret weapons to help protect and defend themselves. It’s a grisly side of espionage, but sometimes, a spy might be on a mission to kill. This lipstick pistol was used by KGB operatives to bring down targets during the Cold War. It was nicknamed the “Kiss of Death” and it held a single shot. Although the bullet was small, it could be deadly if red from a close enough range. This deadly umbrella is another example. It just looks like a normal umbrella, but a needle in the top can be lled with a deadly poison. A spy simply has to brush the leg or foot of his or her target and then make a getaway. Such an assassination could have come from the pages of a spy novel. ZL: A spy’s life is a life of secrecy. How do gadgets help with that? LS: You’re right. A spy’s primary commitment is to secrecy, even in the face of death. If captured, a spy

Reproduction prohibited © TC Media Books Inc.

Group:

can be tortured to obtain information. So the CIA developed a pair of glasses that would help a spy escape torture—through death. A small capsule of poison is hidden within the plastic arm. Acting nervous, a spy could chew the ends of his glasses, releasing the poison and causing instant death. Talk about being dedicated to your job! ZL: Tell me about passing on secret information. LS: Passing sensitive information from one spy to another is another crucial area of espionage. Often spies use what is called the “dead drop,” a way to pass information between individuals in a secret location so they do not have to meet directly. One of the most ingenious dead drop disguises was this dead rat, used in Moscow during the Cold War. Intelligence documents would be placed in the stomach of this dead rat, which would later be thrown out of a window. A spy could then casually walk by and pick up the animal, along with the information. Or look at these hollow coins. They were rst used in the 1930s to hide important messages or documents on microlm. Americans didn’t discover the deception for another 20 years—not until a paperboy in Brooklyn dropped a coin that split open to reveal a secret compartment. Although the coins were an ingenious invention, there was a problem: since they look and feel just like regular coins, they were easy to lose, drop and accidentally spend. A few may still be out there. ZL: Thank you, Lucy. I think we’ll all be paying more attention to what might be hiding—in plain sight!

VOCABULARY homing trained to y home snap take smarts intelligence and experience grisly dark, relating to death crucial very important, decisive

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After Reading

5. Categorize the spy gadgets you have just read about. a. Devices used for surveillance operations:

b. Devices used to cause instant death:

c. Devices used to transfer information:

6. Why would a spy need to use the poison glasses?

7. In your opinion, which spy devices presented during the museum tour were the most effective? Justify your answer with examples from the text.

USEFUL LANGUAGE • I preferred . . . because . . . • I think . . . is the coolest. • Spies will always need gadgets because . . . • Spies don’t need gadgets because . . .

8. Discuss the following questions as a group: Which one of the spy gadgets is your favourite? Why? What makes people so interested in hi-tech devices like spyware? Do you think that new spy gadgets will continue to be invented? Why or why not? What other spy gadgets have you heard of? Describe how a regular smartphone could be useful to a spy.

• My smartphone could be used to . . .

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Name:

7.

Date:

Spy Exclusive

WRITING PROJECT

Group:

C3

Imagine what you would ask a world-famous spy. 1. Choose a spy that you have read about in this unit or a spy from other sources such as books or lms. Write the spy’s name below.

2. Imagine that Zipline Radio has asked you to interview this famous spy. Brainstorm questions and answers in the chart below.

STRATEGY REMINDER Remember to think like a reporter as you plan your questions. Then, respond to the questions as if you were the spy.

Q: Best thing about being a spy

A:

Q: Worst thing about being a spy

A:

Q: Favourite gadgets

A:

Q: Most interesting mission

A:

Q: Plan for the future

A:

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Name:

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Group:

3. Write the rst draft of your interview below. Refer to your notes from Step 2 and the interview on pages 136 and 137 for help. Use information questions in the simple present and past, and at least one verb in the future with be going to.

Writing Checklist I used my notes from Step 2 to create my interview. I used information questions in the simple present and past.

4. Revise and edit your text. Use the writing checklist for help.

I used the future with be going to.

5. Role-play your interview with a classmate.

I used resources to check my verbs and spelling.

7. Make changes and corrections. Write the nal copy of your text.

6. Ask for feedback on content and form from classmates. 8. Record your interview with a classmate.

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Name:

Spy, Teen Spy

Date:

EXTRA READING

Group:

C2

Teen spy Alex Rider has just accepted a new mission. Before Reading

1. Look back at the qualities of a good spy that you identied in Task 1. How might these qualities differ if the spy were a teenager?

2. What kind of mission would a teen spy be sent on?

3. Think of the objects you have with you or that are in your classroom. Choose one and explain how it could be transformed into a useful spy gadget and what it would be used for.

STRATEGY REMINDER

4. Replace the words in bold with the appropriate phrasal verb from the

As you read the story on pages 142 to 144, try to visualize the writer’s decription of each action. Visualizing is a good way to understand a series of events.

word box. Remember to use the correct form of the verb. a. The enemy was surrounding us (

c. They were searching for ( escaped. d. She suddenly ran out ( e. The plane left ( f. The car was going towards ( g. Please shut off (

Reproduction prohibited © TC Media Books Inc.

) and grabbed the rope. ) the person who had ) of the house. ) at 10 o’clock. ) the bridge. ) the motor before leaving. Unit 5

Word Box

b. He moved forward (

) from all sides. burst out close in head for look for reach out take off turn off

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While Reading

5. Underline the everyday objects that were used as spy gadgets.

Stormbreaker By Anthony Horowitz

Alex Rider, a 14-year-old boy, was told that his uncle died in a car accident. Alex then learned that his uncle had been a spy working for the Special Operations Division of Britain’s secret intelligence service, MI6, and that he had been killed. The following excerpt begins after Alex is recruited by MI6. They are giving him gadgets before he is sent on a mission to nd his uncle’s killers.

Characters Alex Rider: teen spy Mrs. Jones: person in charge of the MI6 Smithers: person who creates weapons and gadgets for the MI6 Sayle: the villain

“I have something that might cheer you up,” [Mrs. Jones] went on.“I’ve brought you some toys.”

“What have you got for him?” Mrs. Jones demanded. “I’m afraid we haven’t had a great deal of time, Mrs. J,” Smithers replied. “The challenge was to think what a fourteen-year-old boy might carry with him and adapt it.” He picked the rst object off the tray. A yo-yo. It was slightly larger than normal, black plastic. “Let’s start with this,” Smithers said. Alex shook his head. He couldn’t believe any of this. “Don’t tell me,” he exclaimed. “It’s some sort of secret weapon . . .” “Not exactly. I was told you weren’t to have weapons. You’re too young.” “So it’s not really a hand grenade? Pull the string and run like hell?” “Certainly not. It’s a yo-yo.” Smithers pulled out the string, holding it between a pudgy nger and thumb.“However, the string is a special sort of nylon. Very advanced. There’s thirty yards of it and it can lift weights of up to two hundred pounds. The

“I’m too old for toys,”Alex said.

VOCABULARY

“Not these toys.” She signaled and a man appeared, walking out of the shadows, carrying a tray of equipment that he set down on the table . . . “Smithers,” he said, nodding at Alex. “Very nice to meet you, old chap.”

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cheer you up make you happy shadows obscurity old chap friend weapon instrument used to attack someone pudgy a little fat

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Date:

actual yo-yo is motorized and clips onto your belt. Very useful for climbing.” “Amazing.” Alex was unimpressed. “And then there’s this.” Mr. Smithers produced a small tube. Alex read the side: ZIT-CLEAN. FOR HEALTHIER SKIN. “Nothing personal,” Smithers went on, apologetically. “But we thought it was something a boy your age might carry. And it is rather remarkable.” He opened the tube and squeezed some of the cream onto his nger. “Completely harmless when you touch it. But bring it into contact with metal and it’s quite another story.” He wiped his nger, smearing the cream onto the surface of the table. For a moment nothing happened. Then a wisp of acrid smoke twisted upward in the air, the metal sizzled, and a jagged hole appeared. “It’ll do that to just about any metal.” Smithers explained. “Very useful if you need to break through a lock.” “Anything else?” Mrs. Jones asked. “Oh yes, Mrs. J. You could say this is our pièce de résistance.” He picked up a brightly colored box that Alex recognized at once as a Nintendo Color Game Boy. “What teenager would be complete without one of these?” he asked. “This one comes with four games. And the beauty of it is each cartridge turns the computer into something quite different.” He showed Alex the rst game. Nemesis. “If you insert this one, the computer becomes a fax/photocopier, which gives you direct contact with us and vice versa. He produced a second game: Exocet. “This one turns the computer into an X-ray device.” The third game was called Speed Wars.“This one’s a bug nder,” Smithers explained.“You can use the computer to sweep a room and check if somebody’s trying to listen in on you. Smithers held up a nal cartridge. It was labeled BOMBER BOY.

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Group:

“Do I get to play this one?”Alex asked. “You can play all four of them. They all have a built-in games function. But as the name might suggest, this is actually a smoke bomb.” “Thank you, Smithers.” Mrs. Jones said . . . Mrs. Jones turned to Alex.“You leave tomorrow for Port Tallon,” she said.“You’ll be going under the name of Felix Lester.” She handed him an envelope. “The real Felix Lester left for Florida yesterday. You’ll nd everything you need to know about him in here . . .” Two days later . . . Alex burst out of the house and stopped in the open air, taking stock of his surroundings. He was aware of alarms ringing, guards running toward him, and two cars, still some distance away, tearing up the main drive, heading for the house. He just hoped that although it was obvious something was wrong, nobody would yet know what it was. They shouldn’t be looking for him—at least, not yet. That might give him the edge. It looked like he was too late. Sayle’s private helicopter had already gone. Only the cargo plane was left. If Alex was going to reach the Science

VOCABULARY belt worn around the waist apologetically showing that you are sorry harmless not dangerous wisp a small amount sizzled fried jagged irregularly shaped bug small device that records conversation sweep to check taking stock examining tearing up driving very fast give him the edge give him the advantage

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Name:

Museum in London in the fty-nine minutes left to him, he had to be on it. But the cargo plane was already in motion, rolling slowly . . . In a minute or two it would go through the preight tests. Then it would take off.

Group:

He wasn’t going to reach [the plane] in time.

Alex let go of the steering wheel, grabbed the harpoon gun, and red. The harpoon ashed through the air. The yo-yo attached to Alex’s belt spun, trailing out thirty yards of specially designed advanced nylon cord. The pointed head of the harpoon buried itself in the underbelly of the plane. Alex felt himself almost being torn in half as he was yanked out of the Jeep on the end of the cord. In seconds he was forty, fty yards above the runway, dangling underneath the plane . . .

Maybe it was the danger closing in from all sides that had sharpened his senses. Maybe it was his close escape from so many dangers before. But Alex didn’t even have to think. He knew what to do, as if he had done it a dozen times before. Maybe the training he’d been given had been more effective than he’d thought. He reached into his pocket and took out the yo-yo that Smithers had given him. There was a metal stud on the belt he was wearing and he slammed the yo-yo against it, feeling it click into place, as it had been designed to. Then, as quickly as he could, he tied the end of the nylon cord around the bolt of the harpoon.

He was suspended underneath the plane by a single thin white cord, twisting around and around as he was carried even farther into the air. The wind was rushing past him, battering his face and deafening him. He couldn’t even hear the propellers, just above his head. The belt was cutting into his waist. He could hardly breathe. Desperately, he scrabbled for the yo-yo and found the control he wanted. A single button. He pressed it and the tiny powerful motor inside the yo-yo began to turn. The yo-yo rotated on his belt, pulling in the cord. Very slowly, an inch at a time, Alex was drawn up toward the plane.

The plane was facing down the runway. Its propellers were at full speed.

He had aimed the harpoon accurately. There was a door at the back of the plane, and when he turned off the engine mechanism in the yo-yo, he was close enough to reach out for the handle. He wondered who was ying the plane and where he was going.

Alex looked around and saw an open-topped army jeep parked on the drive near the front door . . .

Alex wrenched the gear into rst, released the hand brake, and gunned the Jeep forward, shooting over the drive and onto the grass, heading for the airstrip. At the same time there was a chatter of machine-gun re.

VOCABULARY wrenched the gear changed speed gunned accelerated trailing out releasing underbelly bottom yanked out pulled out dangling hanging deafening very loud scrabbled clawed drawn up lifted

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Mission: Accepted

The pilot must have seen the destruction down on the runway, but he couldn’t have heard the harpoon. He couldn’t know he’d picked up an extra passenger. Opening the door was harder than Alex thought. He was still dangling under the plane and every time he got close to the handle the wind drove him back. The current was tearing into his eyes and Alex could hardly see. Twice his ngers found the metal handle, only to be pulled away before he could turn it. The third time he managed to get a better grip, but it still took all his strength to yank the handle down. The door swung open . . .

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Name:

Date:

Group:

After Reading

6. Spies usually have some pretty cool gadgets. Fill out Alex’ spy gadget chart. What the gadget looks like

Its secret spy function

7. How does Alex explain how he knew what to do in this dangerous situation?

8. Find a partner. Your mission is to create a multi-functional gadget to help Alex get out of a dangerous situation. Present your gadget to the class. The dangerous situation Alex nds himself in: The everyday object and how it is transformed: How Alex uses it to protect himself or to escape:

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EXTRA LANGUAGE

Name:

Date:

Group:

Word Games The vocabulary of a spy can get pretty complicated!

1. Test your spy vocabulary. Circle the correct meaning of each expression. a. do something behind closed doors 1. dangerously 2. privately 3. quickly b. it’s important to cover your tracks 1. ignore the enemy 2. invent a new cover identity 3. destroy all incriminating evidence

e. be careful to hold your tongue 1. stay silent 2. lie 3. avoid tasting the food f. remember to keep a low prole 1. avoid attracting attention 2. wear running shoes 3. hold onto your passport

c. the detective turned a blind eye 1. went back to headquarters 2. pretended not to notice 3. faked his or her own death

g. your mission is to be a y on the wall 1. be everywhere at once 2. annoy the witness 3. watch without being noticed

d. leave the witness in the dark 1. uninformed 2. in solitary connement 3. without cellphone service

h. you’ll have to keep a lid on it 1. always wear a hat 2. carefully close all containers 3. keep information a secret

2. Some words acquire different meanings in certain contexts. In pairs, complete the denitions of each word. Use the word box for clues. a. If an agent is burned, it means that

b. If an agent is clean, it means that

Word Box identify infiltrate know about pretend work

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c. A double agent is an agent who

d. A mole is an agent who

3. Share your denitions with another pair of classmates. Make adjustments to the denitions and share them with the class. Mission: Accepted

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Name:

Date:

PRONUNCIATION

Group:

CD

English has two different h sounds that can be confusing. In some cases the h sound is silent. In other cases, the h sound is aspirated. This means that as you form the letter, air comes out of your mouth and makes a sound.

4. Listen to the words and repeat them. Be careful to make the correct sounds. Put your hand in front of your mouth to check for aspiration. a. handcuff

e. behind

i. ghost

b. honest

f. hour

j. behave

c. happy

g. exhibition

k. history

d. rhyme

h. hair

l. honour

FYI

Have you ever breathed onto a pair of glasses before cleaning them, or fogged up a window to write words on it? That is the way to make the aspirated sound!

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

high

d. hate

eight

g. heart

art

b. air

hair

e. ear

hear

h. hungry

angry

c. hitch

itch

f. hit

it

i. Helen

Ellen

6. Practise saying these tongue twisters as fast as you can. How many times in a row can you say them? a. Helpless Hannah tried to hide behind our house. b. Who heard Heather’s older brother holler for help? c. Harry hummed happily as he hurried home only one hour late.

7. Complete the rst chart by writing one h-word in each of the boxes.

My H-Words

beehive

My Partner’s H-Words

Read your words to a partner, and have your partner write your words in the second chart. Switch roles. When you are nished, compare your word charts to see if they are the same.

beehive

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review the future with be going to, go back to page 124.

A. You and several others are going to Ottawa to participate in a secret CSIS spy training program. Your group leaves in two hours. What are you going to bring? Look at the items below and write afrmative or negative sentences with be going to. bathing suit • cellphone • training shoes • passport • guitar • umbrella 1. Corinne 2. Matthew 3. Tina and Jay 4. Sanjay 5. The Ramos brothers 6. You To review information questions, go back to page 131.

B. Use the underlined information to write an information question in the simple present. 1. James Bond works for MI6. 2. The agents y to Budapest every Saturday. 3. Ivan wakes up very early. 4. Evan wants to speak to the manager. 5. We should bring our spy camera. C. Read the information questions. Correct errors in the simple past. 1. When the spy shoe was invented?

2. Why you went to Istanbul last fall?

3. How many disguises did you bought?

4. Where the police did look for the suspect?

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Mission: Accepted

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That Was That Was the Future

UNIT

6

In this unit, learn about how people from the past envisioned our present. Talk about predictions from the past. Read about what life was like in the 1960s. Watch a 1960s video about future life. Read about one science fiction writer’s vision of future life. Write an article predicting what life will be like fifty years from now. Practise grammar: There was, there were and there will be, and the future with will.

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ICEBREAKER

Name:

1.

Date:

Group:

That Was Then, This Is Now C1

People have always been fascinated by the mysteries of the future. 1. With a partner, discuss the following questions. Take notes. a. What movies, TV shows and stories take place in the future?

b. What futuristic elements do they show?

c. Why do you think people attempt to predict the future?

2. With your partner, read the following quotations. Discuss whether the predictions about the future were accurate and answer the questions.

FYI

The contemporary classic movie takes place in 2015. Although the movie was released in 1989, some of the futuristic inventions seen in the movie actually exist today.

“But it was fully fteen seconds before the round plate that she held in her hands began to glow. A faint blue light shot across it, darkening to purple, and presently she could see the image of her son, who lived on the other side of the earth, and he could see her.” —E.M. Forster, science ction writer,

, 1909

a. What means do we use today to communicate with people around the world?

USEFUL LANGUAGE • I think he meant that . . . • That sounds like a . . . • It could be . . . • Today, we communicate by . . .

“Two years from now, spam will be solved.” —Bill Gates, American businessman, computer programmer and inventor, 2004

• Life would be different if . . . • In the future, I think . . .

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b. How do you think Bill Gates would react to this statement today?

That Was the Future

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Name:

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VOCABULARY

“One by one, he would conjure up the world’s major electronic papers . . . Switching to the display unit’s short-term memory, he would hold the front page while he quickly searched the headlines and noted the items that interested him.” —Arthur C. Clarke, science ction writer,

conjure up display obsolete extinct 1968

c. Which of today’s inventions resemble the device described in this excerpt?

STRATEGY REMINDER Listen to your partner’s comments and think about your own opinion before responding with your viewpoint or requesting clarification.

“[By the year 2000], insect screens will be unnecessary. Mosquitoes, house-ies and roaches will have been practically exterminated.” —John Elfreth Watkins, Jr., American civil engineer, 1900

d. Why do you think this prediction has not come true? What would be the consequence of eliminating mosquitoes?

“We will have high-denition, wide-screen television sets and a push-button dialing system to order the movie you want at the time you want it. You’ll not go to a video store but instead order a movie on demand and then pay for it. Videocassette tapes as we know them now will be obsolete both for showing pre-recorded movies and for recording movies.” —Roger Ebert, movie critic, 1987

e. How do you think movies and television will evolve over the next 25 years?

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GRAMMAR POINT

Name:

Date:

Group:

GRAMMAR p int There Was, There Were and There Will Be There was and there were are the past forms of there is and there are. There will be is the future form. Afrmative: Use there was or there were to describe aspects of the past. Use there will be to predict aspects of the future.

To show that something did not or will not exist, use after the afrmative form, or after the negative form.

Plural

Singular Past

There was a fair last year.

There were many exhibits.

Future

There will be a celebration.

There will be many changes. NOT

Negative: Put not after the verb. You can also use the contracted negative form of to be. There were not / There weren’t any smart phones then. There was not / There wasn’t much food left after the party. There will not be / There won’t be many things to see. A. Complete the paragraph with the correct form of there was / were or there wasn’t / weren’t. In some ways, schools in the past were very different from schools today. Of course, a teacher to teach the students but sometimes, of all ages.

only one classroom for children

fewer students in the class.

a school bell that the

teacher rang at the beginning and the end of the day. In some schools, so the teacher had to light a re to keep the students warm. with inkwells in the corner because little equipment in the classroom.

small wooden desks

any ballpoint pens.

very

no computers and

interactive whiteboards either. However, just like today, and

any heating

any rules for students to follow

any time to fool around!

B. Write four sentences predicting what schools will be like in 100 years. Use there will be. 1. 2. 3. 4. Go to pages 197 and 214 to 216 of the Grammar Section for more information and practice.

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Name:

2.

Date:

READING

Group:

Blast from the Past

C2

To predict the future, we need to consider the past. Before Reading

1. What do you already know about life in the 1960s? Take notes in the graphic organizer. Leave space to complete your notes once you have read the text on pages 154 to 156. Life in the 1960s Entertainment & Sports

Environment

Fashion

•

•

•

•

•

•

•

•

•

Health & Nutrition

Lifestyle & Society

Space Travel & Exploration

•

•

•

•

•

•

•

•

•

Technology & Communication

Transportation & Travel

Work & Education

•

•

•

•

•

•

•

•

•

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Name:

STRATEGY REMINDER Read the whole text first to understand its general meaning. Wait until your second reading to take notes.

Date:

Group:

While Reading

2. Read the text on pages 154 to 156. While you read, complete the graphic organizer in Step 1 with information from the text.

A Decade of Change ociety has undergone many changes in the last ve decades that can help us imagine developments that could occur in the next fty years. Back in the 1960s, science ction writers and futurists could only imagine what life would be like today. They had to use current events and inventions of their time in order to project the changes that could take place over the subsequent decades. The 1960s were a time of revolution. Things were changing rapidly and more progress was being made than ever before. It was a time of social change as the Civil Rights Movement in the United States signaled the desire to end discrimination and people stood up in support of equal rights for African-Americans. Likewise, feminists fought for equal rights for women in the workplace. Music underwent its own revolution with the appearance of groups such as The Beatles and The Rolling Stones. There were also incredible developments in space travel. In many ways, the 1960s saw some of the most signicant changes that the world had ever seen up until that point in history. Despite the movement towards social change, there was still resistance towards certain ethnic groups and lifestyles. Many new immigrants to North America faced discrimination and it was only at the end of this decade that homosexuality was

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decriminalized. In the 1960s, divorce was very difcult to obtain and society’s view of marriage and what was considered to be a “traditional” family was also different than what we know today. Although lifestyle and family life were in some ways quite different from today, the places people lived were similar. There were city dwellers and those who preferred the suburbs or the country. People lived in single family homes of various shapes and sizes and low-rise and high-rise apartment buildings. In addition to buying a home, many people were able to afford luxuries such as cars, televisions and record players. As more people became car owners, car manufacturers began to build smaller cars than those popular in the 1950s. At this time, there were no airbags and no laws enforcing the use of seat belts. Despite the automobile’s increasing popularity, there were not as many trafc jams as what we experience in cities today. A signicant breakthrough was the opening of the Trans-Canada Highway that connects Canada

VOCABULARY undergone experienced subsequent next city dwellers people who live in the city breakthrough signicant development

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Name:

Date:

from coast to coast. Since air travel was reserved for the wealthy, most people who went overseas had to travel by boat. Perhaps one of the most signicant accomplishments of the 1960s was in the eld of space exploration. Great progress was made in this domain when at the beginning of the decade, Russian astronaut, Yuri Gagarin, became the rst person to go into space. On July 20, 1969, the world watched in amazement as the rst person walked on the moon. Television began to replace radio as the most popular broadcast medium of the time. Although colour television was available, most people had black and white televisions in their homes. As well as being a source of entertainment, television became an important source of information as people witnessed events in different parts of the world. However, there were not many television channels to choose from, nothing like the hundreds we have today. Listening to music was also a different experience. There were no CDs, no hand-held media devices and no downloading music from the Internet. For most of the 60s, people were content with their vinyl records and cassette players.

The popular sports of the decade were hockey, football and baseball. Hockey remains one of Canada’s most popular sports but certain things have changed in the last fty years. In the early sixties, only six teams were in the National Hockey

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Group:

League (NHL). There was no rule requiring hockey players to wear helmets on the ice although there was an attempt to introduce face masks for goalies. Children in the 1960s occupied their free time by playing board games like Operation or Twister, collecting things, playing with Barbie dolls or G.I. Joes and building models of cars, boats and planes. However, life wasn’t all fun and games. Like today, people had to go out to work or school every day. Many of the jobs were similar to those of today. People worked as teachers, lawyers, doctors, accountants, mechanics and electricians, to name a few. There were fewer jobs available to women at that time and women would typically stay at home to look after the family. Those who went out to work typically held jobs such as nurses, teachers, secretaries and shop assistants. Teenagers in the 1960s spent their days in high schools that were similar to those we know today. An increase in the number of public colleges allowed more students to continue their education after high school. In some rural areas, however, there was still the tradition of a single-room schoolhouse where students of different ages worked together with one teacher for all grade levels. The world of technology and communications was quite different from today’s society. Computers existed but were used almost exclusively by organizations such as governments, universities and large corporations. There was no widely-used Internet like we know today. However, the rst video game console and the rst computer mouse both appeared during this time. The telephone was used for communication but sparingly because of the cost. In fact, many households did not even have a phone. International calls had to be made through an operator. When people

VOCABULARY sparingly

limited

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wanted to communicate with friends and family in other cities or overseas, they wrote letters and put them in the mail!

In fact, it was not uncommon for people to throw their garbage on the street or to toss it out of car windows.

Thanks to developments in medical technology and the discovery of certain vaccines, the life expectancy for men and women rose during the 1960s, although it was still much lower than it is today. Many people smoked during this time and they smoked everywhere. There were not any “no smoking” areas. People could smoke in shopping centres, in the cinemas, on buses and on television and in lms. It was not unusual to see newscasters, talk show hosts or their guests light up a cigarette during the show. On the other hand, people in the 1960s had healthier eating habits as there were fewer processed foods, fewer fast food restaurants and no supersize options.

There were many different fashion trends in the 1960s. Women began wearing pants both casually and in the workplace. On the other hand, the miniskirt was invented and the bikini was popularized. Near the end of the decade, the hippie movement introduced bell-bottom jeans, tie-dye and paisley prints. Long hair became a sign of rebellion for men and young people increasingly used clothing as a form of self-expression.

In the 1960s, although there was less concern for issues such as air and water pollution than today, knowledge about and consideration for the environment was rising. However, there was no recycling or composting in an average home.

Although society has continued to evolve and progress over the last fty years or so, the 1960s was a signicant starting point to life as we know it today.

VOCABULARY paisley prints

a owered type of pattern

After Reading

3. Change the following sentences into negative statements. a. During the 1960s, there was equality between the races.

b. There were a lot of women in the work force.

c. People felt there were limitations on space travel.

4. Answer the questions using information from the text. a. What two movements for social change were prominent in the 1960s?

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b. What two inventions that we still use today are credited to the 1960s?

SPEAK UP

c. Describe two practices from the 1960s that today are considered dangerous and unhealthy.

Discuss the following questions. • What do you think is the most important change that has occurred since the 1960s? • Why was it so important?

d. What were some fashion trends of the 1960s?

5. Use the graphic organizer to compare life in the 1960s with life today. List at least ve differences and three similarities mentioned in the text. TODAY

IN THE 1960S SIMILARITIES

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WRITING

Name:

3.

Date:

Group:

Timeline Prediction

C3

What does the future hold? 1. Choose one of the following aspects of life in the 1960s that is mentioned in the text on pages 154 to 156. Research the aspect and use the timeline below to trace its development until the 2010s. education

sports

nutrition

communication

fashion

1960s

1970s

1980s

1990s

2000s

2010s

2050s

Black and white TV

Colour TV Satellite TV

Surround sound

Flat-screen TV Digital TV

HD TV

3D TV

Holographic TV

1960s 1970s 1980s 1990s 2000s 2010s 2050s 2. Think about how this aspect has evolved since the 1960s and what it will be like in the 2050s. Complete the Step 1 timeline.

3. Write a short text describing what this aspect was like in the 1960s, what it is like now and what you predict it will be like in the future. Use there was / were and there will be. Justify your predictions with reasons and examples.

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Name:

Date:

GRAMMAR POINT

Group:

GRAMMAR p int The Future with Will Use the future with will to: • talk about future events or actions • make plans • make predictions Afrmative: Use will + the base form of the main verb for all persons. Students will use computers every day at school. Negative: Add will not + the base form of the main verb. Cars will not need roads. Contractions: You can use contractions for both the afrmative and negative forms. We’ll travel to the moon one day. I won’t spend my whole life on this planet. Yes / no questions: Use will + subject + the base form of the main verb + rest of the question. Will I live in a futuristic city? Information questions: Start with the question word and use the same word order as for yes / no questions. When will he visit a space station? A. Unscramble the following words to form questions in the future with will. 1. in the / you / wear / will / year 2050 / what

2. to / we / will / Mars / when / travel

3. long distances / how / you / over / will / communicate

4. meals / come / pill form / will / in

B. Write two yes / no questions and two information questions that you would ask a person who can see the future. Use the future with will. 1. 2. 3. 4. Go to pages 214 to 216 of the Grammar Section for more information and practice.

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DVD

VIEWING

Name:

Date:

4.

Group:

The World of the Future

C2

Exhibits at the 1964 World’s Fair gave a glimpse of future life. Before Viewing

1. What do you want the future to be like? Describe two aspects of your ideal future world. Use the future with will.

FYI

A world’s fair is a public exhibition. Montréal hosted a world’s fair of its own in the 1960s. It was called Expo 67.

2. Read the biography. While you read, highlight Clarke’s jobs. Arthur C. Clarke was born in England on December 16, 1917. As a child, he was fascinated by space and enjoyed reading science ction magazines. He made many signicant contributions to the world during his career as an engineer but he was equally well-known for his work as a futurist as he attempted to predict what the world of tomorrow would be like. Clarke was very successful as a science ction writer and is perhaps best known for his work, 2001: A Space Odyssey. Clarke once said, “I’m sometimes asked how I would like to be remembered. I’ve had a diverse career as a writer, underwater explorer, space promoter and science popularizer. Of all these, I want to be remembered most as a writer—one who entertained readers, and, hopefully, stretched their imagination as well.” Clarke died on March 19, 2008.

While Viewing

STRATEGY REMINDER Read the statements in Step 3 before viewing the video. Listen for key words to help you focus.

3.

DVD

Watch the video and check the predictions that Clarke mentions.

Man will build cities in the tropical jungle and on the ice caps. The cars of the future will be bigger than those today. People will be able to take a vacation under the sea. Man will no longer need highways because cars will y. By the year 2000, the world’s cities will no longer exist because they will have been destroyed by the atom bomb. People will be able to communicate with each other from anywhere. It will be possible to carry out certain tasks, such as performing an operation, from a distance. Monkeys will be the most intelligent inhabitants of the world. Man will be able to record information onto the brain.

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After Viewing

4. How is Clarke’s job experience reected in his predictions?

5. Which of Clarke’s predictions do you consider to be the most unrealistic?

6. What do you think about Clarke’s idea of underwater hotels and vacation spots?

USEFUL LANGUAGE 7. Does the visual aspect of Clarke’s city of the future surprise you? Explain your answer.

• Personally, I think . . . • One reason might be that . . . • What I mean is . . . • That’s true. • Yes, but don’t you think . . .

8. Discuss the following questions with a partner.

• I don’t think so either.

Do you agree with Clarke’s idea of using animals as servants? Which of Clarke’s predictions would you like to see come true? Why do you think some of Clarke’s predictions have not come true?

9. Look back at your answer to Step 1. Do you think teenagers in the 1960s were interested in the same things you mentioned above? Why or why not?

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READING

Name:

5.

Date:

Group:

Our Present, One Man’s Future C2

Isaac Asimov, a 20th century science ction author, wrote this article in 1964. Before Reading

1. Think about a ctional future world from your favourite book, video game or movie. Do these worlds have any technologies that could become common in the next 100 years? List three examples.

2. When do you think the ideas below will become common technologies? For each idea, write a prediction statement that includes a year. Use the future with will or will not. a. robot servants Robots will serve us in 2075.

FYI

Isaac Asimov was an American author and biochemistry professor, best known for his science ction and popular science books.

b. ying cars

c. vacation resorts on the moon

d. solar-powered airplanes

e. oating cities in space

STRATEGY REMINDER Before you read the text, scan it to find the words in Step 3 so that you can use the context to try to guess their meaning.

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3. Match each word with its denition. Word

Denition

a. tedious

1. moving or operating at the same time

b. advisable

2. oating in the air

c. ordinance

3. recommended

d. synchronous

4. boring

e. hovering

5. encouraging

f. heartening

6. public law or regulation

That Was the Future

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Name:

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While Reading

4. Read the text on pages 163 to 165. As you read, underline changes that Asimov accurately predicted for 2014.

Visit to the World’s Fair of 2014 by Isaac Asimov Asimov made predictions about 2014 after a visit to the 1964 World’s Fair. The extracts below come from an article he published in the New York Times. Like Clarke, Asimov’s ideas are also inuenced by life in the 1960s.

August 16, 1964 hat will life be like, say, in 2014 A.D., 50 years from now? What will the World’s Fair of 2014 be like? I don’t know, but I can guess . . . Gadgetry will continue to relieve mankind of tedious jobs. Kitchen units will be devised that will prepare “automeals,” heating water and converting it to coffee; toasting bread; frying, poaching or scrambling eggs, grilling bacon, and so on. Breakfasts will be “ordered” the night before to be ready by a specied hour the next morning. Complete lunches and dinners, with the food semi-prepared, will be stored in the freezer until ready for processing. I suspect, though, that even in 2014 it will still be advisable to have a small corner in the kitchen unit where the more individual meals can be prepared by hand, especially when company is coming. Robots will neither be common nor very good in 2014, but they will be in existence. The I.B.M. exhibit at the present fair has no robots but it is dedicated to computers, which are shown in all their amazing complexity, notably in the task of translating Russian into English. If machines are that smart today, what may not be in the works

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50 years hence? It will be such computers, much miniaturized, that will serve as the “brains” of robots . . . Jets of compressed air will also lift land vehicles off the highways, which, among other things, will minimize paving problems. Smooth earth or level lawns will do as well as pavements. Bridges will also be of less importance, since cars will be capable of crossing water on their jets, though local ordinances will discourage the practice. Much effort will be put into the designing of vehicles with “robot-brains,” vehicles that can be set for particular destinations and that will then proceed there without interference by the slow reexes of a human driver. I suspect one of the major attractions of the 2014 fair will be rides on small roboticized cars which will maneuver in crowds at the two-foot level, neatly and automatically avoiding each other . . .

VOCABULARY Gadgetry collection of gadgets hence from now paving surface covered with concrete

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For short-range travel, moving sidewalks (with benches on either side, standing room in the centre) will be making their appearance in downtown sections. They will be raised above the trafc. Trafc will continue (on several levels in some places) only because all parking will be off-street and because at least 80 per cent of truck deliveries will be to certain xed centres at the city’s rim. Compressed air tubes will carry goods and materials over local stretches, and the switching devices that will place specic shipments in specic destinations will be one of the city’s marvels. Communications will become sight-sound and you will see as well as hear the person you telephone. The screen can be used not only to see the people you call but also for studying documents and photographs and reading passages from books. Synchronous satellites, hovering in space will make it possible for you to direct-dial any spot on earth, including the weather stations in Antarctica . . . As for television, wall screens will have replaced the ordinary set; but transparent cubes will be making their appearance in which three-dimensional viewing will be possible. In fact, one popular exhibit at the 2014 World’s Fair will be such a 3-D TV, built life-size, in which ballet performances will be seen. The cube will slowly revolve for viewing from all angles. In 2014, there is every likelihood that the world population will be 6 500 000 000 and the population of the United States will be 350 000 000. Boston-to-Washington, the most crowded area of its size on the earth, will have become a single city with a population of over 40 000 000.

VOCABULARY rim edge shipments quantities of goods or cargo continental shelves parts of a continent submerged in the ocean machine tenders people who manage machines

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Population pressure will force increasing penetration of desert and polar areas. Most surprising and, in some ways, heartening, 2014 will see a good beginning made in the colonization of the continental shelves. Underwater housing will have its attractions to those who like water sports, and will undoubtedly encourage the more efcient exploitation of ocean resources, both food and mineral . . . The world of A.D. 2014 will have few routine jobs that cannot be done better by some machine than by any human being. Mankind will therefore have become largely a race of machine tenders. Schools will have to be oriented in this direction. Part of the General Electric exhibit today consists of a school of the future in which such present realities as closed-circuit TV and programmed tapes aid the teaching process. It is not only the techniques of teaching that will advance, however, but also the subject matter that will change. All the high school students will be taught the fundamentals of computer technology, will become procient in binary arithmetic and will be trained to perfection in the use of the computer languages that will have developed out of those like the contemporary “Fortran” (from “formula translation”).

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Name:

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Even so, mankind will suffer badly from the disease of boredom, a disease spreading more widely each year and growing in intensity. This will have serious mental, emotional and sociological consequences, and I dare say that psychiatry will be far and away the most important medical specialty in 2014. The lucky few who can be involved in creative work of any sort will be the true elite of mankind, for they alone will do more than serve a machine.

Group:

Indeed, the most somber speculation I can make about A.D. 2014 is that in a society of enforced leisure, the most glorious single word in the vocabulary will have become work!

VOCABULARY far and away

undoubtedly

After Reading

5. Read the statements. Highlight a sentence in the text that means the same thing. a. The cars of 2014 will be able to y. b. Goods or cargo will be propelled through pipelines in order to ship them from place to place. c. People will use their telephone for purposes other than to call people. d. People will live in presently uninhabited regions because of an increase in the world’s population. e. Most people will work at jobs where their primary responsibility is to manage a machine. f. The people of the future will lead very dull lives and this will affect their general well-being.

USEFUL LANGUAGE • The most interesting prediction is . . . • I would like to see . . . • There’s no way that . . .

6. Discuss the following questions. Which of Asimov’s predictions do you think is the most interesting? Which one would you like to see come true? Are there any of Asimov’s predictions that you consider to be impossible or very unlikely? Are there any of his predictions that you hope do not come true?

• I don’t think we’ll ever . . . • It seems impossible that . . .

7. Asimov writes, “. . . in a society of enforced leisure, the most glorious single word in the vocabulary will have become work!” What does he mean by this? Use the future with will.

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SPEAKING

Name:

6.

Date:

Group:

This Is the Future

C1

What will life be like fty years from now? 1. Write questions in the chart in Step 2 about how each aspect of society will change over the next 50 years. Use the following prompts and the future with will. a. changes that will occur in classroom learning b. how transportation will change

USEFUL LANGUAGE • I think we’ll . . . • In the future, people will . . . • In my opinion . . . • I don’t believe that . . . • It seems to me that . . .

c. d. e. f. g. h. i. j. k. l.

what we will eat and drink where people of the future will live what the fashion trends will be how people will communicate with each other how space travel and exploration will change diseases that will be eliminated the forms of entertainment that will become the most popular what people will do for fun in their free time jobs of the future environmental changes that will occur on Earth

2. Prepare to discuss the questions with your classmates. Write your ideas below each question. Over the next fty years . . .

a. What changes will occur in classroom learning?

b.

c.

STRATEGY REMINDER If you don’t understand something, ask your classmate to repeat it or rephrase it.

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d.

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e.

f.

g.

h.

i.

j.

k.

l.

3. Discuss the questions with a group of your classmates. Add any new ideas that you nd interesting to your notes in the chart.

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WRITING PROJECT

Name:

7.

Date:

Group:

My Predictions

C3

Write an article predicting life in the future. 1. Choose three categories to write about in your article. education

transportation & travel

lifestyle & society

fashion

space travel & exploration sports & pastimes

STRATEGY REMINDER Remember how an article is structured: • Introduction • Point 1 • Point 2 • Point 3 • Conclusion Check out the text on pages 163 to 165 as a model and use an encyclopedia to help you.

food & nutrition

technology & communication health

business & work

entertainment environment

2. Think about two aspects of each category that you want to focus on. Write some present-day characteristics of these aspects and then make predictions for 50 years in the future. Use the information you gathered in Task 6. Category Today

In 50 years

•

•

•

•

Category Today

In 50 years

•

•

•

•

Category Today

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In 50 years

•

•

•

•

That Was the Future

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3. Write the rst draft of your article on what life will be like 50 years from now. Refer to the article on pages 163 to 165 as a model. When making your predictions, use the future with will.

Introduction

Paragraph 1

Paragraph 2

Paragraph 3

Conclusion

Writing Checklist I wrote six predictions about society in the year 2050. I included my classmates’ ideas from Task 6 in my text. I used the future with will in my predictions. I checked my spelling and punctuation.

4. Revise and edit your text. Use the writing checklist for help. 5. Exchange texts with a classmate. Ask for feedback on content and form. 6. Write the nal copy of your text. Make changes and corrections. Reproduction prohibited © TC Media Books Inc.

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EXTRA READING

Name:

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Group:

Predictions Of The Year 2000

C2

Predicting life 100 years in the future is a challenging task. Before Reading

1. The predictions you will read were written in 1900. What do you know

STRATEGY REMINDER When deciding if the statements are true or false, think about what you already know about life in the past and what you learned in this unit.

about life at that time? Read the statements. Decide if they are true or false. Statement

True

False

a. People already had televisions in their homes. b. The preferred means of city transportation was the streetcar. c. The average life expectancy for North American men and women was much lower than today. d. Women were not admitted to Canadian universities in the 1900s. e. The telephone had not yet been invented in 1900. f. People had to travel by boat to get from North America to Europe in 1900.

2. Match each word with its denition. Word

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Denition

a. blaze

1. to expose

b. furnish

2. to burn brightly

c. span

3. eliminated

d. raise

4. to cover or cross an area

e. lay bare

5. to provide or equip

f. driven out

6. to grow or cultivate

That Was the Future

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Name:

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While Reading

3. Read the text. While you read, underline ten accurate statements and highlight ten inaccurate statements.

What May Happen in the Next Hundred Years By John Elfreth Watkins, Jr. You will read an excerpt from a fascinating article by American civil engineer John Elfreth Watkins, Jr. The excerpt comes from The Ladies Home Journal from December 1900 and lists a number of his predictions for the year 2000.

PREDICTION #1:

The American will be taller by one to two inches. His increase of stature will result from better health, due to vast reforms in medicine, sanitation, food and athletics. He will live fty years instead of thirty-ve as at present—for he will reside in the suburbs. The city house will practically be no more. Building in blocks will be illegal. The trip from suburban home to ofce will require a few minutes only. A penny will pay the fare. PREDICTION #2:

Gymnastics will begin in the nursery, where toys and games will be designed to strengthen the muscles. Exercise will be compulsory in the schools. Every school, college and community will have a complete gymnasium. All cities will have public gymnasiums. A man or woman unable to walk ten miles at a stretch will be regarded as a weakling.

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PREDICTION #3:

There will be no street cars in our large cities. All hurry trafc will be below or high above ground when brought within city limits. In most cities it will be conned to broad subways or tunnels, well lighted and well ventilated, or to high trestles with “moving-sidewalk” stairways leading to the top. These underground or overhead streets will teem with capacious automobile passenger coaches and freight with cushioned wheels. Subways or trestles will be reserved for express trains. Cities, therefore, will be free from all noises . . . PREDICTION #4:

There will be air ships, but they will not successfully compete with surface cars and water vessels for passenger or freight trafc. They will be maintained as deadly war vessels by all military nations. Some will transport men and goods. Others will be used by scientists making observations at great heights above the earth . . .

VOCABULARY

trestles frames teem overow capacious spacious

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PREDICTION #5:

PREDICTION #8:

Man will see around the world. Persons and things of all kinds will be brought within focus of cameras connected electrically with screens at opposite ends of circuits, thousands of miles at a span. American audiences in their theatres will view upon huge curtains before them the coronations of kings in Europe or the progress of battles in the Orient. The instrument bringing these distant scenes to the very doors of people will be connected with a giant telephone apparatus transmitting each incidental sound in its appropriate place. Thus the guns of a distant battle will be heard to boom when seen to blaze, and thus the lips of a remote actor or singer will be heard to utter words or music when seen to move . . . PREDICTION #6:

Peas as Large as Beets. Peas and beans will be as large as beets are to-day. Sugar cane will produce twice as much sugar as the sugar beet now does. Cane will once more be the chief source of our sugar supply . . . PREDICTION #7:

Strawberries as large as apples will be eaten by our great-great-grandchildren for their Christmas dinners a hundred years hence. Raspberries and blackberries will be as large. One will sufce for the fruit course of each person. Strawberries and cranberries will be grown upon tall bushes. Cranberries, gooseberries and currants will be as large as oranges. One cantaloupe will supply an entire family. Melons, cherries, grapes, plums, apples, pears, peaches and berries will be seedless. Figs will be cultivated over the entire United States . . .

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That Was the Future

There will be no C, X or Q in our every day alphabet. They will be abandoned because unnecessary. Spelling by sound will have been adopted, rst by the newspapers. English will be a language of condensed words expressing condensed ideas, and will be more extensively spoken than any other. Russian will rank second. PREDICTION #9:

How Children Will be Taught. A university education will be free to every man and woman. Several great national universities will have been established. Children will study a simple English grammar adapted to simplied English, and not copied after the Latin. Time will be saved by grouping like studies. Poor students will be given free board, free clothing and free books if ambitious and actually unable to meet their school and college expenses. Medical inspectors regularly visiting the public schools will furnish poor children free eyeglasses, free dentistry and free medical attention of every kind. The very poor will, when necessary, get free rides to and from school and free lunches between sessions. In vacation time poor children will be taken on trips to various parts of the world. Etiquette and housekeeping will be important studies in the public schools.

VOCABULARY utter say Beets dark red roots eaten as vegetables gooseberries small green, red or white fruits currants small black or red fruits board food pension

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Name:

Date:

PREDICTION #10:

Telephones Around the World. Wireless telephone and telegraph circuits will span the world. A husband in the middle of the Atlantic will be able to converse with his wife sitting in her boudoir in Chicago. We will be able to telephone to China quite as readily as we now talk from New York to Brooklyn. By an automatic signal they will connect with any circuit in their locality without the intervention of a “hello girl . . .” PREDICTION #11:

Ready-cooked meals will be bought from establishments similar to our bakeries of today. They will purchase materials in tremendous wholesale quantities and sell the cooked foods at a price much lower than the cost of individual cooking. Food will be served hot or cold to private houses in pneumatic tubes or automobile wagons. The meal being over, the dishes used will be packed and returned to the cooking establishments where they will be washed. Such wholesale cookery will be done in electric laboratories rather than in kitchens. These laboratories will be equipped with electric stoves, and all sorts of electric devices, such as coffee grinders, egg beaters, stirrers, shakers, parers, meat choppers, meat saws, potato mashers, lemon squeezers, dishwashers, dishdryers and the like. All such utensils will be washed in chemicals fatal to disease microbes. Having one’s own cook and purchasing one’s own food will be an extravagance . . . PREDICTION #12:

Oranges will grow in Philadelphia. Fast-ying refrigerators on land and sea will bring delicious fruits from the tropics and southern temperate zone within a few days. The farmers of South America, South Africa, Australia and the South Sea Islands, whose seasons are directly opposite to ours, will thus supply us in winter with fresh summer foods,

Reproduction prohibited © TC Media Books Inc.

Group:

which cannot be grown here. Scientists will have discovered how to raise here many fruits now conned to much hotter or colder climates. Delicious oranges will be grown in the suburbs of Philadelphia. Cantaloupes and other summer fruits will be of such a hardy nature that they can be stored through the winter as potatoes are now . . . PREDICTION #13:

Few drugs will be swallowed or taken into the stomach unless needed for the direct treatment of that organ itself. Drugs needed by the lungs, for instance, will be applied directly to those organs through the skin and esh. They will be carried with the electric current applied without pain to the outside skin of the body. Microscopes will lay bare the vital organs, through the living esh, of men and animals. The living body will to all medical purposes be transparent. Not only will it be possible for a physician to actually see a living, throbbing heart inside the chest, but he will be able to magnify and photograph any part of it. This work will be done with rays of invisible light. PREDICTION #14:

There will be no wild animals except in menageries. Rats and mice will have been exterminated. The horse will have become practically extinct. A few of high breed will be kept by the rich for racing, hunting and exercise. The automobile will have driven out the horse . . .

VOCABULARY hello girl switchboard operator pneumatic tubes tubes that use compressed air to propel cylinders parers small sharp knives meat saws machines used to cut meat menageries collections of animals kept for exhibition

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Group:

After Reading

4. Use the prompts to write a summary of Watkins’ predictions. Take information from the text. Use the future with will. a. The human of the future

b. The cities of the future

c. Air travel

d. Fresh fruit

e. The English language

f. Education in the future

g. Advances in technology communications

h. Medical technology

i. Certain species of animals

5. Which of Watkins’ predictions do you think is the most unusual? Explain your answer.

6. Think of an item or an activity that is commonplace now but would have been surprising in 1900 and write a prediction like those in the reading.

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EXTRA LANGUAGE

Group:

Word Games 1. Read the clues. Use the words in the word box to complete the crossword puzzle. 1

Word Box

2 5

3

synchronous span movement era breakthrough futurist hence shipment medium sparingly

4 6

7

8 10 9

ACROSS 4 6 7 8 9

DOWN

moderately, reasonably from now development, discovery channel, means campaign, group demonstration

PRONUNCIATION

1 2 3 5 10

simultaneous, concurrent period, interval person who predicts future life transported goods or cargo age, cycle, generation

CD

2. Some numbers are easily confused. Listen to the numbers and circle the number you hear. a.

13

30

b.

16

60

c.

19

90

d.

17

70

e.

14

40

3. Listen to the recording. Write the numbers that you hear. a.

b.

c.

d.

e.

f.

g.

h.

4. Listen again and repeat the numbers. 5. Complete the sentences with the numbers you hear. a. Andy was born in

.

b. The temperature was c. There are

d. Sue’s address is degrees Celsius.

people in the class.

Reproduction prohibited © TC Media Books Inc.

Oakland Avenue.

e. The bill came to $ f. Sam is

.

years old. Unit 6

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EXTRA GRAMMAR

Name:

Date:

Group:

GRAMMAR Check To review there was, there were and there will be, go back to page 152.

A. You have just returned from a trip to the year 2100. Describe what you saw by completing the text below. Use there was / wasn’t and there were / weren’t. enough time to see everything I wanted to see but I got a glimpse of our future life. What was life like in 2100? First of all,

no vegetation because man

used up the earth’s green spaces to build cities.

very few animals because many

species became extinct as their natural habitat was destroyed. living on the planet but

10 billion people

billions of robots too. In fact,

very

few jobs performed by humans. Thanks to a new treatment that slows down the aging process, any old people. wore plain, colourless clothing. In fact, positive note, I’m happy to say that

any particular fashion style as most people very much colour anywhere. On a ying cars . . . nally!

To review the future with will, go back to page 159.

B. Think about life in the year 2200. For each pair of possible scenarios, choose one that you think will happen. Write an afrmative sentence with that possibility. Then, write a negative sentence about the other option. Use the future with will.

3

end of global warming changes in environment

The environment will change. Global warming will not end.

increase in obesity more active lifestyles increase in pollution living sustainably

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Grammar and Reference Sections Verbs

Sentence Builders

Simple Present

Nouns

Verb to be, afrmative and negative..............

178

Plural forms.......................................................

226

There is and there are ......................................

180

Countable and uncountable ............................

227

Other verbs, afrmative and negative............

181

Possessive forms................................................

228

Yes / no questions and short answers with the verb to be and other verbs........................

183

Information questions with the verb to be and other verbs.......................................

185

Present Continuous Afrmative and negative.................................

187

Yes / no questions and short answers...............

189

Information questions......................................

190

Verbs

Present Perfect Afrmative and negative of all verbs .............

191

Yes / no questions and short answers...............

193

Information questions......................................

194

Simple Past Verb to be, afrmative and negative..............

195

There was and there were ...............................

197

Regular verbs, afrmative and negative.........

198

Irregular verbs, afrmative and negative .......

200

Yes / no questions and short answers with the verb to be and other verbs........................

202

Information questions with the verb to be and other verbs.................................................

204

Present perfect vs. simple past.........................

206

Past Continuous Afrmative and negative.................................

208

Yes / no questions and short answers...............

210

Information questions......................................

211

Past continuous vs. simple past........................

212

Compound nouns ............................................

229

Gerunds .............................................................

230

Pronouns Subject pronouns..............................................

231

Object pronouns ...............................................

232

Demonstratives ........................................................ 233 Quantiers ................................................................ 234 Adjectives Position and order of descriptive adjectives ...

235

Comparative and superlative forms ................

236

Possessive adjectives .........................................

238

Adverbs Adverbs of time ................................................

239

Adverbs of frequency .......................................

240

Discourse markers.............................................

241

Prepositions Prepositions of place ........................................

242

Prepositions of time, date and duration.........

243

Articles ....................................................................... Conjunctions ............................................................. Punctuation ............................................................... Capitalization ............................................................

244 245 247 248

Reference Section Functional Language .................................................

249

Strategies ....................................................................

251

Future with will, afrmative and negative.....

214

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

253

Questions with will...........................................

216

Question Words..........................................................

254

Question Formation ...................................................

254

Future

Future with be going to, afrmative and negative .....................................................

217

Spelling Rules .............................................................

255

Questions with be going to .............................

219

Simple Past and Past Participles of Common Irregular Verbs .......................................

256

Afrmative and negative.................................

220

The Response Process.................................................

258

Questions ..........................................................

222

The Writing Process....................................................

259

The Passive Voice...................................................... 224

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

260

Peer Editing Guide .....................................................

261

Self-Evaluation Guide ...............................................

262

Modals

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GRAMMAR SECTION

Name:

Date:

Group:

Simple Present VERBS

Verb To Be Use the simple present tense of to be to describe people, places and things.

The verb has a second negative contraction.

Afrmative: Place the verb after the subject. Negative: Add not after the verb. Contractions: You can use contractions for both the afrmative and negative.

Singular

Negative

I am (I’m) 13 years old. You are (You’re) Canadian. She / He / It is (She’s / He’s / It’s) tall.

Plural

Afrmative

We are (We’re) good students. We are not (We’re not) good students. You are (You’re) in my class. You are not (You’re not) in my class. They are (They’re) in Secondary 1. They are not (They’re not) in Secondary 1.

I am not (I’m not) 13 years old. You are not (You’re not) Canadian. She / He / It is not (She / He / It’s not) tall.

A. Circle the correct form of the verb to be. Hello, everyone. I ( am / is / are ) a new student at this school. My name ( am / is / are ) Yuriko Sato. I ( am / is / are ) from Vancouver, but my parents ( am / is / are ) originally from Japan. My sister Naoko ( am / is / are ) also new at this school, but she ( am / is / are ) in a different class. We ( am / is / are ) very happy because this ( am / is / are ) a very good school. The students here ( am / is / are ) so welcoming and friendly. It ( am / is / are ) very nice to meet you all!

B. Fill in the blanks with the afrmative of the verb to be. Do not use contractions. 1. Pierre and Thomas 2. Science 3. I

friends. my favourite subject.

in high school.

4. These exercises 5. You

very hard. really funny.

6. Monday

a holiday.

C. Underline the subject and verb in each sentence. Write the contraction on the line.

178

1. I am in the cafeteria.

4. She is 15 years old.

2. We are neighbours.

6. They are on the bus.

3. You are a talented singer.

7. It is very late.

one hundred and seventy-eight

Verbs

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Name:

Date:

GRAMMAR SECTION

Group:

D. Complete the text with the afrmative and negative forms of the verb to be. Do not use contractions.

My name (negative)

Victor. It (afrmative)

My last name (afrmative)

misspelled. It (negative)

R-E-A-D, but R-E-E-D. I (negative) I (afrmative)

14 years old.

15. My height (negative)

but 1.55 m. My eyes (negative) (afrmative)

Hector.

VERBS

Excuse me, sir, but I noticed the information on this form is wrong. Could you please correct it?

1.45 m,

green. They

grey. My parents (negative)

Jane and Patrick, but Jenny and Peter. They (negative) They (afrmative)

actors.

doctors. Oh! This is wrong, too.

My favourite sports (negative)

basketball and skating,

but volleyball and skiing. Finally, my phone number (negative) 514-001-3456. It (afrmative)

514-010-1546.

E. Underline the subject in the sentences. Then, write the negative form of the sentences. Use contractions. 1. They are in the same class. 2. I am a pop music fan. 3. You are late for class. 4. It is very cold today. 5. She is the best student.

F. Use the afrmative or negative form of the verb to be to complete the sentences so that they are true about you. Do not use contractions. 1. I

very good at math.

2. The students in my class 3. My English class 4. Hockey

noisy. in the afternoon. my favourite sport.

5. My best friend and I 6. My father

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in the same class. very tall.

Verbs

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Name:

Date:

Group:

Simple Present VERBS

There Is and There Are Use there is and there are to say that something exists, or to describe things. In these sentences, the subject comes after the verb. Make sure that the verb to be agrees with the subject that follows it.

FYI

You can use after or to express that something does not exist.

Afrmative There is a stadium in my city. (singular) There are two parks in my neighborhood. (plural) Negative There isn’t a stadium in my city. (singular) There aren’t two parks in my neighborhood. (plural)

A. Complete the sentences with the afrmative and negative form of there is or there are. Kevin and I went to Crazy Land, the new amusement park yesterday. Unfortunately, it’s not as good as it looks on TV. (afrmative)

some typical attractions like the Wheel-of-Fortune

and carousels, but (negative)

any fun rides like the Drop Tower or the Hurricane.

Besides, (negative)

any roller coasters. (afrmative)

house, but it’s not scary at all. (afrmative) (afrmative)

a horror

also a zoo, but it’s very small.

some monkeys, exotic birds and deer, but (negative) any tigers, pandas or elephants. (afrmative)

restaurant, but (negative)

only one big

much food variety.

B. Write ve sentences to describe the classroom you are in. Use there is and there are. Look at the words in the word box for ideas.

back

left

board

map

book

poster

2.

bookcase

right

3.

chair

student

4.

clock

teacher

desk

wall

door

window

In this classroom 1. There are many students.

5. 6.

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Word Box

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Verbs

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Name:

Date:

GRAMMAR SECTION

Group:

Simple Present Other Verbs VERBS

Use the simple present tense of other verbs to present facts, identify habits, or talk about feelings, likes and dislikes. Afrmative: Use the base form of the verb. Add an s to form the third person singular. Negative: Add do not or does not before the base form of the verb. Contractions: You can use the negative contractions don’t and doesn’t.

Singular

Negative

I live in Halifax. You get up early every day. She / He / It likes pancakes.

I do not (don’t) live in Halifax. You do not (don’t) get up early every day. She / He / It does not (doesn’t) like pancakes.

Plural

Afrmative

We play hockey in the afternoons. You study together before exams. They feel excited about the game.

We do not (don’t) play hockey in the afternoons. You do not (don’t) study together before exams. They do not (don’t) feel excited about the game.

Pay attention to these spelling rules for the 3rd person singular afrmative. Rule

Verb

Examples

Most verbs

Add s.

read

reads, play

Verbs that end in ch, o, s, sh, x, z

Add es.

watch watches, go goes, pass passes, rush rushes, x xes, buzz buzzes

Verbs that end with a consonant + y

Change y to i and add es.

cry

cries, study

plays, live

lives

studies, carry

carries

A. Complete the sentences with the simple present afrmative of the verbs in parentheses. 1. Paul always (x) 2. Aisha always (cry)

my computer when it (crash)

.

when our school hockey team (lose)

3. Charles (have)

a parrot at home. He (teach)

4. Marianne (go)

to a martial arts school. She (do)

5. Guillaume’s father (y) 6. Leo and I (like) 7. Inez (speak) English homework. 8. You and Kyoko always (know) 9. Simon (play)

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. him words.

his own plane. He (give)

karate. us rides.

the same movies and (read)

the same books.

three languages. She often (help)

me with my

when I (need)

help.

the violin so well that it (make)

me cry.

Verbs

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Name:

Date:

Group:

B. Write two sentences to describe what you like about your friends. Use the sentences in Step A as models. 1. My friend VERBS

2. My friend

C. The following sentences contain incorrect information. Write a negative sentence and an afrmative sentence to correct each one. Use contractions. 1. The sun rotates around the earth. The sun doesn’t rotate around the Earth. The Earth rotates around the sun. 2. Beavers have small teeth.

3. I study on the weekends.

4. Hockey players use a ball.

5. It snows in the summer.

6. Water freezes at 2ºC.

D. Complete the text with the correct form of the verb in parentheses. Jamie and I are twin sisters. We (have, afrmative) but we (like, negative)

similar physical characteristics,

the same things. For example, I (love, afrmative)

rock music, but my sister (hate, afrmative) (like, negative)

it. She

it because she (think, afrmative)

She (prefer, afrmative)

it’s too noisy.

classical music. We (do, afrmative)

different things in our free time. I (play, afrmative) class, but my sister (practise, negative) (like, afrmative)

volleyball every day after any sports. She is more into art. She

painting and drawing. I think she (have, afrmative) a great artistic talent, unlike me. Even if we (have, negative)

the same likes or hobbies, we are the best of friends.

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Name:

Date:

GRAMMAR SECTION

Group:

Simple Present Yes / no questions can be answered by a simple “yes” or ”no” or with a short answer.

FYI

You can use both negative contractions of for short answers.

With the Verb To Be Follow this word order: simple present of the verb to be + subject + rest of the question?

VERBS

Yes / No Questions

Short answers

Singular

Am I a good singer? Are you hungry? Is she / he / it friendly?

Yes, you are. Yes, I am. Yes, she / he / it is.

No, you are not (you’re not). No, I am not (I’m not). No, she / he / it is not (she / he / it’s not).

Plural

Question

Are we in the same class? Are you brothers? Are they our new teachers?

Yes, you are. Yes, we are. Yes, they are.

No, you are not (you’re not). No, we are not (we’re not). No, they are not (they’re not).

With Other Verbs Follow this word order: do / does + subject + base form of the main verb + rest of the question? Short answers

Singular

Do I look good in this suit? Do you wear glasses? Does she / he / it have a cat?

Yes, you do. Yes, I do. Yes, she / he / it does.

No, you do not (don’t). No, I do not (don’t). No, she / he / it does not (doesn’t).

Plural

Question

Do we need to take a bus? Do you live together? Do they like sushi?

Yes, you do. Yes, we do. Yes, they do.

No, you do not (don’t). No, we do not (don’t). No, they do not (don’t).

A. Complete the questions and short answers with the correct form of the verb to be. 1. Q: Are

you Jessica Smith?

A: No, I am not / I’m not.

2. Q:

she a nurse?

A: Yes,

3. Q:

I late for class?

A: Yes,

4. Q:

Andrew in the library?

A: No,

5. Q:

it cold outside?

A: Yes,

6. Q:

these skates new?

A: No,

7. Q:

today your birthday?

A: Yes,

8. Q:

you and Joe sports fans? A: No,

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? ? ?

?

Verbs

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Name:

Date:

Group:

B. Read the answers. Then, write a yes / no question for each answer. 1. Q:

Remember to use the correct pronoun in your question and answer.

VERBS

A: Yes, I get up early on the weekends. 2. Q:

Pronouns

A: No, my brother doesn’t go to the gym. 3. Q: A: No, you don’t need a membership card. 4. Q: A: Yes, they ride their bikes to school. 5. Q: A: No, she doesn’t like soft drinks.

Question

Answer

I

you

you she he it we you they

I she he it you we they

C. Decide if the following yes / no questions are correct (3) or incorrect (7). Rewrite the incorrect questions. 1.

D.

7

Does David takes piano lessons?

2.

Do you listen to classical music?

3.

Do Helen goes to school by bus?

4.

Does Sam and Paula live near you?

5.

Do we need a map?

6.

Does dogs eat broccoli?

Does David take piano lessons?

Complete the yes / no questions with the correct form of the verb to be. Then, ask a classmate the questions and write the answers in the short form.

C1

Question

184

1.

you afraid of spiders?

2.

you hang out with friends on weekends?

3.

you have a pet?

4.

your neighbours friendly?

5.

your best friend into video games?

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Verbs

Classmate’s answer

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Name:

Date:

GRAMMAR SECTION

Group:

Simple Present Information Questions With the Verb To Be Follow this word order: question word + simple present of the verb to be + subject + rest of the question?

Singular

Why am I so happy? How are you today? Who is she / he / it?

Plural

Example

Why are we tired? Where are you from? What are they like?

FYI

VERBS

To ask for specic information, start with a question word (who, what, where, when, why, how, etc.).

You can also use the contracted form for the 3rd person singular of with the question word.

With Other Verbs Follow this word order: question word + do / does + subject + base form of the main verb + rest of the question?

Singular

What do I need to bring for the party? Where do you work? Who does she / he / it live with?

Plural

Example

How do we get to our friend’s house? Why do you want to see that movie? When do they have soccer practice?

The question words and can sometimes be the subject of the question. In such cases, the word order is different: / + 3rd person verb + rest of the question?

For more information on question words, go to page 254 of the Reference Section.

A. Unscramble the information questions with the verb to be. 1. your / is / when / science class / ? 2. from / Claudia and Lia / are / where / ? 3. sad / why / you / are / ? 4. is / our new coach / who / ? 5. how old / your grandmother / is / ? 6. are / your / what / favourite TV shows / ? 7. where / French books / my / are / ? 8. do / this equation / you / how / solve / ?

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Verbs

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B.

C1

Name:

Date:

Group:

Write three information questions in the simple present with the verb to be to ask a partner. Write your partner’s answers.

VERBS

1. Q: A: 2. Q: A: 3. Q: A:

C. Read the text. Then, complete the information questions with the correct question word and verb. Look at the answer for clues. Piccolo Pomodoro is a famous Italian restaurant located on Wesley Street. This restaurant is very popular because it has the best lasagna in town. Giuliana Di Marco is the owner and manager of this restaurant. As a manager, she coordinates the cooks, waiters and cleaning services. But she doesn’t work alone. Her husband, Paolo Di Marco, works in the kitchen as the head cook. He supervises other cooks and kitchen helpers. Their children Sandro and Lina also help with the family business. They work in the marketing department and organize promotional events to attract new customers. This year marks the 20th anniversary of Piccolo Pomodoro.

186

1. Q: What is

the name of the restaurant?

A: It’s Piccolo Pomodoro.

2. Q:

the restaurant?

A: It’s on Wesley Street.

3. Q:

this restaurant popular?

A: Because it has the best lasagna in town.

4. Q:

Mrs. Giuliana Di Marco?

A: She’s the owner and manager.

5. Q:

Mr. Paolo Di Marco work?

A: He works in the kitchen.

6. Q:

Sandro and Lina?

A: They are the Di Marcos’ children.

7. Q:

they do?

A: They organize promotional events.

8. Q:

is the restaurant?

A: It’s 20 years old.

one hundred and eighty-six

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Name:

Date:

GRAMMAR SECTION

Group:

Use the present continuous tense to describe ongoing actions or actions that are happening right now. Do not use the present continuous with verbs that express permanent states, emotions or preferences. Use the simple present instead.

Afrmative: Use the simple present of the verb to be before the present participle (base form + ing) of the main verb. Negative: Add not after the verb to be.

VERBS

Present Continuous

Contractions: You can use the afrmative contractions and both negative contractions of to be.

Singular

Negative

I am (I’m) surng the Internet now. You are (You’re) watching TV. She / He / It is (She / He / It’s) running.

I am not (I’m not) surng the Internet now. You are not (You’re not) watching TV. She / He / It is not (She / He / It’s not) running.

Plural

Afrmative

We are (We’re) studying for the exam You are (You’re) painting your room. They are (They’re) eating dinner.

We are not (We’re not) studying for the exam. You are not (You’re not) painting your room. They are not (They’re not) eating dinner.

Spelling rules: Follow these rules to write the present participle correctly. Rule

Verb

Examples

Most verbs

Add ing.

work

working, go

Verbs that end in e

Remove the e before adding ing.

take

taking, dance

Short verbs that end with one vowel + a consonant

Double the consonant before adding ing.

swim begin

Verbs that end in ie

Change ie to y before adding ing.

die

going, call dancing, live

swimming, sit beginning dying, lie

calling living

sitting,

lying, tie

tying

A. Complete the sentences with the most appropriate verb from the word box. Use the present continuous afrmative. Do not use contractions. 1. Theo and Lane 2. Jane and I 3. My sister 4. I 5. It 6. We

Reproduction prohibited © TC Media Books Inc.

to travel through Europe. on the ice rink. It’s great!

Word Box do lie

on the phone.

plan

on my bed.

rain

now. I need my umbrella. our homework together.

Verbs

skate talk

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GRAMMAR SECTION

Name:

Date:

Group:

B. Choose words from the three lists to write logical sentences. Use the negative form of the present

VERBS

continuous. Do not use contractions. Subject

Verb

Rest of the sentence

Natasha and I It You I They

eat wear listen have snow

a winter coat today fun at the party to the teacher junk food anymore

1. They are not listening to the teacher. 2. 3. 4. 5.

C. Complete the following phone message with the present continuous of the verbs in parentheses. Do not use contractions. Hey, Anita. It’s Coach Russell. Is there anything wrong? You (answer, negative) my phone calls and you (reply, negative) emails. I (start, afrmative)

to my

to worry about you. You (come, negative) to our basketball practices anymore. Is it because of Melissa? I’m really

sorry you that you (have, afrmative)

trouble with your friend, but I

hope that you (think, negative)

of quitting because of that. Let’s talk

about this. Please call me back. I (wait, afrmative)

for your call. Bye.

D. Read the statements and decide if they are true or false for you right now. Write T (true) or F (false). Then, write negative sentences in the present continuous to correct the false statements. Use contractions. 1.

188

F

I am eating lunch.

2.

I am using a computer.

3.

It’s snowing outside.

4.

My parents are working.

5.

The teacher is reading a book.

6.

My classmates are sleeping.

one hundred and eighty-eight

Verbs

I’m not eating lunch.

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Name:

Date:

GRAMMAR SECTION

Group:

Present Continuous Follow this word order: am / is / are + subject + present participle of the main verb + rest of the question? Short answers

Singular

Am I interrupting you? Are you making lemonade? Is she / he / it having fun?

Yes, you are. No, you are not (you’re not). Yes, I am. No, I am not (I’m not). Yes, she / he / it is. No, she / he / it is not (she / he / it’s not).

Plural

Question

Are we playing well? Are you swimming in the river? Are they coming home now?

Yes, you are. Yes, we are. Yes, they are.

VERBS

Yes / No Questions

No, you are not (you’re not). No, we are not (we’re not). No, they are not (they’re not).

A. Complete the yes / no questions with the correct form of the verb to be and the present participle of the verbs in parentheses. 1.

Are

you (make)

2.

I (speak)

3.

Zach (take)

4.

we (lose)

5.

Joanna (set)

6.

they (bath)

making

your bed? too fast? the bus? the game? the table? the dog?

B. Write yes / no questions in the present continuous. Use the prompts. Then, complete the short answers. Use contractions for the negative answers. 1. Jessica / skate on the pond Q: Is Jessica skating on the pond?

A: Yes, she is.

2. Paco and Tim / eat ice cream Q:

A: No,

3. Matteo / listen to music Q:

A: Yes,

4. The dog / chase the cat Q:

A: No,

5. You and Sonya / feed the birds Q:

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A: Yes,

Verbs

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GRAMMAR SECTION

Name:

Date:

Group:

Present Continuous VERBS

Information Questions Follow this word order: question word + simple present of the verb to be + subject + present participle of the main verb + rest of the question?

Singular

Who am I speaking to? Where are you going today? How is she / he / it feeling at the moment?

Plural

Example

When are we taking the exam? What are you doing now? Why are they making so much noise?

Remember to use the correct word order: place the subject after the verb . NOT

For more information on question words, go to page 254 of the Reference Section.

A. Read the answers. Write an information question for each answer. Use each of the following question words once: what, when, where, who and why. Look at the underlined words for clues.

B.

1. Q:

A: I’m going to the library.

2. Q:

A: Steph is dancing with Kim.

3. Q:

A: They are arriving at 7:00 p.m.

4. Q:

A: We are making a salad for supper.

5. Q:

A: She’s crying because her dog died.

C1

Unscramble the questions. Then, ask your partner the questions and write down his / her answers. 1. after school / where / you / going / are / ? Q: A:

2. are / listening to / you / what singers / these days / ? Q: A: 3. is / your family / at the moment / which TV shows / watching / ? Q: A:

190

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Name:

Date:

GRAMMAR SECTION

Group:

Present Perfect All Verbs

Afrmative: Follow this word order: subject + have / has + past participle of the main verb + the rest of the sentence. To form the past participle of regular verbs, add ed to the base form. See page 198 for the spelling rules.

FYI

VERBS

Use the present perfect tense to link the past and present. It describes actions that: • happened at an unspecied time in the past I have been to France before. • were recently completed He has just nished his homework. • started in the past and continue up to the present They have lived in Montréal for four years. We often use the present perfect with these time markers:

Negative: Use not after the verb to have. Contractions: You can use the contractions of to have in the afrmative and negative, for example you’ve or you haven’t. Negative

Singular

I have (’ve) eaten Korean food before. You have (’ve) watched that movie. She / He / It has (’s) lived here for years.

I have not (haven’t) eaten Korean food before. You have not (haven’t) watched that movie. She/He/It has not (hasn’t) lived here for years.

Plural

Afrmative

We have (’ve) made a lot of friends. You have (’ve) run a marathon before. They have (’ve) visited the Louvre.

We have not (haven’t) made a lot of friends. You have not (haven’t) run a marathon before. They have not (haven’t) visited the Louvre.

For a list of common irregular verbs and their past participles, go to page 256 of the Reference Section.

A. Complete the chart with the past participle of the verbs. Regular Base form

Past participle

Regular Base form

Past participle

Irregular Base form

Past participle

Irregular Base form

answer

live

be

have

arrive

miss

buy

hear

climb

prefer

do

know

cry

study

eat

make

dance

travel

nd

meet

enjoy

try

get

see

learn

visit

give

swim

listen

watch

go

take

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Verbs

Past participle

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Date:

Group:

B. Complete the sentences with the afrmative form of the verbs. Use the present perfect. Do not use contractions.

VERBS

1. She (lose)

has lost

her keys.

2. I (study)

for ve hours today.

3. Eddie (fail)

his driving test again.

4. The teacher (repeat)

the instructions three times.

5. We (win)

four games so far this season.

6. You (be)

an excellent student this year.

7. They (know)

each other for twelve years.

C. Complete the sentence with the negative form of the most appropriate verb from the word box. Use the present perfect. Do not use contractions. 1. Jenny is still a student. She

has not graduated

yet.

Word Box

2. My baby brother is ve months old. He rst step yet.

his

3. Ralph’s mother is very worried. He 4. I’m starving now. I

home yet. anything yet.

5. It’s only March. Flowers 6. It’s 4:00 a.m. The sun

eat nd graduate

growing yet.

rise start

yet.

7. My dog is still missing. I

arrive

take

it yet.

D. Read the list of activities. Put a check mark ( 3 ) if you have done an activity or a cross ( 7 ) if you have not. Then, write a sentence about each activity. Use the present perfect afrmative or negative and contractions. Interesting life experiences

1.

192

7

climb a mountain

2.

ride a horse

3.

travel to another country

4.

try exotic food

5.

learn another language

6.

volunteer for a good cause

7.

sing in public

8.

go camping with friends

one hundred and ninety-two

Verbs

I haven’t climbed a mountain.

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Name:

Date:

GRAMMAR SECTION

Group:

Present Perfect Follow this word order: have / has + subject + past participle of the main verb + rest of the question? Short answers

Singular

Have I done a good job this term? Have you seen Sarah lately? Has she / he / it recovered from surgery?

Yes, you have. No, you haven’t. Yes, I have. No, I haven’t. Yes, she / he / it has. No, she / he / it hasn’t.

Plural

Question

Have we played well this season? Have you met before? Have they taken a tour of the school yet?

Yes, you have. Yes, we have. Yes, they have.

VERBS

Yes / No Questions

No, you haven’t. No, we haven’t. No, they haven’t.

A. Use the prompts to write yes / no questions in the present perfect. Have you seen my glasses?

1. you / see / my glasses 2. the students / nish / the exam / yet 3. Julio / go / to the gym / recently 4. we / send / the invitations / to our friends 5. Jennifer / have / lunch / yet 6. they / leave / for school / already

B.

Write yes / no questions in the present perfect about crazy or unusual experiences. Then, ask a classmate the questions and write down the answers in the short form. C1

Questions

Classmate’s answers

1. Have you ever seen a moose in the wild?

No, he hasn’t.

2. 3. 4.

Questions

5. 6. 7. 8.

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Verbs

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GRAMMAR SECTION

Name:

Date:

Group:

Present Perfect Follow this word order: question word + have / has + subject + base form of the main verb + rest of the question?

Singular

Example Where have I met her before? How have you been lately? Who has she / he / it invited to the party?

Plural

VERBS

Information Questions

What have we done so far? Which style have you chosen? Why have they stopped singing?

FYI

Place the time markers , , and at the end of information questions.

For more information on question words, go to page 254 of the Reference Section.

A. Underline the errors in the information questions. Rewrite each question correctly. 1. Where has you nd the time to learn to play the violin?

2. What so far have Lucille done?

3. Why they have send me so many messages?

B. Complete the email message with information questions in the present perfect. Use the prompts in parentheses. How are you, Jennifer? I haven’t heard from you lately. (how long / you / be) you been

How long have

in Asia? About two months? Tell me everything! (what / you / do) so far? (which cities / you / visit) ? (where / you / stay)

?

(who / you / meet)

? How about your friend Miriam?

(how / she / found)

the trip so far? (what / you / decide) about your return? Will you be home for the holidays?

Please write soon. I miss you a lot. Love, Mom

194

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Name:

Date:

GRAMMAR SECTION

Group:

Simple Past FYI

Use the simple past tense of the verb to be to describe facts, states or situations in the past.

Place time markers, such as or , and , at the beginning or end of the sentence.

Afrmative: Use was or were after the subject.

VERBS

Verb To Be

Negative: Add not after the verb to be.

Afrmative

Negative

Singular

I was busy yesterday. You were nervous during the show. She / He / It was sick a week ago.

I was not (wasn’t) busy yesterday. You were not (weren’t) nervous during the show. She / He / It was not (wasn’t) sick a week ago.

Plural

Contractions: You can use the negative contractions of to be: wasn’t and weren’t.

We were tired after the exam. You were very nice classmates. They were in Hawaii last summer.

We were not (weren’t) tired after the exam. You were not (weren’t) very nice classmates. They were not (weren’t) in Hawaii last summer.

A. Circle the correct form of the simple past of to be: was or were. I remember my rst love. I think I ( was / were ) 14 years old. I ( was / were ) in love with a girl named Sandra Lewis. We ( was / were ) classmates in Grade 7. She ( was / were ) a beautiful girl. Her eyes ( was / were ) big and her hair ( was / were ) long and curly. She ( was / were ) also a very smart student. But it ( was / were ) hard for me to talk to her. I ( was / were ) always so nervous when I ( was / were ) around her! Besides, Sandra ( was / were ) always surrounded by her friends. I thought my hopes ( was / were ) dead until one day when I ( was / were ) in the park walking my dog. Guess what? Sandra ( was / were ) in the park walking her dog too. Our dogs started playing and chasing each other. It ( was / were ) the perfect opportunity! I ( was / were ) nally brave enough to talk to her. At rst, the questions I asked her ( was / were ) kind of silly, but she ( was / were ) so nice and friendly that I relaxed. That day ( was / were ) wonderful! We became friends and eventually we started dating. Unfortunately, we ( was / were ) together for only three weeks. They ( was / were ) great weeks, though!

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Name:

Date:

Group:

B. Complete the sentences with the negative form of the verb to be in the simple past. Use contractions. 1. Julia

at school yesterday.

VERBS

2. The students

happy about the pop quiz.

3. Christopher Columbus 4. I

Spanish.

in town last weekend.

5. We

very interested in the movie.

6. The food at the restaurant 7. You

very good.

in my class last year.

C. Complete the sentences with information that is true about you. Use the afrmative or negative form of the simple past of the verb to be. Do not use contractions. 1. I

late for class today.

2. It

sunny yesterday.

3. My last English exam

hard.

4. My friends and I

in the same class last year.

5. My rst pet

a cat.

6. My last year of elementary school 7. My parents

difcult.

happy with my last report card.

D. Write a short paragraph about your year in Secondary 1. Use the simple past afrmative and negative

Word Box

of the verb to be. Look at the nouns and adjectives in the word box for ideas.

196

Nouns

Adjectives

activities, cafeteria, class, gym, hallways, home

crowded, different, difcult, easy, enormous,

room, homework, library, principal, recess,

exciting, far, friendly, fun, hard, interesting,

schedule, students, teachers

lonely, new, nice, similar, stressful

one hundred and ninety-six

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Simple Past Use there was and there were to say that something existed in the past. In these sentences, the subject comes after the verb. Make sure that the verb to be agrees with the subject that follows it.

FYI

Afrmative

You can also add after and to express that something did not exist.

VERBS

There Was and There Were

There was a free concert last Friday. (singular) There were many musicians at the concert. (plural) Negative There wasn’t a pool in the hotel. (singular) There weren’t any tennis courts, either. (plural)

A. Complete the sentences with there was or there were. 1.

horses on my grandfather’s farm.

2.

a great band at the party yesterday.

3.

a lot of outdoor activities last summer.

4.

a lightning storm last night.

5.

a strong earthquake in my city two years ago.

6.

no pizza at the cafeteria yesterday.

7.

no cellphones when I was a child.

B. Look at John’s bedroom when he was a child. Use there was and there were and the words in the word box to describe his bedroom.

Word Box

bookcase • books • desk • oor • globe • poster robot • shelf • teddy bear • toys • wall

1. There was a poster on the wall. 2. 3. 4. 5. 6.

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Simple Past VERBS

Regular Verbs Use the simple past tense of verbs to talk about completed actions in the past or to describe past states, habits, likes and feelings. Afrmative: Add ed to the base form of regular verbs for all subjects. Negative: Use did not before the base form of the main verb for all subjects. Contractions: You can use the negative contraction didn’t.

Singular

Negative

I watched TV last night. You added too much salt. She / He / It enjoyed the walk.

I did not (didn’t) watch TV last night. You did not (didn’t) add too much salt. She / He / It did not (didn’t) enjoy the walk.

Plural

Afrmative

We missed the bus this morning. You slipped on the ice. They phoned me yesterday.

We did not (didn’t) miss the bus this morning. You did not (didn’t) slip on the ice. They did not (didn’t) phone me yesterday.

Spelling rules: Follow these rules to write the endings of regular verbs correctly. Rule

Verbs ending with

Examples

e, ee or ie

Add d.

live

lived, agree

agreed, lie

a vowel + y

Add ed.

enjoy

enjoyed, play

a consonant + y

Change y to i and add ed.

study

studied, try

a single vowel + a consonant

Double the last consonant and add ed.

admit stop

admitted, prefer stopped

a vowel + a double consonant

Add ed.

miss

missed, call

an unstressed syllable

Add ed.

answer

lied

played, stay tried, cry

stayed

cried

preferred,

called, ll

answered, borrow

lled borrowed

A. Complete the sentences with the simple past afrmative of the verbs in parentheses. 1. We (dance)

a lot at the party last Saturday.

2. They (miss)

their ight yesterday.

3. It (stop)

raining and it (start)

4. She (cry)

at the end of the movie. It was very sad.

5. I (thank)

my teacher for helping me.

6. My grandmother (prefer)

198

to snow.

one hundred and ninety-eight

Verbs

to drink black coffee.

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B. Rewrite these sentences in the negative form of the simple past. Use contractions.

VERBS

1. You waited one hour for the bus.

2. I cooked dinner yesterday.

3. Leila admitted her mistake.

4. The chef fried eggs for breakfast.

5. They replied to my email.

C. Use the simple past of the verbs in parentheses to complete the sentences. Use the afrmative or the negative depending on the context. 1. They (organize) a party, but they (invite) me.

2. I (study) hard for the exam, but I (pass) it.

3. He (call) me, but I (answer) the phone.

4. They (paint) the bedroom red, but it (look) good.

5. We (celebrate) Christmas last year, but we (exchange) presents.

D. Write two afrmative and two negative sentences describing what you did and did not do last weekend. Use the verbs in parentheses. 1. (chat) 2. (listen) 3. (clean) 4. (practise)

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Simple Past VERBS

Irregular Verbs Irregular verbs have different forms in the simple past. They do not have ed endings. Afrmative: Use the same irregular form for all subjects. Negative: Use did not before the base form of the main verb for all subjects. Contractions: You can use the negative contraction didn’t.

Singular

Negative

I went to Italy last summer. You took photos of your dog. She / He / It slept on the couch.

I did not (didn’t) go to Italy last summer. You did not (didn’t) take photos of your dog. She / He / It did not (didn’t) sleep on the couch.

Plural

Afrmative

We ew a kite. You wore Halloween costumes. They sold their cottage.

We did not (didn’t) y a kite. You did not (didn’t) wear Halloween costumes. They did not (didn’t) sell their cottage.

For a list of common irregular verbs, see page 256 of the Reference Section.

A. Complete the text with the simple past of the irregular verbs in parentheses. Yesterday I (have)

an awful day. First of all, I (get)

late. Although I (hear)

my alarm clock, I (keep)

Sometime later, my brother (make) really (wake) (y)

up really sleeping.

a loud noise with his trumpet and that

me up! I (know)

that it was very late, so I quickly

out of bed, but as I (run)

to the bathroom, I (hit)

my toe really hard on the corner of a wall! The water in the shower was freezing cold, so I think I (take)

a 20-second shower. Then, I (put)

the rst clothes that I (nd)

on

, grabbed my school bag, (give)

my parents a hug goodbye and (leave)

home in a hurry. When I (catch)

the school bus, everybody (begin) funny way. Turns out I (have)

looking at me in a

a huge ink stain on my new T-shirt! But

that’s not all. When I nally (get)

to school and (sit)

down at my desk, my science teacher (say)

, “Good morning,

Arianne. Nice T-shirt! Are you ready to present your project in front of the class?” I (tell)

her, “Oh no, Mrs. Sanders! I (do)

project, but I’m afraid I (forget)

200

two hundred

Verbs

my

it at home!”

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B. Complete the following sentences with the simple past of the verbs in the word box. Write the negative and then the afrmative form of the same verb. Use negative contractions.

1. She

eat • go • meet • sing • swim • teach

didn’t go

2. I

to the cinema. She

went

Martha at the party. I

3. They

in a pool. They

4. We

in the town hall. We

5. You

Chinese food at my party. You

6. Mr. Bennet

VERBS

Word Box

to the library. Marianne. in the river. in the school auditorium. Indian food.

history last year. He

science.

C. Read Gemma’s planner. She put check marks next to the things she did. Write sentences in the simple past about the things that she did or did not do last week. Do not use contractions.

Things to do

3 go to the dentist 3 write a book report take the dog for a walk

1. She went to the dentist. 2. 3.

3 buy a bus pass

4.

do the laundry

5.

3 make a special dessert for Mom go to yoga

6. 7.

D. Write sentences that are true for you. Use the simple past afrmative or negative of the verbs. Use negative contractions. 1. do homework last night

2. get up early last Sunday

3. have cereal for breakfast this morning

4. see my best friend yesterday

5. go to the mall last weekend

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Simple Past VERBS

Yes / No Questions With the Verb To Be Follow this word order: was / were + subject + rest of the question? Short answers

Singular

Was I right about the assignment? Were you in the library? Was she / he / it busy yesterday?

Yes, you were. Yes, I was. Yes, she / he / it was.

No, you weren’t. No, I wasn’t. No, she / he / it wasn’t.

Plural

Question

Were we the best dancers at the party? Were you at the concert last Friday? Were they good friends last year?

Yes, you were. Yes, we were. Yes, they were.

No, you weren’t. No, we weren’t. No, they weren’t.

With Other Verbs Follow this word order: did + subject + base form of the main verb + rest of the question? Short answers

Singular

Did I pass my exam? Did you exercise last weekend? Did she / he / it stay home yesterday?

Yes, you did. Yes, I did. Yes, she / he / it did.

No, you didn’t. No, I didn’t. No, she / he / it didn’t.

Plural

Question

Did we take the wrong bus? Did you travel last summer? Did they win the game?

Yes, you did. Yes, we did. Yes, they did.

No, you didn’t. No, we didn’t. No, they didn’t.

A. Circle the correct form of the verb to be in the simple past. Then, write short answers that are true for you. 1. ( Was / Were ) your mother at home on Tuesday?

Yes, she was.

2. ( Was / Were ) you nervous on your rst day of school? 3. ( Was / Were ) it rainy yesterday? 4. ( Was / Were ) your friends at your house last weekend? 5. ( Was / Were ) your dinner delicious last night? 6. ( Was / Were ) your last exam hard? 7. ( Was / Were ) you in the cafeteria for lunch? 8. ( Was / Were ) your rst pet a dog? 9. ( Was / Were ) your last holiday fun? 10. ( Was / Were ) your homework difcult yesterday?

202

two hundred and two

Verbs

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B. Change the statements into yes / no questions in the simple past.

VERBS

1. Yasmin went to an amusement park yesterday.

2. You studied for the exam.

3. Paul nished work yesterday at 8:00 p.m.

4. They walked home together after class.

5. Janice lost her dog last weekend.

6. You found a $100 bill on the street.

7. They ate spaghetti for dinner.

C.

Write ve yes / no questions with the simple past to ask a classmate about his or her last birthday. Then, ask your partner the questions. Write down short answers. Use the verb to be and other verbs. C1

Questions

Your partner’s answers

1.

2.

3.

Questions

4.

5.

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Group:

Simple Past VERBS

Information Questions With the Verb To Be Follow this word order: question word + simple past of the verb to be + subject + rest of the question? With Other Verbs Follow this word order: question word + did + subject + base form of the main verb + rest of the question? Other verbs

Singular

Where was I after class? Who were you at the concert with? How was she / he / it this morning?

Where did I put my workbook? What did you do last Friday? When did she / he / it arrive home?

Plural

Verb to be

When were we in Toronto? Why were you upset with Tony? What were your answers?

How long did we live in Japan? How did you two meet? Who did they invite to their party?

For more information on question words, see page 254 of the Reference Section.

A. Read the answers. Complete the information questions with the correct question word and the simple past of the verb to be. Look at the underlined words for clues. 1. Q: Where were

you during recess?

A: I was in the library.

2. Q:

we supposed to do?

A: You were supposed to load the dishwasher.

3. Q:

Ko absent last week?

A: Because he was sick.

4. Q:

the party at Tanya’s?

A: It was really boring.

5. Q:

my keys?

A: They were in your pocket.

6. Q:

Albert Einstein?

A: He was a very famous physicist.

B. Write three information questions about your favourite character from a book, a TV show, a movie or a video game. Research and write the answer to each question. 1. Q: A: 2. Q: A: 3. Q: A:

204

two hundred and four

Verbs

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C. Unscramble the information questions.

VERBS

1. stay / how long / did / in the Sates / you / ?

2. did / you / what / do / for your last birthday / ?

3. did / what time / they / their school project / nish / ?

4. start / the new TV show / did / when / ?

5. you and your friends / so early / leave / the party / why / did / ?

D. Read Tom’s story. Then, write an information question in the simple past for each answer in the chart. Use the verb to be and other verbs. I remember my rst summer camp trip. I think I was about 10 years old. We went to Blue Lake National Park for three days. My friends Joey, Lucie and I had a great time hiking, swimming and shing. But on the last day, I saw a real bear! I remember it was a very sunny day. We were in our tents when suddenly we heard strange noises. A big brown bear broke into our kitchen tent, probably looking for food. Our camp counsellor was a very experienced camper. He stayed calm as he took us out of the tents. We moved very quietly toward the rented school bus. Once we were safe inside the bus, we saw the bear leave our campsite—probably because it didn’t nd anything to eat! Questions

Answers

He was 10 years old.

1. How old was Tom on his rst summer camp trip?

He went to Blue Lake National Park. He went with his friends Joey and Lucie. They went hiking, swimming and shing. They saw a bear on the last day. Because it didn’t nd anything to eat.

2. 3.

Questions

4. 5. 6.

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VERBS

Present Perfect vs. Simple Past Use the present perfect to talk about actions that:

Use the simple past to talk about actions that:

• happened at an unspecied time in the past I have seen that movie before.

• happened at a specic time in the past I watched a movie yesterday night.

• were recently completed He has just crashed his car.

• happened in the distant past He crashed his car a month ago.

• started in the past and continue up to the present He has lived in Vancouver since 1978.

• nished in the past and do not continue up to the present He lived in Vancouver for four years.

We can use the present perfect to start a new conversation topic but if we continue talking about it, we usually use the simple past.

A. Complete the sentences with the present perfect or simple past of the verbs in parentheses. 1. Tamara and Jamie (arrive, afrmative) 2. I (have, afrmative)

ve minutes ago. braces for two years, but they will be removed next month.

3. We are starving. We (eat, negative)

anything all day.

4. My father (work, afrmative)

in China for two months but he’s back home now.

5. My brother and I (believe, afrmative)

in Santa Claus when we were children.

6. Emily (come, negative)

to school for two weeks. Is she sick?

7. We (travel, afrmative)

to Australia three times. We may go again this year.

8. Tory (be, negative)

a very good student this year.

B. Read the sentences and circle whether the underlined verb forms are correct (C) or incorrect ( I ). Then, correct the incorrect verb forms.

206

1. Olivia has stayed at her grandparents’ house from June to August.

C

I

2. Theo has just broken his arm.

C

I

3. We have known each other for 20 years.

C

I

4. Carrie has moved to a new house last month.

C

I

5. Jackson took ski lessons since December.

C

I

6. I have worked at the store for ve years before I quit my job.

C

I

7. Franco has visited me a lot recently.

C

I

8. They have waited for you for ten minutes before they left.

C

I

two hundred and six

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C. Circle the correct form of the verb in the present perfect or the simple past. My friend Jason ( had / has had ) a crush on our classmate Lily since last year. He ( told / has told )

( realized / have realized ) Jason had feelings for Lily one day when she ( asked / has asked ) him a question in math class and he ( became / has become ) really nervous. He ( blushed / has blushed )

VERBS

me about his feelings this morning but I ( knew / have known ) his secret for a long time. I

and ( started / has started ) clearing his throat repeatedly while talking to her. He ( did / has done ) other embarrassing things like tripping over desks when Lily is around. Yesterday in the cafeteria, he almost ( spilled / has spilled ) his coffee on Lily’s shirt when he ( noticed / has noticed ) that she was standing in line behind him. He also told me that he ( sent / has sent ) her chocolates and love messages anonymously. He ( tried / has tried ) many times to build up the courage to talk to her but he always feels too embarrassed. Poor guy! He’s head over heels in love with her. This morning, I ( gave / have given ) him advice about how to approach Lily. I hope it works.

D. Complete the text with the present perfect or the simple past of the verbs in parentheses. My sister, Isabella, (perform) (stop)

amazingly last night at the local concert hall. She

playing since my parents (buy)

her a violin for her

fourth birthday. The weekend after that birthday she (start) Mrs. Jones who (be)

taking lessons with

her teacher ever since. At the beginning, Isabella (have) some difculty learning the violin techniques but Mrs. Jones always

(encourage)

her. Isabella (keep)

practising, and she (make)

practising and

a lot of progress in just a few months. She (play)

the violin for ve years now and she (become) violinist. Last year, she (win)

a great

a violin

competition in our city and (join) the local youth orchestra. Since then, she (perform) all over town. Recently, Isabella (start)

taking piano lessons.

I think she (do) very well as a pianist so far. I’m sure she will be a great musician in the future.

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VERBS

Past Continuous Use the past continuous to describe ongoing actions in the past that: • happened at a specic moment I was doing my homework at 5:00 p.m. yesterday. • were happening simultaneously I was skating while my brother was playing hockey. • were interrupted by other actions I was sleeping when a loud noise woke me up. Afrmative: Use the simple past of the verb to be (was/were) before the present participle (base form + ing) of the main verb.

FYI

Negative: Add not after the verb to be. Contractions: You can use the negative contractions wasn’t and weren’t.

Singular

I was taking a shower You were watching TV She / He / It was eating

Plural

Afrmative

We were studying You were sleeping They were reading

The action that is interrupted is in the past continuous. The action that interrupts it is in the simple past.

Negative

when the phone rang.

I was not (wasn’t) taking a shower You were not (weren’t) watching TV She / He / It was not (wasn’t) eating We were not (weren’t) studying You were not (weren’t) sleeping They were not (weren’t) reading

when the phone rang.

For the spelling rules for present participles, see page 187 of the Reference Section.

A. Complete the sentences with the past continuous afrmative of the verbs in parentheses. 1. Franco (sleep)

when his boss arrived.

2. You (take)

a nap yesterday at 1:00 p.m.

3. We (study)

while our teacher (set)

4. It (snow)

up the IWB.

this morning.

5. I (do)

the dishes when the lights went out.

B. Complete the sentences with the afrmative of the correct tense of the verbs in parentheses. Use the past continuous for the action that is interrupted, and the simple past for the action that interrupts it. 1. I (ride)

was riding

2. Sall’s computer (freeze) 3. We (talk)

208

my bike when I (run)

ran

while she (write)

an email.

on the phone when we (get)

4. While Jon (read)

he (fall)

5. They rst (meet)

Sara while they (walk)

two hundred and eight

into a tree.

Verbs

cut off. asleep. their dog.

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C. Complete the sentences with the negative past continuous of the verbs in the word box. Use contractions. eat • enjoy • feel • listen • look • pay • play • wear

1. I’m sorry, could you repeat what you said? I

wasn’t listening

2. Jane didn’t understand because she

attention.

3. You’re wrong! David 4. They

to you. VERBS

Word Box

jeans that day, but black pants. very well as a team and they lost the game.

5. We

the lm, so we left the cinema.

6. He

at the path, so he stumbled and fell.

7. You put on some weight because you 8. Betty

healthy food.

well, so she went back home.

D. Complete the sentences with verbs in the past continuous afrmative or negative. Use your own ideas. 1. I

was doing my homework

when my mother called me to dinner.

2. They

when it started to rain.

3. We

when we heard the re alarm.

4. Claudia

when her boss arrived.

5. Jordan

when he broke his leg.

6. You

when I called you.

7. I

when someone knocked at the door.

8. Mrs. Collins

when her baby started to cry.

E. What were you doing at the specic times indicated below? Write sentences that are true for you. Use verbs in the past continuous afrmative. Yesterday at 10:00 a.m.: 5:00 p.m.: 10:00 p.m.: Questions

Last Saturday at 7:00 a.m.: 1:00 p.m.: 6:00 p.m.:

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Past Continuous Follow this word order: simple past of the verb to be + subject + present participle of the main verb + rest of the question? Short answers

Singular

Question Was I making a lot of noise? Were you sleeping at 10:00 a.m.? Was she / he / it eating lunch at noon?

Yes, you were. Yes, I was. Yes, she / he / it was.

No, you weren’t. No, I wasn’t. No, she / he / it wasn’t.

Plural

VERBS

Yes / No Questions

Were we doing the exercise well? Were you going to the supermarket? Were they running in the park?

Yes, you were. Yes, we were. Yes, they were.

No, you weren’t. No, we weren’t. No, they weren’t.

A. What were these students doing at noon yesterday? Write yes / no questions in the past continuous. Use the prompts. Then, write short answers with the prompt in parentheses. 1. Alex / take / a nap under a tree (No) Was Alex taking a nap under a tree? No, he wasn’t. 2. Adrienne / listen / music (Yes)

3. Jeff, Karan and Sonya / eat / in the cafeteria (Yes)

4. Nick and Becky / have / a picnic (No)

5. Linda / reading / a teen magazine (Yes)

6. Daniel and Mike / play / basketball (No)

7. Ben / nish / his homework (Yes)

8. Teresa / talk / on her cellphone (No)

9. Kevin and Lisa / study for a test (No)

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Past Continuous Follow this word order: question word + simple past of the verb to be + subject + present participle of the main verb + rest of the question?

Singular

What was I saying? Why were you crying? Where was she / he / it going?

Plural

Example

Who were we playing with that day? How long were you waiting for the bus? Who were they hoping to see?

VERBS

Information Questions

Do not use the past continuous with verbs that express permanent states, emotions or preferences. Use the simple past instead. NOT

For more information on question words, see page 254 of the Reference Section.

A. Underline the errors in the following information questions. Rewrite the questions correctly. 1. Where you were going to school last year?

2. How was feeling your brother this morning?

3. What was the Smiths selling at their garage sale?

4. Who Jackie were texting on her phone at lunchtime?

5. Why your dog barking was so much last night?

B. Read the answers. Complete the information question for each answer. Use the past continuous. 1. Where were you staying

in London? I was staying at a hotel.

2.

when the power went out? I was watching a quiz show.

3.

with at the party? I was dancing with Michelle.

4.

after class? She was going to the dentist’s.

5.

this morning? He was running because he was late.

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Date:

Group:

VERBS

Past Continuous vs. Simple Past Use the past continuous to describe:

Use the simple past to describe:

• ongoing actions during a period of time in the past I was having dinner yesterday at 8:00 p.m.

• a series of completed actions in the past Ben took a shower, put on his pajamas and went to bed.

• two actions happening simultaneously I was reading a book while my brother was playing video games. • the background of a story That morning the sun was shining. Jane was wearing sunglasses.

• habits in the past I had hockey practice every day after class last winter.

Use the past continuous and the simple past together to talk about an action that was interrupted by another action. Use the simple past for the interrupting action. I was sleeping when my mother arrived. past continuous

simple past

A. Circle the correct form of the verb 1. After Chen arrived, we ( ate / were eating ) dinner. 2. I saw your boyfriend at the mall yesterday. He ( held / was holding ) hands with another girl. 3. They ( said / were saying ) goodbye to everybody and then they ( left / were leaving ) the party. 4. I ( hurt / was hurting ) my back while I was playing volleyball. 5. Last year, I ( practised / was practising ) guitar every day. 6. The football game ( started / was starting ) 20 minutes ago. 7. When you called, I ( took / was taking ) a shower.

B. Read the sentences and underline the interrupting action. 1. While I was cooking, I cut my nger. 2. It started to rain when we were walking. 3. Joe sprained his ankle while he was playing soccer. 4. Emily was sleeping when she heard a loud noise. 5. My computer suddenly turned off while I was sending an email. 6. Diana was walking her dog when a neighbour cried for help. 7. When the phone rang, Ahmad was taking a nap.

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C. Look at the prompts and circle the interrupting action. Then, write a sentence using the correct forms of the verbs in the present continuous and the simple past.

VERBS

1. I (fall) asleep / I (read) a book I was reading a book when I fell asleep. 2. he (swim) / he (get) a cramp in his leg

3. she (spill) her coffee / she (do) her homework

4. we (study) in our classroom / the re alarm (go) off

5. a dog (start) to chase me / I (run)

D. Complete the text with the correct form of the verbs in simple past or past continuous. I (have)

a funny accident yesterday. I (ride)

somebody (call)

my bike when

my name. I quickly (look)

behind me

to see who it was. It was Sophia, my neighbour, who (walk) hello and (wave)

her dog. I (say)

at her when I (crash)

into a tree. Fortunately, nothing serious (happen)

to me, but I (feel)

very embarrassed. Children in the park (laugh) I (stand up)

E.

and (take)

at me.

a bow. I gave them quite a show!

C1 Ask a partner each of the questions. Record his / her answers using the simple past and the past continuous.

1. What were you doing when class started? Partner’s answer: 2. Where were your parents living when you were born? Partner’s answer: 3. How were you feeling when you got out of bed this morning? Partner’s answer:

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Future VERBS

With Will Use the simple future with will to describe future events, actions or states, and to make plans or predictions. Afrmative: Use will before the base form of the main verb for all subjects.

The verb follows the same rules as other verbs in the simple future. It has the same form for all subjects.

Negative: Use will not before the base form of the main verb for all subjects. Contractions: You can use contractions for both the afrmative (’ll) and the negative (won’t). Negative

Singular

I will (I’ll) visit my uncle next month. You will (You’ll) go to the museum. She / He / It will (She / He / It’ll) be there.

I will not (won’t) visit my uncle next month. You will not (won’t) go to the museum. She / He / It will not (won’t) be there.

Plural

Afrmative

We will (We’ll) bring dessert. You will (You’ll) do a good job. They will (They’ll) call me later.

We will not (won’t) bring dessert. You will not (won’t) do a good job. They will not (won’t) call me later.

A. Complete the sentences with the future with will of the verbs in parentheses. Use the afrmative. Do not use contractions. We are planning a surprise party to celebrate Nelly’s birthday next Saturday. That morning, our friends, Vicky and Gina, (take) (buy)

Nelly to the mall for a few hours of shopping. They

her a present while Nelly’s family, Raul, Valery and I prepare everything for

the party. Mrs. and Mr. Adams (decorate) Valery and I (bring)

their house with balloons and streamers.

the birthday cake, candles and hats. Mr. Adams (make)

Nelly’s favourite dish, lasagna, which we (eat) Raul (take)

care of the music; he (set up)

later for dinner. the stereo system and

download a playlist of Nelly’s favourite songs. Nelly’s sister is an artist, so she (paint) a giant “Happy Birthday!” banner for Nelly. I (invite) that they (have)

to keep the party a surprise! When Vicky and Gina bring Nelly back

home, we (shout)

“Surprise!” and Valery (take)

reaction. I am positive that Nelly (be) and all of the party decorations. Everyone (enjoy)

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Nelly’s friends and remind them

Verbs

a photo of her

amazed to see her friends and family members, her surprise party, that’s for sure!

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B. The following information about a music event is wrong. Write negative sentences in the future with will. Use the verbs in the word box. Do not use contractions. be • cost • last • present • start • take place

MUSIC FACTORY PRESENTS

Marco Soul

DJ Simon T in Concert

1. Music Factory will not present DJ Simon T in concert. 2.

VERBS

Word Box

June 6

Saturday, May 6

3.

9:00 p.m. - 1:00 a.m.

10:00 p.m.- 1:00 a.m. Amsterdam

Greenwood Arena Tickets: $20

$15

4.

5.

6.

C. Make some predictions about Max’s year in Secondary 2. Write four afrmative and four negative sentences. Use the prompts in the word box and contractions.

Word Box

1. He’ll get an A in English. 2.

• get an A in English

3.

• go on a date

4.

• be on the student council

5.

• stress out about a test

6.

• join a club

7.

• do a science project • play volleyball

8.

• take part in a debate

D. Choose at least three prompts from the word box in Step C and write predictions about your next school year. Use the afrmative or negative of the future with will.

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Future VERBS

Questions with Will Yes / No Questions Follow this word order: will + subject + base form of the main verb + rest of the question? Short answers

Singular

Will I arrive on time? Will you lend me some money? Will she / he / it drink milk?

Yes, you will. Yes, I will. Yes, she / he / it will.

No, you won’t. No, I won’t. No, she / he / it won’t.

Plural

Question

Will we nd her address easily? Will you wait for me? Will they play on our team next year?

Yes, you will. Yes, we will. Yes, they will.

No, you won’t. No, we won’t. No, they won’t.

Information Questions Follow this word order: question word + will + subject + base form of the main verb + rest of the question?

Singular

Who will I invite to my party? Why will you quit your job? When will she / he / it stay with us?

Plural

Example

Where will we meet our friends? How will you get there? What will they talk about at the conference?

FYI

We also use the present continuous to ask about future plans.

For more information on question words, see page 254 of the Reference Section.

A. Write yes / no questions with the prompts. Use the future with will. 1. you / eat that sandwich 2. Mimi / go out with me one day? 3. store / be open tomorrow? 4. Raj / return to school next week?

B. Read the answers. Write information questions for each answer. Use the future with will.

216

1.

this year? Daniela will be 16 years old.

2.

her birthday? She will celebrate it on Saturday.

3.

? She will invite all her friends.

4.

? The party will be at her cottage.

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Future You can also use be going to before a main verb to talk about the future. Use be going to: • to indicate future plans or intentions • to make predictions based on evidence

I’m going to travel to Spain next summer. It’s 8:30 p.m. already! You’re going to miss the train!

VERBS

With Be Going To

Afrmative: Use the simple present of the verb to be + going to + the base form of the main verb. Remember that

Negative: Add not after the verb to be.

has two different negative contractions.

Contractions: Use the afrmative and negative contractions of to be. Negative

Singular

I am (I’m) going to get a job. You are (You’re) going to see Sam. She / He / It is (She / He / It’s) going to cry.

I am not (I’m not) going to get a job. You are not (aren’t) going to see Sam. She / He / It is not (isn’t) going to cry.

Plural

Afrmative

We are (We’re) going to make sh. You are (You’re) going to go home. They are (They’re) going to eat pie.

We are not (aren’t) going to make sh. You are not (aren’t) going to go home They are not (aren’t) going to eat pie.

A. Complete the text with the verbs in parentheses. Use the afrmative form of the future with be going to. Do not use contractions. is going to be

Our Christmas this year (be)

the best one ever. Many of

our relatives from around the world (spend)

the holiday

with us. My uncle Tom and my cousins Laura and Alex from England (come) , as well as my Uncle Keith from Sweden, my older sister Tina from Mexico and my Aunt Rosie from Australia. My aunt (bring) her husband, Robert and her two-year-old son, Thomas. It’s nice that I (meet) My grandparents (visit) (see) excited! We (have) (make) and I (play) family. It (be)

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Robert and my little cousin. us, too. I’m so happy that I them again after such a long time. I’m so a great time together. My parents a delicious Christmas meal and my brother the piano, sing and play games with our so much fun!

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B. Write negative sentences in the future with be going to. Use the prompts and contractions. 1. Marjorie / lose weight

VERBS

Marjorie isn’t going to lose weight. 2. Ronda and Soa / talk again after their argument

3. I / be a great guitar player

4. It / be sunny today

5. We / have a good time on our camping trip

6. They / come to our barbecue later

7. You / nd your wallet

C. How are you going to prepare for your nal exams? Read the list of activities. Check the activities that you plan to do. Then, write a sentence about each activity, using the afrmative or negative of the future with be going to. 1. I’m going to make a study schedule. 2.

3 make a study schedule

3.

get enough sleep

4.

stay up late

5.

write ash cards

6.

study with a friend

7.

play a lot of video games go over my notes

8.

take a lot of breaks

9.

218

How I will get ready for my nal exams:

ask someone to quiz me

10.

nd excuses to put it off

11.

get stressed out

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Future Yes / No Questions Follow this word order: simple present of to be + subject + going to + base form of main verb + rest of the question?

VERBS

Questions with Be Going To

Short answers

Singular

Am I going to be in the play? Are you going to make dinner? Is she / he / it going to stay in bed?

Yes, you are. Yes, I am. Yes, she / he / it is.

No, you’re not. No, I’m not. No, she / he / it’s not.

Plural

Question

Are we going to have a quiz? Are you going to go by train? Are they going to study with us?

Yes, you are. Yes, we are. Yes, they are.

No, you’re not. No, we’re not. No, they’re not.

Information Questions Follow this word order: question word + simple present of to be + subject + going to + base form of main verb + rest of the question?

What am I going to do with all these books? Who are you going to sit next to? Why is she / he / it going to be there?

Plural

Singular

Example How are we going to raise the money? Where are you going to watch the game? When are they going to pay us a visit?

For more information on question words, see page 254 of the Reference Section.

A. Unscramble the questions. Answer the yes / no questions with a short answer. 1. going to take / you / karate lessons / are / ?

2. Veronica / going to go / where / next summer / is / ?

3. to his teacher / going to talk / he / is / ?

4. is / when / going to start / the game / ?

5. it / tonight / is / really / going to snow / ?

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Modals VERBS

Use modals to add meaning to main verbs. Modal

Meaning

Example

can, could

present ability past ability

I can sing very well. I could do a handstand then.

can, could, may, might

possibility

We can go to the party tomorrow. She might arrive home late. He may buy a new bike.

must, have to

obligation

You must be quiet at the hospital. You have to be here at 8:00 a.m.

should

advice

You should see a doctor.

may

permission

You may begin the test now.

The same modal can have different meanings depending on the context. (possibility) (permission)

Afrmative: Use the modal before the base form of the main verb for all subjects. Do not use to after modal verbs. I can to play the guitar. Use only one modal for each verb. She must has to take the bus. Negative: Add not after the modal. Contractions: You can use negative contractions with some modals: can’t, couldn’t, mustn’t and shoudn’t. Negative

Singular

I can speak three languages. You must wear gym clothes. He / She / It might have the u.

I cannot (can’t) speak three languages. You must not (mustn’t) wear gym clothes. He / She / It might not have the u.

Plural

Afrmative

We should meet at the mall. You may use a dictionary. They could walk for hours.

We should not (shouldn’t) meet at the mall. You may not use a dictionary. They could not (couldn’t) walk for hours.

A. Circle the appropriate modal in the sentences. Then, write the meaning expressed by the modal: permission, advice, possibility or obligation on the line. 1. I think that the music festival ( may / can ) start tomorrow.

possibility

2. You ( mustn’t / might not ) cheat during an exam. 3. I ( must / might ) nish my homework in an hour, but I’m not sure. 4. Police ofcers ( have to / can ) wear a uniform. 5. You ( should / must ) take a pill if you have a headache. 6. ( Might / May ) I go to the washroom?

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GRAMMAR SECTION

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B. Look at the list of activities. Write sentences about Oliver’s past and present abilities. Use could or couldn’t and can or can’t. When Oliver was a child

Today

3 swim well

3 play the drums

play the piano

3run fast

VERBS

drive Questions

ride a horse

3 play basketball

draw well

3jump really high

paint well

1. He could swim well.

6. He can’t drive.

2.

7.

3.

8.

4.

9.

5.

10.

C. Underline the modals and rewrite the sentences in the negative form. Use contractions if possible. 1. We may have a beach party next weekend.

2. You should wear that funny hat.

3. You must call Brenda at her ofce.

4. They might go to a Greek restaurant this evening.

D. Write your school’s rules using modals and the verbs in parentheses. 1. (arrive) 2. (ask) 3. (bring) 4. (run) 5. (talk)

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Modals VERBS

Questions Yes/No Questions: Follow this word order: modal + subject + base form of main verb + rest of the question? Use yes / no questions with the modals can or could to make your requests more polite: Less polite: Close the window. More polite: Can / Could you close the window? Information Questions Follow this word order: question word + modal + subject + base form of main verb + rest of the question? Information questions

Yes / no questions May I present my project tomorrow? Can you hold my bag for a second? Must she / he / it make so much noise?

Where may I go? When can you come over? Why must she / he / it wait?

Should we call Sam now? Could you tell me the time, please? Can we bring a friend?

How long should we stay? What could you do to cheer her up? How could they tell the difference?

Do not use or with modals in questions.

For more information on question words, see page 254 of the Reference Section.

A. The following questions with modals are wrong. Underline the errors and rewrite the questions in their correct form. 1. Should I to get a ladder?

2. Do you can repeat that, please?

3. How I can get to the metro station?

4. Can Maria goes to the music festival with us?

5. Could you doing a backbend when you were a child?

6. What time she should pick you up?

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B. The following requests are too direct. Use can or could to make the requests more polite. 1. Close the door!

Can / Could you close the door, please?

VERBS

2. Give me the address! 3. Spell your name again 4. Turn the lights on! 5. Lend me your pen!

C. Complete the following conversation. Unscramble the questions with modal verbs. Can I talk

Jacob: Hey Tony, what’s up? Are you busy? (I / talk / can) Tony:

Yeah, I have a couple of minutes. What’s up?

Jacob: (you / keep / can) Tony:

to you?

a secret? It’s very important.

Sure! What’s going on?

Jacob: Well, I have a big crush on Gina. You know, the girl with the long, black hair. Tony:

I knew it! Why don’t you just tell her?

Jacob: Really? (I / tell / should) Tony:

her? I’m not sure. I feel embarrassed!

But she seems like a very nice, friendly girl. She might also like you.

Jacob: But (should / how / I / tell) Tony:

her? I’m not sure how to do it.

Well, I don’t know . . . send her some owers!

Jacob: Yeah, maybe . . . I’ll think of something. In the meantime, (you / do / could) Tony:

me a big favour?

It depends. What is it?

Jacob: (you / could / ask)

her

if she wants to go to the school dance with me? Tony:

Are you serious? Why me? You should do it.

Jacob: Please! I just feel too embarrassed. Tony:

Okay, okay. (should / when / I / talk)

to her?

Jacob: How about tomorrow? During lunch? Tony:

All right, but you owe me! Well, I have to go to class now. See you tomorrow.

Jacob: Thanks Tony! Oh! One more thing: (buy / can / you)

some

owers for Gina? (you / do / could) Tony:

this for me?

You must be kidding me!

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VERBS

The Passive Voice We use the active voice when we focus on the subject or performer of an action. We use the passive voice when we focus on the object acted on. Active voice:

Shakespeare wrote Hamlet.

The focus is on the writer (Shakespeare).

Passive voice:

Hamlet was written by Shakespeare.

The focus is on the play (Hamlet).

We also use the passive voice when the performer of the action is: • irrelevant

These houses were built in 1946.

• unknown

My bike was stolen yesterday.

Make sure you use the verb

in the right form.

When using the passive voice, the performer of the action does not always need to be specied.

To form sentences in the passive voice, follow this order: subject + verb to be + past participle of main verb The emails were sent yesterday at 8:00 a.m. Tense

Sentence in active voice

Sentence in passive voice

Simple present

My family eats dinner at 6:00 p.m.

Dinner is eaten at 6:00 p.m. (by my family).

Simple past

My family ate dinner at 6:00 p.m.

Dinner was eaten at 6:00 p.m. (by my family).

Simple future

My family will eat dinner at 6:00 p.m.

Dinner will be eaten at 6:00 p.m. (by my family).

A. Underline the verbs and circle the objects in each sentence. Then, rewrite the sentences in the passive voice. 1. Mrs. Ramezay teaches history class. History class is taught by Mrs. Ramezay. 2. People celebrate Valentine’s Day on February 14.

3. Joseph-Armand Bombardier invented the snowmobile.

4. They discovered dinosaur bones in Alberta.

5. People donate a lot of Christmas presents in my neighbourhood every December.

6. They will give away free concert tickets at the radio station.

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B. Decide whether the following sentences are in active or passive voice. Circle active ( A ) or passive ( P ). 1. Leonardo Da Vinci painted the Mona Lisa.

A

P

2. These cameras are produced in Japan.

A

P

3. People speak Mandarin in China.

A

P

4. More than 200 people were invited to the party.

A

P

5. Columbus discovered the Americas in 1492.

A

P

6. The store’s window was broken last night.

A

P

VERBS

Rewrite the active sentences in the passive voice.

C. Complete the following sentences with an appropriate verb from the word box. Use the passive voice of the verb in the simple present, simple past or simple future tense. 1. Many houses 2. Curling

by an earthquake last year. on ice by sliding stones towards a target.

3. Every year, the canals in Venice 4. The new movie theatre

next week.

5. Gallons of maple syrup every spring.

at my grandparents’ farm

6. “Ode to Joy”

D.

by thousands of tourists.

Word Box compose destroy open play produce

by Beethoven.

visit

C1

Complete the following questions with the verbs in parentheses. Use the passive voice. Next, ask a partner the questions and record his / her answers using complete sentences. 1. What is the best gift you

2. What was the last birthday party you

3. How many languages

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ever

? (give)

to? (invite)

in your home? (speak)

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SENTENCE BUILDERS

Nouns Plural Forms We add a nal s to most nouns to make them plural. Follow these spelling rules. Noun

Rule

Examples

Most nouns

Add s.

friend

Nouns ending in ch, sh, s or x, and most words ending in o

Add es.

watch watches, dash dashes, bus buses, box boxes, hero heroes

friends, boy

boys, apple

Nouns ending in consonant + y Change y to i and add es. y

ies, berry

berries, country

Most nouns ending in f or fe (except chief, cliff, roof, safe)

lives, thief

thieves, scarf

Change f or fe to ves.

life

apples

countries scarves

Exceptions Some nouns have an irregular plural form.

man tooth

men, child children, foot teeth, person people, ox

Some nouns do not change form in the plural.

moose, sh, sheep, deer, salmon

Some nouns are always plural.

scissors, jeans, police, pants, glasses

feet, oxen

A. Circle the correct plural form of the nouns in parentheses. 1. We need to buy some ( cherrys / cherries ) to make the pie. 2. Trees drop their ( leafs / leaves ) in the fall. 3. Mrs. Jenkins grows ( tomatoes / tomatos ) in her backyard. 4. The ( childs / children ) are very happy with their new ( toys / toies ). 5. We made a dozen ( sandwichs / sandwiches ) for the picnic.

B. Complete the text with the plural form of the nouns in parentheses. Some (thief)

broke into a clothing store last Sunday. The following clothing (item) were stolen: 5 (scarf)

8 (sweater)

, 10 gold (watch)

8 (hat)

, 10 (jacket)

8 (blouse)

, and 20 pairs of (sunglasses)

putting several (box)

two hundred and twenty-six

,

, 15 pairs of (shoe) , 20 (T-shirt)

told the (police)

226

, 10 pairs of (jeans)

, ,

. Two (witness)

that they saw four (person) into a van parked in front of the store.

Sentence Builders

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Countable and Uncountable Countable nouns

Uncountable nouns

We can put a number (one, two), an indenite article (a, an) or certain quantiers (many, a few) in front of a countable noun. I’m going to buy a new jacket. When there is more than one countable noun, use the plural form. I read two books last week.

We cannot put a number or an indenite article in front of an uncountable noun. The boys wanted information. Uncountable nouns do not have a plural form and are considered singular. My science and math homeworks are done. My science and math homework is done.

Some uncountable nouns can be either countable or uncountable, depending on how they are used. Countable: Can I have two coffees, please? (two cups of coffee) Uncountable: I love coffee. (in general)

SENTENCE BUILDERS

Nouns

The following nouns are uncountable in English:

A. Underline the correct words to complete the following sentences. Then, write C for countable or U for uncountable 1. I ate a big bowl of ( cereals / cereal ) for breakfast. 2. Molly needs to send ( a letter / letter ) to the school today. 3. You always give me useful ( advices / advice ). 4. We need to buy a bag of ( rices / rice ). 5. The secretary made a lot of phone ( call / calls ) this morning. 6. Your ( answer / answers ) are all wrong.

B. Cross out the noun that is in the incorrect form. Then, write the correct form on the line. 1. carrots

tomatoes

lettuces

peppers

2. bills

coins

cheques

moneys

3. skirts

socks

clothings

clothes

4. a test

an exercise

a homework

a project

5. foots

eyes

hands

legs

6. a chair

a furniture

a closet

a table

7. schools

books

knowledges

students

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Sentence Builders

lettuce

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SENTENCE BUILDERS

Nouns Possessive Forms We indicate possession by adding ’s to the end of a noun. Angie’s bag is under the desk. My dog’s tail is short. Montreal’s festivals are fun.

FYI

We can also use the possessive form with time expressions.

For nouns that end with s, use only an apostrophe ( ’ ). I love going to my grandparents’ farm. Chris’ dog is really cute. We use the possessive form mainly for people, animals and regions. For inanimate objects, use of. In some cases, you can simply omit the ’s. The cover of my book has a nice picture. My bedroom window is open. The end of the story is really sad. Dad can’t nd his car keys.

A. Write the correct possessive form of the underlined nouns 1. Tania last name is Diaz.

Tania’s

2. The Johnsons house is on the next corner. 3. The students projects were very interesting. 4. Toronto population is about 2.79 million people. 5. The children toys are all over the oor. 6. My parents names are Bertha and Jeremy. 7. Have you met Gerard girlfriend?

B. Decide if the following sentences are correct or incorrect. Then, rewrite the incorrect sentences with the right possessive form: ’ or ’s. correct

incorrect

1. The cellphone of my father is new.

2. The eyes of Vanessa are brown.

3. I don’t know the meaning of this word.

4. The house of my aunt is very big.

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Compound Nouns A compound noun is a noun made up of two or more words. In a compound noun, the second word is usually the main noun while the rst word modies it or adds to its meaning. leather jacket (a jacket made of leather)

hairbrush (a brush for hair)

Compound nouns usually include the following combinations: • • • • •

noun + noun adjective + noun verb + noun preposition + noun noun + adjective

bus stop, bookstore blackboard, greenhouse breakfast, washing machine underworld, overpopulation handful

• • • •

noun + verb noun + adverb verb + preposition adjective + verb

birdwatching, weight training passerby checkout, standby dry cleaning

SENTENCE BUILDERS

Nouns

There are three forms for compound nouns: • one word

newspaper, notebook

• two words

tennis shoes, bus station

• hyphenated

six-pack, merry-go-round

To make compound nouns plural, identify the main noun and change it to the plural. pencil case vs.

pencil cases

mother-in-law

taxi driver

taxi drivers

passerby

passersby

mothers-in-law

A. Complete the sentences with compound nouns made up of words from box 1 and box 2. Use your dictionary to check the right form of the compound nouns. train station

1. Tina and Charles will arrive at 9:00 a.m. at the 2. I’m so thirsty! Can I have some

.

3. My father keeps all his important documents in his 4. I like to use a my readings.

.

.

to mark important passages in

5. The letters are in the

.

6. Before starting our hockey match, we should do a

.

Box 1

Box 2

mail

case

orange

juice

warm

lighter

high

station

train

box

brief

up

B. Underline the main noun in each compound noun. Then, make the compound noun plural. 1. father-in-law

fathers-in-law

2. shoe shop 3. goldsh 4. runner-up

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Nouns Gerunds A gerund is a verb with an –ing ending that functions as a noun. to walk walking to read reading Unlike other nouns, gerunds often refer to activities rather than to objects or people. Gerunds can be used: • as subjects Swimming is my favourite sport. • as objects of prepositions Fabienne thanked me for helping her.

Helping is the object of for.

• as objects of verbs Sara enjoys skiing in the winter.

Skiing is the object of the verb enjoy.

A. Read the sentences and decide if the underlined verb is a gerund. Circle yes ( Y ) or no ( N ). Is it a gerund? 1. Using cellphones during class is disrespectful.

Y

N

2. They’re watching a lm at Susan’s house.

Y

N

3. Driving too fast can be very dangerous.

Y

N

4. He’s happy about seeing Felix again.

Y

N

5. Sam loves cooking special meals for his friends.

Y

N

6. We were looking for you everywhere.

Y

N

7. Playing chess is one of my favourite hobbies.

Y

N

8. Talking to your teacher would be the best thing to do.

Y

N

B. Complete the following sentences with an appropriate verb from the word box. Use the gerund form of the verb. 1. I think ice-skating is easier than 2. I like

yoga in the morning.

3. Susan isn’t interested in 4.

two hundred and thirty

do

a language well requires a lot of practice.

hike perform

late.

play

for the Cirque Du Soleil is his biggest dream.

7. Sandy’s favourite activity at summer camp is the woods.

230

be

the piano anymore.

5. Hailey apologized for 6.

Word Box

.

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in

skateboard speak

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Subject Pronouns We use subject pronouns to replace nouns as subjects in a sentence.

Singular

I exercise every day. You are my best friend. She / He / It likes to eat salads.

Plural

Example

We had fun at the party yesterday. You enjoyed the school play. They moved to another city.

Use the third person singular to replace an animal, an inanimate object and to talk about the time and the weather.

SENTENCE BUILDERS

Pronouns

A. Complete the sentences with subject pronouns that replace the underlined words. 1. My father gave me a rabbit as a birthday present. 2. These shoes are nice, but

is so cute.

are too small for me.

3. I met your sister at a picnic the other day.

is very nice.

4. I can’t believe Sareka and Ross are still together. 5. James and I won the contest.

ght all the time.

got free tickets to see “The Hawks”!

B. Complete the conversation with the correct subject pronouns. Vicky: Are

going to Tina’s birthday party this Saturday? invited me, but

Max:

Vicky: Oh no! I thought

don’t think I can go. could go together. Why can’t

go?

have to work on a project for science class.

Max: Vicky: In that case,

is a big project.

might not go to Tina’s party.

is a very nice girl, but

don’t know many of her friends. Max: Well,

are friendly and outgoing. Do

remember Chris and Louise?

played basketball with us in the park the other day. Vicky: Oh, yes, Max:

remember them.

were cool.

are going to go to the party.

can hang out with them.

Vicky: Okay, but please try to nish your project so Max:

can go to the party together.

will do my best. Well, I have to go now.

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will talk later.

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Object Pronouns We use object pronouns to replace nouns that are used as the object of a verb (I love you) or a preposition (I’m going to the party with you).

Singular

Example Can you help me, please? I’ll call you tomorrow. I really like her / him / it.

Plural

SENTENCE BUILDERS

Pronouns

They’re waiting for us outside. It’s nice to see you again. I’ll talk to them tomorrow.

Object pronouns always go

a verb or a preposition.

A. Underline the object in each question. Then, circle the correct object pronoun to replace it in the answer. 1. Q: Are those slices of pizza for Sophie and me? A: No, they aren’t for ( you / them ). They are for Nick and Adam. 2. Q: Have you seen my soccer ball? A: Yes, I saw ( it / him ) under your bed. 3. Q: Sorry, Mrs. White, did you want to talk to me? A: Yes. I have a favour to ask ( you / us ). 4. Q: Did Coach Martin choose Josh to be the new captain of the team? A: Yes, he chose ( him / them ) because he’s the best player at the moment. 5. Q: Do you know our new neighbours, Colleen and Julian? A: No, I haven’t met ( you / them ) yet.

B. Answer the questions with real information about yourself. Use object pronouns to replace the underlined words in your answers. 1. Do you ever listen to classical music? Yes, I sometimes listen to it. 2. Have seen all of the Harry Potter movies? 3. Do you like horror movies? 4. Do you go to the park with your friends? 5. Are you interested in hockey? 6. Did a friend text you last night?

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SENTENCE BUILDERS

Demonstratives Adjectives and Pronouns We use demonstratives to draw attention to something or someone. Adjectives: Use the demonstrative adjectives this and these when the object is near the speaker. Use that and those when the object is far from the speaker.

Plural

Singular

Near

Far

This apple looks delicious.

I need that calculator.

I don’t like these scissors.

Can you pass me those markers?

Pronouns: This, that, these and those can also be used as pronouns to replace a demonstrative adjective and noun, a phrase or a sentence. These earphones are so cool. I really want these! (these refers to “these earphones”). Jason called to thank me. That was nice! (that refers to the whole sentence).

A. Complete the sentences with the correct demonstrative adjective: this, that, these or those. Underline the words that tell you whether the items are near or far. 1. I really like the book that I am reading right now. I think you would like

this

book.

2. Should I buy the green gloves that I have on or the red ones over there? I really like green gloves but

red gloves are nice, too.

3. Do you see the vacant lot across the street? The city is building a skate park on 4. Look at the tiger in the last cage. 5. I just hate

lot.

tiger is so huge!

new soccer shoes. They hurt my feet much more than my old ones.

B. Circle the demonstrative pronoun in each sentence. Underline the words they replace. 1. I like this iced cake better than that plain one. This is really yummy! 2. Check out these Gretzky hockey cards. I bet you have never seen these before! 3. I told Jenny that Shirley and Josh broke up. She didn’t know that! 4. Can you lend me your skates? These no longer t me. 5. Please pass me those books. Sorry, not these books but those over there.

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Quantifiers Adjectives and Pronouns Adjectives: We use quantiers to give information about the amount or quantity of something. Quantiers

Examples

With countable nouns only

(too) many, several, (a) few, a couple of, both, each, every

I have many friends. Both colours are nice.

With uncountable nouns only

(too) much, a bit of, (a) little

She has too much work. This coffee needs a bit of sugar.

With both countable and uncountable nouns

all, a lot of, lots of, some, any, (not) enough, no, none (of)

There are a lot of stores around here. Can I have some cake, please?

Pronouns: We can also use quantiers as pronouns to replace nouns. Q: Will you take the red or the blue jacket?

A: I’ll take both.

Q: How much sugar do you take in your coffee?

A: Just a little.

A. Underline the correct quantiers to complete the text. On my pizza, I like ( a lot of / many ) cheese, ( much / some ) mushrooms, ( a few / a little ) dried tomatoes, ( many / some ) bacon, (a little / a few ) black olives and ( a bit of / a few) spicy sauce, but ( too much / no ) onions. With that, I like to drink (a lot of / several ) water.

B. Look at the picture of the refrigerator. Describe the products and their quantities. Write sentences with appropriate quantiers and words from the word box. Use each quantier only once.

Word Box

apples • cheese • cucumbers • eggs • grapes • juice • limes • milk mushrooms • oranges • peppers • tomatoes • yogurt In the refrigerator 1. There is a lot of fruit. 2. 3. 4. 5. 6. 7. 8.

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Adjectives Position and Order of Descriptive Adjectives We use descriptive adjectives to describe people, places and things. Place adjectives after verbs like to be, to become, to get, to feel and to seem. She is smart.

We got tired.

You seem upset.

Place adjectives before nouns. They are excellent students.

I saw a cute dog.

We live in different cities.

When we use two or more adjectives before a noun (usually no more than three), we generally use the following order: Quantity one twelve many

Size small short large

A small Spanish town

Description good practical nice

Age antique old new

Shape square round oval

Two expensive cotton shirts

Colour purple brown blue

Material wood gold cloth

Origin Chinese French local

A tall friendly girl

A. Unscramble the words and write them in the correct order. 1. African / elephant / huge / a

a huge African elephant

2. ugly / brown / two / sweaters 3. table / rectangular / wooden / a 4. friendly / a / old / man 5. Italian / motorbikes / amazing / three 6. my / hamster / brown / tiny

B. Read the descriptions and underline the adjectives. Then, solve the riddles. 1. I’m a tall useful wooden object. I can also be metallic. Painters and window washers use me to reach high places. What am I? 2. I’m a big round orange vegetable. People use me to make scary lanterns in October. What am I? 3. When, I’m young, I’m a small ugly insect. I’m also fat and slow. But when I grow up, I’m beautiful. I have large colourful wings. What am I? 4. I have a funny round head. I have eight long powerful arms. I’m a huge dangerous creature in pirate stories. What am I?

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Adjectives Comparative and Superlative Forms Comparative: Use the comparative form of adjectives when comparing two things. Lake Superior is larger than Lake Ontario. It is more impressive than Lake Erie.

FYI

Superlative: Use the superlative form of adjectives when comparing more than two things. Asia is the largest continent in the world.

To indicate that two or more things are equal, use + adjective + .

Follow these spelling rules: Adjective

Comparative

Superlative

Most one-syllable adjectives

Add er + than. French is harder than English.

Add the + adjective + est. Math is the hardest subject.

One-syllable adjectives that end in e

Add r + than. Facts can be stranger than ction.

Add the + adjective + st. That was the strangest movie!

One-syllable adjectives that end in one vowel and a consonant

Double the nal consonant and add er + than. Kayaks can be bigger than canoes.

Add the + double the nal consonant + est. Theo is the biggest star on our team.

Two-syllable adjectives that end in y

Change y to i and add er + than. My poem is funnier than yours.

Add the + change y to i + est. Kai’s poem is the funniest of all.

Other adjectives of two syllables or more

Add more + adjective + than. Kim is more patient than I am.

Add the most + adjective. Summer is the most exciting season.

Irregular adjectives: bad, good, far

bad worse than, good better than, far further than

bad the worst, good the best, far the furthest

We also use less + adjective + than to indicate inferiority when comparing two things. This homework is less difcult but less interesting than yesterday’s assignment. We use the least + adjective to indicate inferiority when comparing more than two things. Of all the movies we saw, I think this one is the least funny.

A. Complete the chart with the correct forms. Equality

Comparative

Superlative

1. as brave as the most ambitious

2. 3. as silly as

the best

4. 5. as sad as

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B. Write sentences with the prompts and the comparative form of the adjectives in the word box. You can

Word Box

challenging • cool • enjoyable • interesting • scary • smart

1. baseball / hockey Hockey is more interesting than baseball. 2. texting / talking on the phone

SENTENCE BUILDERS

also indicate equality. Use each adjective only once.

3. vampire movies / monster movies

4. dogs / cats

5. video games / team sports

6. a summer off / a summer job

C. Complete the questions with the superlative form of the adjectives in parentheses. Then, answer the question with a complete sentence. 1. What is (good)

the best

time of year?

Summer is the best time of year. 2. Who is (tall)

3. What is (delicious)

4. Who is (helpful)

5. When are you (happy)

6. What is (difcult)

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person in your homeroom?

dessert you have ever eaten?

person you know?

: in spring, summer, fall or winter?

task you have done this week?

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Possessive Adjectives We use possessive adjectives to indicate a relationship (my brother) or possession (my book). Place possessive adjectives before nouns. Use possessive adjectives that are the same gender as the noun they replace. his sister

the queen’s speech

her speech

Subject pronoun

Possessive adjective

Singular

Aidan’s sister

I you she he it

my your her his its

This is my mother, Laurie. Can I borrow your pencil? Her hair is long and straight. His motorcycle is really cool. Its fur is brown.

Plural

SENTENCE BUILDERS

Adjectives

Example

we you they

our your their

Our parents will arrive soon. Your friends are very nice. Their names are Tom and Jen.

Don’t confuse (the contracted form of with the possessive adjective .

)

A. Circle the correct word to complete the conversations. Indicate if it is a subject pronoun or a possessive adjective. 1. Julian: Tony, is this ( your / you ) pen?

Possessive adjective

Tony: No, ( its / it’s ) not. Ask Maria. 2. Allie: ( I / My ) favourite pop band is One Direction. Bill: I know! ( Their / They’re ) so talented! 3. Ray: Do ( you / your ) think Joe is a good singer? Lou: Not really. I don’t like ( he / his ) voice.

B. Rewrite the sentences. Replace the underlined words with possessive adjectives. 1. Laura’s father is a circus performer. Laura’s sister wants to be one, too. Her father is a circus performer. Her sister wants to be one, too 2. George’s mother has been very sick. George’s father is quite worried.

3. Peru’s capital is Lima and Peru’s population is about 30.5 million people.

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Adverbs Adverbs of Time We use adverbs of time to describe when something happens. Past yesterday, earlier, last night / week / year / month, two days / weeks / years ago

Present (right) now, today, at the moment

Future soon, later, tonight, tomorrow, next week / month / year

We usually place adverbs of time at the beginning or the end of a sentence. Last year Mary went to a summer camp. or Mary went to a summer camp last year. Tomorrow it’s going to snow. or It’s going to snow tomorrow.

A. Complete the sentences with an appropriate adverb of time. Use a different adverb in each sentence. 1. Jessica is going to leave for Florida 2.

next week

.

I had a dentist’s appointment.

3. Claudia is talking to her teacher

.

4.

we’ll rehearse for the dance contest.

5.

my family and I visited New Zealand.

6. You need to hand in your assignment

.

7. Oops, I completely forgot to call Jonathan

.

8. Don’t worry; you’ll be able to play again 9.

.

Diana and her friends had a slumber party.

10. Isabelle is going to volunteer in Africa

.

B. Complete each sentences using real information about you, your family, friends or events at school. 1. Tomorrow

.

2. Last week

.

3. In two weeks

.

4. Earlier today

.

5. Right now

.

6. Today

.

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Adverbs Adverbs of Frequency We use adverbs of frequency to describe how often something happens. +

Degree of frequency always

usually

often

regularly

sometimes

occasionally

– rarely

twice

once

never

Most adverbs of frequency are placed before the main verb. Suzanne always has breakfast in the morning. Adverbs of frequency are placed after the verb to be. Allan is never late for school. Adverbs of frequency like once or twice are usually placed at the end of the sentence. We go grocery shopping once a week.

A. Circle the correct placement of the adverb of frequency: (1), (2) or (3). 1. (always)

She ( 1 ) goes ( 2 ) to her yoga classes in the morning ( 3 ).

2. (usually)

We ( 1 ) are ( 2 ) the rst students to arrive at school ( 3 ).

3. (twice a day)

My mother ( 1 ) drinks ( 2 ) coffee ( 3 ).

4. (sometimes)

William ( 1 ) eats ( 2 ) soup for lunch ( 3 ).

5. (rarely)

Cécile ( 1 ) is ( 2 ) in a bad mood ( 3 ).

6. (once a month)

They ( 1 ) play ( 2 ) paintball with their friends ( 3 ).

7. (occasionally)

The 321 bus ( 1 ) is ( 2 ) delayed ( 3 ).

8. (regularly)

Matt ( 1 ) talks ( 2 ) to his grandparents on Skype ( 3 ).

B. Answer the questions with complete sentences. Use adverbs of frequency. How often do you . . . 1. play tennis with your friends?

I never play tennis with my friends.

2. clean your bedroom? 3. watch the news on TV? 4. read a book for pleasure? 5. brush your teeth? 6. get a haircut? 7. ride your bike? 8. take the metro?

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Discourse Markers We use sequence adverbs and ordinal numbers to indicate the order in which things happen. We usually place them at the beginning or end of a sentence. Sequence adverbs Ordinal numbers

rst, then, next, after that, nally, last rst (1st), second (2nd), third (3rd), fourth (4th), fth (5th), etc.

SENTENCE BUILDERS

Adverbs

When the sequence adverb or ordinal number comes at the beginning of a sentence, we usually place a comma after it. First, we arrived at the airport. Then, we took a taxi. After that, we got to the hotel.

A. Put the steps for doing a handstand in the correct order according to the pictures. Use ordinal numbers.

1

2

3

Ordinal number

4

5

6

Steps for doing a handstand

bend slowly forward to place your hands on the ground. stop your movement when your entire body is in a vertical position, with your legs together and your toes pointed. You got it! when your rst leg is almost vertical, start lifting your other leg into the air. First,

stand straight, put your arms over your head and take a step forward. when your hands are on the ground, lift your back leg into the air. bring your legs together while trying to keep your balance.

B. Write ve steps for organizing a party. Use sequence adverbs. 1. First, 2. 3. 4. 5.

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Prepositions Prepositions of Place We use prepositions of place to indicate the relative position of people, places and things. Examples The apple is on / on top of the notebook. The books are under the notebooks. The coloured pencils are in / inside the cup. The cup is behind the pencil sharpener. The scissors are in front of the books. The apple is next to / beside the yellow pencil. The stapler is between the pencil sharpener and the paper clips.

A. Look at the picture. Complete the sentences with the correct prepositions of place. 1. The helmet is

next to / beside

2. The paddle is

racquet

the boxing gloves.

dart board

the table tennis ball.

3. The puck is

the helmet.

4. The dart board is

baseball glove

helmet

the football.

5. The racquet is

the helmet.

6. The football is

the basketball.

7. The baseball is

the baseball glove.

8. The table tennis ball is

the paddle.

9. The yellow tennis ball is 10. The basketball is

the boxing gloves.

paddle boxing glove tennis ball table tennis ball

puck

the football and the soccer ball.

B. Write sentences about objects in your classroom and their location. Use prepositions of place. 1. The clock is on the wall. 2. 3. 4. 5.

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Prepositions Prepositions of Time, Date and Duration We use these prepositions to indicate the time, date or duration of an event. Type of preposition

Examples

Time

at (hour) in (time of day)

I get up at 5:00 a.m. every morning. Ralph studies in the afternoons.

Date / Day

on (day or date) in (month, year or season)

My birthday is on May 6. We’re going to Nova Scotia in August.

Duration

from . . . to (time period) for (number)

My mother works from 9:00 a.m. to 5:00 p.m. I was in Ottawa for three hours.

A. Circle the correct preposition of time, date or duration. 1. Kyle has swimming lessons ( at / in / on ) Saturdays. 2. The last train leaves ( at / from / for ) 12:30 p.m. 3. We always go camping ( on / in / at ) July. 4. My little brother was born ( in / on / at ) March 14. 5. Erin sang in the school choir ( for / from / in ) two years.

B. Complete the conversation with the correct prepositions of time, date or duration. Sam: Dad, can we go to the Winter Adventure ski camp? The information on their website looks cool. Look, there’s a 30% discount on a ski camp season,

ve days

the early winter

December 21 to January 5. We could celebrate the New Year there.

Dad: Maybe. What kind of activities do they offer? Sam: Well, the ski camps run lessons start are fun activities

Monday to Friday. Every day, the skiing and snowboarding 9:00 a.m. Lunch time is the afternoon

7:00 p.m. to 8:30 p.m. Then,

12:00 p.m. to 1:30 p.m. There three hours. Dinner time is

8:45 p.m., a bus takes us back to the hotel. There

are other activities besides skiing and snowboarding. For example, go snow tubing and

Monday we can

Tuesday we can take a dogsled tour. So, what do you think?

Let’s go!

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Articles Denite and Indenite Denite Articles: We use the denite article the with singular and plural nouns to refer to specic people, events, places or things. That’s the song I told you about!

I bought the movie tickets already.

Indenite Articles: We use the indenite articles a or an with singular countable nouns to refer to non-specic people, events, places or things when they are mentioned for the rst time. We omit the article with plural nouns. I read a book for my project.

I read books for my project.

There is a tree beside my house.

There are trees beside my house. an

a

Use an before words that start with vowel sounds or silent h. an uncle, an elevator, an hour

Use a before words that start with consonants or consonant sounds. a notebook, a pencil, a house

A. Choose the appropriate noun from the word box to complete the sentences. Then, add the indenite articles a or an.

Word Box

eraser • hamburger • hour • spider • umbrella • uniform a spider

1. Ah-h-h! There’s

on my shoulder! Take it off me, please!

2. It’ll probably rain later. You should take

.

3. Hurry up! Ted will pick us up in 4. Do you have

. by any chance? All my answers are wrong.

5. You don’t need to wear

at this school.

6. Can I have

and French fries, please?

B. Complete the text with the articles a, an or the. Phil and I went to

fair near his neighbourhood yesterday.

rides, food booths and stalls with different games. We took attraction called

interesting game to play. Phil played game was played by throwing

on posts. He knocked down all of

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ride on

new

Terminator. It was very scary, but fun! Then, we walked around

game stalls looking for Coconut Shy.

fair had a lot of fun

Sentence Builders

coconuts and won

game called

ball at a row of coconuts balanced prize!

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Name:

Date:

GRAMMAR SECTION

Group:

We use conjunctions to connect two words, two phrases or two clauses of a compound sentence. Conjunctions have different functions. Conjunction

Function

Examples

and

to add information

Nora plays the piano and the violin.

or

to indicate a choice

Do you drink milk or juice in the mornings?

but, except

to compare or contrast

I love spinach but I hate broccoli. I go to soccer practice every day except Thursdays.

so

to indicate a result or consequence

Rory was very sleepy so she went to bed. Paul was sick so he couldn’t come on the ski trip.

SENTENCE BUILDERS

Conjunctions

Compound sentences Simple sentences contain only one main clause (a subject and a verb). A compound sentence has two or more independent clauses joined by a conjunction. Each clause must have a subject and a verb. I was very hungry so I ate a big meal for lunch. David called my name but I didn’t hear him.

A. Complete the compound sentences with an appropriate conjunction from the word box. Some conjunctions may be used more than once.

Word Box

and • but • except • or • so

1. The room was very cold 2. I did all my homework

I turned on the heater. my history essay.

3. Would you like to drink orange juice 4. Mia is very outgoing

a soft drink? her sister Abigail is quite shy.

5. Everyone will go on the camping trip

Veronica and Harry.

6. Rustem speaks Russian, French, English 7. Victor started exercising 8. Do you want to take the bus 9. My mother loves gardening

a little bit of Spanish. he lost weight. the metro? hiking.

B. Look at the sentences in Step A. Write S at the end of the sentence if it is a simple sentence and C if it is a compound sentence.

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GRAMMAR SECTION

Name:

Date:

Group:

SENTENCE BUILDERS

C. Write logical compound sentences by correctly combining the clauses and conjunctions. Clause 1

Conjunction

Clause 2

1. I like to play video games

and

it started to rain.

2. We wanted to have a picnic outside

but

I got a bad sunburn.

3. Do you prefer to listen to music

except

we forgot to write an introduction.

4. We nished our project on time

or

do you want to watch a movie?

5. I didn’t wear any sunscreen

so

I love to play them online.

1. 2. 3. 4. 5.

D. Circle the conjunction and complete the compound sentences with your own ideas. 1.

so she quit the basketball team.

2.

but we didn’t like it.

3.

and they took a lot of pictures.

4. We’ll probably go to the movies or

this weekend.

E. Read the following email. Circle the correct conjunction. Karen, I know you’re mad at me ( or / and ) I’m really sorry. There was a problem at the metro station, ( so / except ) I just couldn’t get to the restaurant on time. After waiting for half an hour, I decided to leave the metro ( and / but ) take a taxi. I was going to call you ( so / but ) I realized that I had left my cellphone at home. I thought about going back home to get my phone ( or / but ) I didn’t want to waste more time, ( so / or ) I just took a taxi. Then, I got stuck in trafc for about 20 minutes. Finally, I got to the restaurant, ( or / but ) you weren’t there anymore. I understand why you’re upset ( but / or ) it wasn’t my fault! Please call me ( or / so ) answer this email ( so / and ) we can talk about this. Jennifer

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Name:

Date:

GRAMMAR SECTION

Group:

Punctuation has different uses in written texts. Punctuation

Uses

Examples

Period ( . )

• To end a sentence • To separate initials • To end an abbreviation

Beth is a good gure skater. J.R.R. Tolkien Mr. Phelps

Comma ( , )

• To separate items in a list • To separate clauses • To separate dates, cities and provinces • Before a quotation

I like mangoes, kiwis and bananas. He ran fast, but he missed the bus. He arrived on December 17, 2012 from Hamilton, Ontario. He said, “Who are you?”

Exclamation mark ( ! )

• To show surprise or emotion

Wow! You look great!

Question mark ( ? )

• To ask a question

What are your plans for the weekend?

Apostrophe ( ’ )

• To show possession • To indicate a contraction

Hannah’s cat We’re going to have fun.

Quotation marks ( “” )

• To indicate the beginning and end of a quotation

Jim said, “That’s a great idea!”

SENTENCE BUILDERS

Punctuation

A. Punctuate the dialogues. Add the missing periods, commas, exclamation marks, question marks, apostrophes and quotation marks in these dialogues. 1. Teacher: When and where was Mahatma Gandhi born Student: He was born on October 2 1869 in Porbandar India 2. Marc:

Let s play a basketball game after class

Samuel: I can t I have to get home early I m babysitting my little sister this afternoon 3. Chloe: Heidi: 4. Tony: Ben: 5. Angie: Emma: 6. Andy: Mike:

What are your favourite subjects I like math literature biology and arts Ah My a-a-arm Help Help Please call Coach I think Tony s arm is broken Steve said You re the most beautiful girl I ve ever seen Can you believe it Oh my And what did you say Did you talk to Ms Jones I went to her ofce but she wasn t there

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GRAMMAR SECTION

Name:

Date:

Group:

SENTENCE BUILDERS

Capitalization Use a capital letter for

Example

The rst word of a sentence

Tennis is my favourite summer sport.

The pronoun I

Am I excited about summer vacation? You bet!

Proper nouns (names of people and places, places, months, days, holidays, languages, nationalities)

Angela was out of town last Friday. Millan’s bookstore is on Pinewood Street. Colombia is located in South America. St. Valentine’s Day is on February 14. Austrians speak German.

Titles

Mrs. Cavendish is in her ofce.

A. Correct the capitalization in the following sentences. M G m I 1. ms. genji told my Mother that i was doing very well at school. 2. the Basketball game on friday in joliette has been cancelled. 3. How are You going to celebrate mother’s day? 4. Tori and her Sister are going to a Reggae concert in june. 5. Her parents are brazilian but She doesn’t speak portuguese. 6. I love going shopping on ste-catherine street. 7. My brother works as a Doctor in a prestigious Hospital in the u.s.a.

B. Write a short paragraph describing your city. Write about popular places, important celebrations and events. Use capital letters where necessary.

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Functional Language Sharing Information Describing events and issues I’m going to talk about . . . This is about . . . It happened . . . There was a problem when . . .

Linking ideas First, . . . Second, . . . After that, . . . On the other hand, . . . Then, . . . Finally, . . . In conclusion, . . .

Stalling for time Let me think about it. Can I have a minute? Hold on a second. What I mean is . . .

Asking follow-up questions What happened next? Can you tell me more about . . . ? Can you describe it? Can you give me an example? When did this happen? How does it end?

C1

Stating and asking for opinions In my opinion, . . . What about you? What do you think about . . . ? Can you explain your opinion? Give me an example. What are your arguments?

Agreeing and disagreeing I agree. I think you’re right. I disagree. I think you’re wrong. No, that’s not quite right. I suppose so, but . . . That may be true, but . . .

Cooperating with Others Requesting and offering assistance Can you show me how to . . . ? Let me give you a hand with . . . Do you want me to help you?

Asking for feedback Could you give me your feedback? I really need your opinion. Do you have any suggestions? What should I do?

Responding to suggestions I think you should . . . Sure. That’s a good idea. What do you suggest? I think it would be better if . . . That’s a great suggestion.

Interrupting and responding politely Before you continue . . . Sorry to interrupt, but . . . That’s okay. Don’t worry about it.

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REFERENCE SECTION REFERENCE SECTION

Functional Language Reflecting on Your Progress

Making decisions What did you decide? Let me think about it. I decided that . . . Are you for or against the decision? Are you sure? We need to agree on this.

Using the Processes

Reecting on your personal development as an English learner I need to improve . . . I could practise . . . I was able to understand because . . . This text was difcult because . . . A better way to do it is . . . The strategy I used was . . .

Exploring texts with others

Setting goals

What did you notice about this text? I noticed that . . . Do you understand why . . . ? I think it means that . . . Let’s look it up. Based on the text, I think . . .

Next time I will . . . My objective is to . . . This year, I hope to . . . I need to work on . . .

Making connections to texts I know what the author means. The same thing happened to . . . I know someone who . . . That is so true. Would you react this way?

Reecting on teamwork It was difcult to . . . The best part was . . . I think it would be better if . . . Our team needs to . . . Let’s try to improve . . . Next time, we could . . .

Brainstorming and discussing ideas for texts Any ideas? I have some ideas about . . . We should do some research about . . . I’ll take notes. What format should we use?

Giving and responding to feedback You should add an example. This paragraph is unclear. You could . . . I think this is wrong. You should check your spelling. This is great. Thanks for the feedback.

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Strategies

C1

C2

C3

Strategies for Monitoring Your Progress Lower your anxiety. Set short-term and long-term objectives to improve your English. Remind yourself that you are improving every day. Encourage yourself and others. Look for opportunities to practise speaking, reading or writing English outside the classroom. Take risks. Don’t be afraid to make mistakes. It’s a normal part of learning a language. Use resources to check your language and correct your mistakes. Cooperate with others to reach a common goal. Notice which strategies are really useful in a given situation.

Strategies for Oral Interaction

C1

Think about what you know before you speak. Ask for more time if you are not sure what to say. Rephrase or substitute words to clarify a statement. When you make a mistake, correct it or ask for help. Listen carefully and respond to what others are saying. Ask questions to verify that you understood correctly. Ask others to rephrase their ideas using different words when you don’t understand. Correct your classmate’s mistakes to help them improve their English. Ask follow-up questions to get additional information. Cooperate with others to reach a consensus in discussions and projects. Look for opportunities to speak English. Learn English jokes and watch English TV and movies to help you actively participate in English culture.

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REFERENCE SECTION REFERENCE SECTION

Strategies Strategies for Reinvesting Understanding of Texts

C2

Focus your attention on what you need to know to lower anxiety. Skim the text to get a general idea of the topic. Think about what you know about the subject. Scan the text for specic information. Make intelligent guesses based on images, context, cognates and other clues. Make predictions regarding meaning or development. Take notes and organize information logically. Compare elements in texts to discover similarities and differences. Cooperate with others to better understand texts. Ask questions to clarify meaning. Practise: read and listen to English outside the classroom—from cereal boxes to TV shows.

Strategies for Writing or Producing Texts

C3

Plan: think about the steps needed to carry out the task. Follow the phases of the writing or production process. Manage your resources: instructions, text models, sources, checklists, etc. Refer to text models. Notice their components and features. Think about what you already know about the topic. Brainstorm ideas, do research and take notes. Organize the information while referring to text models. Transfer and recombine language and information from previous tasks. Cooperate with others to give and receive feedback. Monitor your work: revise and edit your text or production to improve it. Reect on what you have learned.

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REFERENCE SECTION

Verb Tense Overview Verb To Be Tense

Afrmative

Negative

Simple Present

I am noisy. She / He / It is noisy. We / You / They are noisy.

I am not noisy. She / He / It is not noisy. We / You / They are not noisy.

Simple Past

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

I / She / He / It was not noisy. We / You / They were not noisy.

Regular Verbs Tense

Afrmative

Negative

Simple Present

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

I / We / You / They do not walk. She / He / It does not walk.

Present Continuous

I am walking. She / He / It is walking. We / You / They are walking.

I am not walking. She / He / It is not walking. We / You / They are not walking.

Present Perfect

I / We / You / They have walked. She / He / It has walked.

I / We / You / They have not walked. She / He / It has not walked.

Simple Past*

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

I / We / You / They did not walk. She / He / It did not walk.

Past Continuous

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

I / She / He / It was not walking. We / You / They were not walking.

Future with will

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

I / We / You / They will not walk. She / He / It will not walk.

Future with going to

I am going to walk. She / He / It is going to walk. We / You / They are going to walk.

I am not going to walk. She / He / It is not going to walk. We / You / They are not going to walk.

Imperative

Walk.

Do not walk.

Modals

I / We / You / They should walk. She / He / It can walk.

I / We / You / They should not walk. She / He / It cannot walk.

* For the simple past afrmative of common irregular verbs, see page 256.

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REFERENCE SECTION

Question Words and Formation Question Words Question word

To ask about

Example

Who

a person

Who is your English teacher?

What

a thing or an event

What will you do this weekend?

Which

a choice, a distinction

Which do you prefer: juice or milk?

Where

a place

Where did you get that T-shirt?

When

a date or time

When is our next math test?

Why

a reason

Why are you raising your hand?

How

a way, a manner

How did you nd me?

What + noun

time, colour, type, etc.

What time is it?

How + adjective

quantity, number, age, size, etc.

How many cousins do you have?

Question Formation: Verb To Be Tense Simple Present

Simple Past

Yes / No Questions

Information Questions

Am I happy? Is she / he / it happy? Are we / you / they happy?

When am I happy? Why is she / he / it happy? How often are we / you / they happy?

Was I / she / he / it happy? Were we / you / they happy?

When was I / she / he / it happy? Why were we / you / they happy?

Question Formation: Regular Verbs Tense

254

Yes / No Questions

Information Questions

Simple Present

Do I / we / you / they cook? Does she / he / it cook?

When do I / we / you / they cook? How often does she / he / it cook?

Present Continuous

Am I cooking? Is she / he / it cooking? Are we / you / they cooking?

Why am I cooking? When is she / he / it cooking? What are we / you / they cooking?

Present Perfect

Have I / we / you / they cooked? Has she / he / it cooked?

What have I / we / you / they cooked? Where has she / he / it cooked?

Simple Past

Did I / we / you / they cook? Did she / he / it cook?

What did I / we / you / they cook? Where did she / he / it cook?

Past Continuous

Was I / she / he / it cooking? Were we / you / they cooking?

At what time was I / she / he / it cooking? Why were we / you / they cooking?

Future with will

Will I / we / you / they cook? Will she / he / it cook?

When will I / we / you / they cook? How often will she / he / it cook?

Future with going to

Am I going to cook? Is she / he / it going to cook? Are we / you / they going to cook?

Why am I going to cook? How is she / he / it going to cook? When are we / you / they going to cook?

Modals

Should I / we / you / they cook? Could she / he / it cook?

What should I / we / you / they cook? What can she / he / it cook?

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Spelling Rules Adding ing: Present Participles for Continuous Tenses, Gerunds and Adjectives Word

Rule

Examples

most words (snow, ski, charm)

add ing

snowing skiing charming

words ending with one e (dance, excite, surprise)

drop the e and add ing

dancing exciting surprising

one-syllable words ending with a short vowel + one consonant (except w, x, y) (swim, beg, admit)

double the last consonant and add ing

swimming begging admitting

words ending with ie (lie)

change the ie to y and add ing

lying

Adding ed: Simple Past Tense, Past Participles and Adjectives Word

Rule

Examples

most words ending with a consonant (obey, shock, interest)

add ed

obeyed shocked interested

words ending with one e (live, excite, surprise)

add d

lived excited surprised

words ending with a consonant + y (try, satisfy)

change the y to i and add ed

tried satisfied

one-syllable words ending with a short vowel + one consonant (except w, x, y) (stop, refer )

double the last consonant and add ed

stopped referred

Adding er,est: Comparatives and Superlatives Word

Rule

Examples

one-syllable words (fast, quick)

add er or est

faster quickest

words ending with a consonant + y (happy, lively)

change the y to i and add er or est

happier liveliest

words ending with a consonant + e (late, nice)

add r or st

later nicest

words ending in consonant + vowel + consonant (big, fat)

double the last consonant* and add er or est

bigger fattest

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REFERENCE SECTION REFERENCE SECTION

Simple Past and Past Participles of Common Irregular Verbs Base Form

256

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

awake

awoke

awoken

forgive

forgave

forgiven

be

was / were

been

freeze

froze

frozen

bear

bore

born

get

got

got / gotten

beat

beat

beaten

give

gave

given

become

became

become

go

went

gone

begin

began

begun

grind

ground

ground

bite

bit

bitten

grow

grew

grown

bleed

bled

bled

hang

hung

hung

blow

blew

blown

have

had

had

break

broke

broken

hear

heard

heard

bring

brought

brought

hide

hid

hidden

broadcast

broadcast

broadcast

hit

hit

hit

build

built

built

hold

held

held

burst

burst

burst

hurt

hurt

hurt

buy

bought

bought

keep

kept

kept

catch

caught

caught

know

knew

known

choose

chose

chosen

lay

laid

laid

come

came

come

lead

led

led

cost

cost

cost

leave

left

left

cut

cut

cut

lend

lent

lent

deal

dealt

dealt

let

let

let

dig

dug

dug

lie

lay

lain

do

did

done

light

lit

lit

draw

drew

drawn

lose

lost

lost

drink

drank

drunk

make

made

made

drive

drove

driven

mean

meant

meant

eat

ate

eaten

meet

met

met

fall

fell

fallen

mislead

misled

misled

feed

fed

fed

mistake

mistook

mistaken

feel

felt

felt

outgrow

outgrew

outgrown

ght

fought

fought

overcome

overcame

overcome

nd

found

found

overhear

overheard

overheard

ing

ung

ung

oversleep

overslept

overslept

y

ew

own

overthrow

overthrew

overthrown

forbid

forbade

forbidden

pay

paid

paid

forecast

forecast

forecast

put

put

put

forget

forgot

forgotten

quit

quit

quit

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Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

read

read

read

sweep

swept

swept

rebuild

rebuilt

rebuilt

swim

swam

swum

repay

repaid

repaid

swing

swung

swung

reset

reset

reset

take

took

taken

rewrite

rewrote

rewritten

teach

taught

taught

ride

rode

ridden

tear

tore

torn

ring

rang

rung

tell

told

told

rise

rose

risen

think

thought

thought

run

ran

run

throw

threw

thrown

say

said

said

understand

understood

understood

see

saw

seen

upset

upset

upset

sell

sold

sold

wake

woke

woken

send

sent

sent

wear

wore

worn

set

set

set

weave

wove

woven

shake

shook

shaken

weep

wept

wept

shine

shone

shone

win

won

won

shoot

shot

shot

wind

wound

wound

show

showed

shown

withdraw

withdrew

withdrawn

shrink

shrank

shrunk

write

wrote

written

shut

shut

shut

sing

sang

sung

sit

sat

sat

sleep

slept

slept

slide

slid

slid

speak

spoke

spoken

speed

sped

sped

spend

spent

spent

spit

spat

spat

split

split

split

spread

spread

spread

spring

sprang

sprung

stand

stood

stood

steal

stole

stolen

stick

stuck

stuck

stink

stank

stunk

strike

struck

stricken

swear

swore

sworn

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The Response Process

C2

Use the response process to construct the meaning of written, spoken and visual texts individually and with your classmates. The phases of the process will help you understand a text’s literal meaning, as well as its underlying meaning. You may need to go back and forth between the phases as you work.

1. Explore the text. Before you read, listen to or view the text: Use the title, subheadings and images to predict or infer what the text will be about. Think of what you already know about the topic. Read the vocabulary denitions to better understand the text. Determine which strategies and resources will help you understand the text. Will you take notes, complete a graphic organizer or highlight important information? While you read, listen to or view the text: Use the prompts and guiding questions to focus your attention. Take notes on important details. Look for the overall message of the text. Mark off sections that will need clarication or discussion. After you are nished: Write down any ideas, reactions and answers or questions to better understand the text.

Share your thoughts, impressions and answers with your classmates to verify, deepen and adjust your understanding of the text’s literal meaning and its underlying meaning.

2. Connect with the text. Establish a personal connection to the text: Think about how the text can relate to your own or someone else’s experiences. Form an opinion based on what you read, heard or saw. Discuss your impressions and share your experiences with your classmates to deepen understanding.

3. Generalize beyond the text. Think about how the information can relate to your community and your life: Discuss the bigger issues presented in the text and share what you know about them. Talk about solutions to various problems presented in the text. Reect on your understanding of the text and your use of the response process through self-evaluation, class discussion or feedback.

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The Writing Process

C3

Use the writing process to improve the quality of your texts. Follow the phases of the process to make sure your text is complete and well developed. You may need to go back and forth between the phases as you work.

1. Prepare to write. Before you start to write your text: Identify the text components in model texts. Brainstorm topic ideas with classmates and take notes in a graphic organizer. Research your topic. Read other sources or discuss ideas with classmates in order to develop your text. Consider the purpose and audience for your text and select appropriate language. Organize your ideas: create an outline for your text.

2. Write a draft. As you write, focus on your message: Refer to your outline as you write down your ideas, thoughts and opinions to make sure that your draft is complete and has the correct text components. Check the instructions to make sure you are following them. Adjust your text and outline.

3. Revise your text. Discuss your draft with a classmate. Get feedback on organization, clarity and coherence. Check that your text achieves its purpose and has all the required elements. Make adjustments to the content, organization and language to improve the draft.

4. Edit your text. Get feedback from a classmate on your vocabulary, spelling, grammar and punctuation. Use resources to check and correct errors. Write a nal copy of your text.

5. Publish your text (optional). Share your nished text with your intended audience. Reect on the nal version of your text and your use of the writing process through self-evaluation, class discussion or audience feedback.

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The Production Process

C3

Use the production process to create media texts. Follow the phases of the process to get a better understanding of the media and your role as both a producer and a consumer.

1. Pre-production Before you start to write and produce your media text: Identify the text components in models of media texts. Brainstorm topics and ideas with your teammates. Research your topic and take notes. Discuss ideas with your teammates in order to develop your media text. Select a medium and corresponding media conventions. Consider the purpose and audience for your media text and select appropriate language. Write a focus sentence and create an outline or storyboard for your media text. Plan your visuals and choose your media techniques. Get feedback on your ideas from classmates and make adjustments to your plan.

2. Production Work with your teammates to produce a preliminary version of your media text. Refer to your outline or storyboard and use appropriate media conventions. Use a writing process to write your text or script. Get feedback on your preliminary version from a sample audience. Revise and edit your media text. Make adjustments to its organization, clarity and coherence based on feedback. Add nal touches.

3. Post-production Share your media text with its intended audience. Reect on the nal version of your media text and your use of the production process through self-evaluation, class discussion or audience feedback.

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Peer Editing Guide

C3

When you edit a classmate’s work, it is important to give constructive criticism. Your feedback can help your classmate improve both written and media texts. You should have your classmate’s planning and research notes, and the rst draft of your classmate’s text. Here are some general rules: 1. Read the draft a rst time. Correct any errors you notice as you read. 2. Read the text a second time and take notes on the text as a whole: • List the text’s strong point and its weak point. • Point out errors in sentence structure, word choice or general organization. • Suggest areas for improvement. 3. Give your classmate your feedback and respond to any questions. Always give examples of what works well in the text. Always suggest a way to solve a problem or improve the text.

Peer Editing Checklist The questions in this checklist will help you pinpoint areas that may need improvement. Participation in the writing and production processes

• • • • •

Did my classmate use the phases of the processes to complete the task? Did my classmate take the time to analyze the text models? Was the text adequately planned? Was enough research done on the topic and text features? Was an outline prepared before writing the draft?

Content of the message

• • • • •

Is the text appropriate for the intended audience and purpose? Are the ideas pertinent? Are the ideas well developed and supported with examples? Are the main ideas organized coherently? Are all the required elements included in the text?

Formulation of the message

• • • •

Is the grammar accurate? Are the vocabulary and language level appropriate? Does the text use new language correctly? Is the text easy to understand?

Presentation or production

• Is the text appropriate for the type of presentation intended? • Will the images, video and / or music planned for the text enhance the message of the text?

Reproduction prohibited © TC Media Books Inc.

Reference Section

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REFERENCE SECTION

Self-Evaluation Guide

C1

C2

C3

1. Use the following questions to evaluate your ability to interact orally. Participation in oral interaction

• • • •

Do I Do I Do I Do I

use English at all times in English class? participate actively in discussions and exchanges? react to and build on what others say? look for occasions to practise speaking English?

Content of the message

• • • •

Do I Do I Do I Do I

contribute ideas during discussions? express my personal viewpoint? explain and support my ideas with examples? ask questions to continue the discussion?

Articulation of the message

• • • •

Do I Do I Do I Do I

take risks with language? use different words to clarify what I mean? use targeted grammar and vocabulary correctly? notice and correct my own mistakes?

2. Use the following questions to evaluate your ability to reinvest understanding of texts. Evidence of understanding of texts through the response process

• • • •

Use of knowledge from texts in a reinvestment task

• Can I select relevant ideas from the texts to reinvest? • Do I combine ideas from the texts with my own ideas? • Do I understand how to use text features from models in my work?

Do I focus on important details while reading, listening or viewing? Do I look for the overall message of the text? Do I share my understanding with others and adjust it if necessary? Do I make personal connections with the text and share them with others?

3. Use the following questions to evaluate your ability to write and produce texts. Participation in the writing and production processes

• • • •

Do I Do I Do I Do I

Content of the message

• • • •

Are my ideas pertinent? Do I develop my ideas and support them with examples? Do I consider the intended audience and the purpose of the text? Do I organize my ideas in a coherent manner?

Formulation of the message

• Are my grammar and vocabulary accurate? • Do I use appropriate text features and components? • Is my message clear and easy to understand?

identify the components of text models and their features? brainstorm with others, research the topic and write an outline? write a rst draft and then ask for feedback? revise and edit the draft to improve the text?

4. Evaluate your use of strategies and resources. Strategies and resources

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• Do I know which strategies and resources can help me? • Do I use them?

Reference Section

Reproduction prohibited © TC Media Books Inc.

Sources Photos and Illustrations Cover Digital Vision Vectors via Getty Images (title) • Henrik Sorensen /Getty Images Front Pages p. ii: Rido /Shutterstock.com (Verbs) • Monkey Business Images /Shutterstock.com (Sentence Builders) • maxik /Shutterstock.com (Reference) • p. viii: BeRad /Shutterstock.com (bull’s eye) • design36 /Shutterstock.com (dart) • barbaliss /Shutterstock.com (rubric bands) Review Unit p. 1: Tracy Whiteside /Shutterstock.com • p. 2: zentilia /Shutterstock.com • pp. 3-4: Luis Louro /Shutterstock.com (faces) • p. 4: kosam /Shutterstock.com (brownie) • p. 6: PathDoc /Shutterstock.com • p. 7: tomas kraus /Shutterstock.com (three kids) • Illustrations by Peter Lubach • Scott Rothstein /Shutterstock.com (candies in wrappers) • Sergiy Kuzmin /Shutterstock.com (cosmetics bags) • elena agibalova /Shutterstock.com (spray paint can) • rangizzz /Shutterstock. com (stack of blank photos) • D.Bond /Shutterstock.com (event ticket) • Donald Gargano /Shutterstock.com (autograph book) • Albo /Shutterstock.com (basketball shoe) • sevenke /Shutterstock.com (baseball cap) • p. 8: Moloko88 /Shutterstock.com

p. 9: Annette Shaff /Shutterstock.com • p. 10: AGIF /Shutterstock.com (soccer) • Karramba Production /Shutterstock.com (silhouette) • p. 11: Sarah Nicholl /Shutterstock.com • p. 12: Bahadir Yeniceri /Shutterstock.com • p. 13: 3Dmask /Shutterstock.com • p. 14: totallyPic.com /Shutterstock.com • p. 15: Natali Snailcat /Shutterstock. com (scuba diver) • Pakhnyushchy /Shutterstock.com (apple on tablette) • p. 16: v.s.anandhakrishna /Shutterstock.com • p. 17: Andrey Nyunin /Shutterstock.com (remote) • Sashkin /Shutterstock.com (smart phone) • gresei /Shutterstock.com (backpack) • Karramba Production /Shutterstock.com (silhouettes) • p. 19: Marish /Shutterstock.com • p. 21: Veronica Louro /Shutterstock.com • p. 22: Arcady /Shutterstock.com • pp. 23-24: amoz /Shutterstock.com • p. 27: Potapov Alexander /Shutterstock.com • p. 30: Klagyivik Viktor /Shutterstock.com • p. 31: Christina Richards /Shutterstock.com • p. 34: Zeljko Radojko /Shutterstock.com Unit 1

Unit 2 p. 37: Rovenko Photo /Shutterstock.com • p. 38: Ollyy /Shutterstock.com (sleeping girl) • yexelA /Shutterstock.com (silhouettes) • p. 39: rangepuppies /iStockphoto • p. 41: Valentina Photos /Shutterstock.com • p. 42: De Visu /Shutterstock.com • p. 44: pne /Shutterstock.com • p. 45: Suzanne Tucker /Shutterstock.com • p. 46: Africa Studio /Shutterstock.com • p. 47: minemero /iStockphoto • p. 49: Stokkete /Shutterstock.com • p. 50: Bruce Rolff /Shutterstock. com • pp. 50-52: dedMazay /Shutterstock.com (faces) • p. 52: Mopic /Shutterstock.com (stairway to sky) • p. 53: MaszaS /Shutterstock.com • p. 54: IM_photo /Shutterstock.com • p. 55: Sabphoto /Shutterstock. com • p. 57: karen roach /Shutterstock.com • p. 58: Balazs Kovacs Images /Shutterstock.com • p. 59: Aleshyn_Andrei /Shutterstock.com • p. 60: Krivosheev Vitaly /Shutterstock.com • p. 61: serg_dibrova /Shutterstock.com • p. 62: kojihirano /Shutterstock.com • p. 63: Cheryl Savan /Shutterstock.com • p. 64: Elena Schweitzer /Shutterstock.com

Reproduction prohibited © TC Media Books Inc.

Unit 3 p. 65: ultramarinfoto /iStockphoto • p. 66: ComicVector703 /Shutterstock.com (silhouette) • Gina Smith /Shutterstock.com (girl with dog) p. 67: Ocean Image Photography /Shutterstock.com • p. 68: Terry Alexander /Shutterstock.com • p. 69: Steve Heap /Shutterstock.com • p. 70: Caleb Foster /Shutterstock.com • p. 71: visceralimage /Shutterstock.com (eagle) • James Marvin Phelps /Shutterstock.com (goat) • p. 72: yexelA /Shutterstock.com • p. 75: LongQuattro /Shutterstock.com (compass rose) • Lasse_Hendriks /iStockphoto (geocache) • p. 76: EVAfotograe /iStockphoto • p. 77: tirc83 /iStockphoto • p. 78: jeff gynane /Shutterstock.com • p. 79: Sergey Mironov /Shutterstock.com • p. 82: Ehrman Photographic /Shutterstock.com • p. 83: Karramba Production /Shutterstock.com (silhouette) • YanLev /Shutterstock.com (teens around a desk) • p. 84: Jane Kelly /Shutterstock.com (envelope) • kaarsten /Shutterstock.com (girl with letter) • p. 86: Algol /Shutterstock.com (pirate with parrot) • Tribalium /Shutterstock.com (skull and bones) • MIGUEL GARCIA SAAVEDRA /Shutterstock.com (paper) • p. 87: LouLouPhotos /Shutterstock.com • p. 88: Nejron Photo /Shutterstock.com • p. 89: Linda Bucklin /Shutterstock.com Unit 4 p. 93: PHOTOCREO Michal Bednarek /Shutterstock.com • p. 94: Halfpoint /Shutterstock.com (boy with tablet) • yexelA /Shutterstock.com (silhouettes) • p. 95: Eric Isselee /Shutterstock.com • p. 96: hocus-focus /iStockphoto • p. 97: Crystal Eye Studio /Shutterstock.com • p. 98: dezi /Shutterstock.com (cat) • Oleg GawriloFF /Shutterstock.com (tablet) • p. 100: Karramba Production /Shutterstock.com (silhouette) • Rawpixel /Shutterstock.com (viral) • p. 101: Pressmaster /Shutterstock.com (young people with tablet) • grynold /Shutterstock.com (silhouettes) • p. 103: michaeljung /Shutterstock.com • p. 104: Rick Becker-Leckrone /Shutterstock.com • p. 105: Stephanie Zieber /Shutterstock.com • p. 106: Angela Waye /Shutterstock.com • p. 107: VLADGRIN /Shutterstock.com • p. 111: stevedangers /iStockphoto • p. 112: Halfpoint /Shutterstock.com • p. 114: Gary Paul Lewis /Shutterstock.com • p. 115: Jimmy Lopes | Dreamstime.com • p. 116: PeopleImages /iStockphoto • p. 117: Carsten Reisinger /Shutterstock.com • p. 118: Maria Maarbes /Shutterstock.com • p. 120: James Brey /iStockphoto Unit 5 p. 121: Frenzel /Shutterstock.com • p. 122: Karramba Production /Shutterstock.com (silhouettes) • Pressmaster /Shutterstock. com (group of three) • p. 123: Karramba Production /Shutterstock.com; ComicVector703 /Shutterstock.com (silhouettes) • PIKSEL /iStockphoto (peeking girl) • p. 124: stockshoppe /Shutterstock.com • p. 125: George Allen Penton /Shutterstock.com • p. 126: goldyg /Shutterstock. com • p. 128: Kar /Shutterstock.com • p. 129: ER_Creative /iStockphoto • p. 130: ER_Creative /iStockphoto • p. 132: solarseven /Shutterstock.com • p. 133: Benoit Daoust /Shutterstock.com • p. 135: CREATISTA /Shutterstock.com • p. 136: mailfor /iStockphoto • p. 138: folele /iStockphoto (lipstick) • yexelA /Shutterstock.com (silhouettes) • BeRad /Shutterstock.com (spy) • p. 141: Artzzz | Dreamstime.com • p. 142: Maria Jeffs /Shutterstock.com • p. 146: Carlos Yudica

Sources

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/Shutterstock.com • p. 147: Ramon Espelt Photography /Shutterstock. com • p. 148: nito /Shutterstock.com Unit 6 p. 149: Illustration by Stewart Johnson (Beehive) • p. 150: yexelA /Shutterstock.com (silhouette) • beerlogoff /Shutterstock.com (hologram phone) • p. 151: wavebreakmedia /Shutterstock.com • p. 154: Sunny Designs /Shutterstock.com • p. 155: Superstock /Getty Images • p. 156: AnnaWray /iStockphoto • p. 158: James Steidl /Shutterstock.com • p. 159: Lefteris Papaulakis /Shutterstock.com • p. 160: Bettmann /CORBIS • p. 161: createvil /Shutterstock.com (rocket) • Karramba Production /Shutterstock.com (silhouettes) • Algol /Shutterstock.com (future skyline) • p. 162: Syda Productions /Shutterstock.com • p. 163: Everett Collection /Shutterstock.com • p. 164: Ociacia /Shutterstock.com • p. 165: Karramba Production /Shutterstock.com (silhouettes) • IvanNikulin /Shutterstock.com (purple robot) • p. 166: yexelA /Shutterstock.com • p. 167: Laralova /Shutterstock.com • p. 168: Alias Ching /Shutterstock.com • p. 170: Roobcio /Shutterstock.com • p. 171: LiliGraphie /Shutterstock.com (girl with calendar) • Carolyn Franks /Shutterstock.com (corners) • pp. 171-173: Illustrations by Martin Hargreaves /Illustration (USA) Inc.

p. 178: szefei /Shutterstock.com • Grammar Section p. 179: Jorg Hackemann /Shutterstock.com • p. 182: Julien Tromeur /Shutterstock.com • p. 186: James Steidl /Shutterstock.com • p. 189: Darren Baker /Shutterstock.com • p. 192: MyImages - Micha /Shutterstock.com • p. 195: Rock and Wasp /Shutterstock.com • p. 196: Ermolaev Alexander /Shutterstock.com • p. 197: benchart /Shutterstock.com • p. 199: Anan Kaewkhammul /Shutterstock.com • p. 200: Accord /Shutterstock.com (girl) • artem_ka /Shutterstock.com (stain on shirt) • p. 203: Racheal Grazias /Shutterstock.com • p. 204: Georgios Kollidas /Shutterstock.com • p. 205: Sylvia Schug /iStockphoto • p. 207: I love photo /Shutterstock.com • p. 209: Roger Jegg - Fotodesign-Jegg.de /Shutterstock.com • p. 211: Eric Isselee /Shutterstock.com • p. 212: Andrii Gorulko /Shutterstock.com • p. 215: OzZon /Shutterstock.com • p. 217: Chief Crow Daria /Shutterstock.com • p. 221: michaeljung /Shutterstock.com (child) • sdeva /Shutterstock. com (teen) • p. 222: Piotr Marcinski /Shutterstock.com • p. 223: Mike Cherim /iStockphoto • p. 225: timquo /Shutterstock.com • p. 226: Massimiliano Gallo /Shutterstock.com • p. 227: sdeva /iStockphoto • p. 229: Vangert /Shutterstock.com • p. 230: O2creationz /Shutterstock. com • p. 231: Jiang Hongyuan /Shutterstock.com • p. 232: Yeko Photo Studio /Shutterstock.com • p. 233: JeniFoto /Shutterstock.com (supplies) • Andrei Shumskiy /Shutterstock.com (hands) • p. 234: Ljupco Smokovski /Shutterstock.com p. 237: aslysun /Shutterstock.com p. 239: art_of_sun /Shutterstock.com • p. 240: Rob Marmion /Shutterstock.com • p. 241: A-Digit /iStockphoto • p. 242: JeniFoto /Shutterstock.com (school supplies) • Denis Pepin /Shutterstock.com (sports equipment) • p. 243: YanLev /Shutterstock.com • p. 244: Ostancov Vladislav /Shutterstock.com • p. 247: SNEHIT /Shutterstock.com • p. 248: Tatyana Okhitina /Shutterstock.com (tennis) • Maridav /Shutterstock.com (thumbs up)

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p. 249: mast3r /Shutterstock.com • Reference Section p. 250: sunabesyou /Shutterstock.com • p. 251: YanLev /Shutterstock.com • p. 252: YanLev /Shutterstock.com • p. 253: Joyce Vincent /Shutterstock.com • p. 257: Minerva Studio /Shutterstock.com • p. 258: Monkey Business Images /Shutterstock.com • p. 259: monkeybusinessimages /iStockphoto • p. 260: Tyler Olson /Shutterstock.com • p. 261: B Calkins /Shutterstock.com

Texts Unit 1 p. 11: Excerpted from by William Shakespeare. Public domain. • p. 31: Excerpted from © 1998 by Louis Sachard. Reprinted by permission of Farrar, Straus, and Giroux, LLC. All Rights Reserved. Unit 2 p. 58: Excerpted from by Sharon Creech, HarperTrophy, 1996. Unit 3 p. 70: Excerpted from by Forrest Fenn, One Horse Land and Cattle Company, 2010. • p. 87: Excerpted from by Robert Louis Stevenson, adapted by Peter Foreman, Black Cat Publishing - A Division of DE AGOSTINI SCUOLA, 1995. Unit 4 p. 115: Adapted from “Return of the ‘Star Wars Kid’”, , 2013. Used with permission from . Unit 5 p. 142: © 2000 Stormbreaker Productions Ltd. From by Anthony Horowitz Trademarks Alex Rider™; Boy with Torch Logo™ © 2010 Stormbreaker Productions Ltd. Reproduced by permission of Walker Books Ltd, London SE11 5HJ, www.walker.co.uk. Unit 6 p. 163: Excerpted from “Visit to the World’s Fair of 2014.” Copyright © by Isaac Asimov. Reprinted by permission of Asimov Holdings LLC. • p. 171: Excerpted from “What May Happen in the Next Hundred Years” by John Elfreth Watkins Jr., originally appeared in 1900, .

Videos Unit 1 Unit 2 Unit 3

Unit 4

Unit 5 Unit 6

p. 26: “Reclaiming Dene Names” © “8th Fire: Dispatch”. The Canadian Broadcasting Corporation, 2012 p. 54: “Why Do We Dream?” © BBC Worldwide Americas Inc. p. 74: “Geocaching” created from: “Finding a Geocache”, “The Guide to Geocaching Etiquette” and “Geocache of the Week – Wet Surprise” videos © Groundspeak Inc. (Geocaching.com) All rights reserved. p. 110: “Rosie’s Family Rescue” Video used with permission from Eldad Hager. “Your Guardian Angel” © Universal Music Group. “Hope Will Lead Us On” © Warner Chappell Music Canada Ltd. All rights reserved. p. 134: “Modern Spies” © BBC Worldwide Americas Inc. p. 160: “Knowledge Explosion” © BBC Worldwide Americas Inc.

Reproduction prohibited © TC Media Books Inc.

Enriched English as a Second Language Secondary Cycle One • Year Two

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ • MONIQUE SOUBLIÈRE

e d i u G s ’ r e h c a e T

Zipline Enriched English as a Second Language Secondary Cycle One, Year Two Teacher’s Guide © 2016 TC Media Books Inc. Editors: Susan Ballinger, Jennifer McMorran Project Managers: Michèle Devlin, Paula Kielstra, Vanessa Copeland Proofreader: Nancy Perreault Permissions Researcher: Marc-André Brouillard Typesetter: Pige Communication Digital Content Editor: Audrée-Isabelle Tardif Project Manager: Laurie Etchessahar-Lafrance Contributing Authors: Michelle Collister, Nécia Gourdes, Olga Reshetnikova, Philippe Turcotte Copy Editor: Stephanie Colvey Proofreader: Nancy Perreault

Credits Extra Reading Texts: Unit 1 Excerpt from The Story of My Life by Helen Keller, copyright © 2015 American Foundation for the Blind. Unit 2 Material from Zzz…: The Most Interesting Book You’ll Ever Read about Sleep written by Trudee Romanek and illustrated by Rose Cowles is used by permission of Kids Can Press Ltd., Toronto. Text © 2002 Trudee Romanek. Unit 3 Excerpt from Treasure Hunters: Danger Down the Nile by James Patterson with Chris Grabenstein. Illustrations by Juliana Neufeld. Copyright © 2013 by James Patterson. Used by permission of Little Brown Books for Young Readers. Unit 4 “How Three Videos Went Viral” created from excerpts from “Child-snatching eagle video created as student project,” “No, dogs don’t have to be bilingual in Montreal” and “Newfoundlander Meghan Waterman goes viral with #ALSicebucketchallenge” by CBC News, copyright © The Canadian Broadcasting Corporation. Unit 5 Hamlet, For Short! by Lee Karvonen. Unit 6 “Chapter 1” and “Chapter 2” from Time Surfers #3: Mondo Meltdown by Tony Abbott, text copyright © 1996 by Robert T. Abbott. Used by permission of Random House Children’s Books, a division of Random House LLC. All rights reserved. Evaluation Situation Text: Material from One Well written by Rochelle Strauss and illustrated by Rosemary Woods is used by permission of Kids Can Press Ltd., Toronto. Text © 2007 Rochelle Strauss. Photos: p. 274: LHF Graphics/Shutterstock.com • p. 360: Yulia Mayorova/ Shutterstock.com (sele with monkeys) • Detroit Institute of Arts (Van Gogh) • Alinute Silzeviciute/Shutterstock.com (young girl) • p. 361: Gianni Dagli Orti/ The Art Archive at Art Resource, NY (Frida) • AleksandarNakic/iStockphoto (surfer) • duncan1890/iStockphoto (Willian Hogarth) • William Perugini /Shutterstock.com (group sele) • National Gallery of Art (Rembrandt) • Expedition 32 Crew, International Space Station, NASA (astronaut)

About the websites suggested in this guide All websites suggested in this guide are closely related to the subject matter covered. At the time of publication, the suggested links were functional. Since these links lead to external websites, TC Media Inc. is not responsible for their content. 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. Note as well that certain sites may contain advertisements.

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Those pages bearing the note “Reproduction permitted © TC Media Books Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this guide, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission.

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

Guide Page

 Scope and Sequence                                                   268

Extra Materials  Suggested Websites                                                    270  CD and DVD Track Lists                                                272  Reader’s Theatre                                                      274

Extra Reading Handouts                                                276      

Extra Reading Activity for Unit 1 Extra Reading Activity for Unit 2 Extra Reading Activity for Unit 3 Extra Reading Activity for Unit 4 Extra Reading Activity for Unit 5 Extra Reading Activity for Unit 6

                                         277                                          281                                          286                                          291                                          296                                          302

Extra Grammar Handouts                                               307            

Grammar Exercises for Unit 1                                           308 Grammar Quizzes for Unit 1                                             310 Grammar Exercises for Unit 2                                           312 Grammar Quizzes for Unit 2                                             316 Grammar Exercises for Unit 3                                           318 Grammar Quizzes for Unit 3                                             322 Grammar Exercises for Unit 4                                           324 Grammar Quizzes for Unit 4                                             328 Grammar Exercises for Unit 5                                           330 Grammar Quizzes for Unit 5                                             332 Grammar Exercises for Unit 6                                           334 Grammar Quizzes for Unit 6                                             336

Evaluation Components                                                 338    

Evaluation Grids for the Student                                         339 Evaluation Grids for the Teacher                                         344 Evaluation Situation 1                                                  351 Evaluation Situation 2                                                  366

Digital Tools                                                            381  Digital Tools from Chenelière Éducation                                  381  Digital Tools Offered with Zipline                                         385  Overview of Interactive Workshops                                       385

Reproduction prohibited © TC Media Books Inc.

Zipline Year Two  Table of Contents

267

Scope and Sequence Chart Workbook

C1 Interacts Orally

C2 Reinvests Understanding

C3 Writes and Produces Texts

Vocabulary & Pronunciation

Review Unit Tell Me a Story

Task 1 Articulation Task 5 Content Articulation

Tasks 2 and 4 Evidence

Task 3 Formulation

• Basic vocabulary

Unit 1 What’s in a Name?

Task 1 Task 3 Content

Tasks 2, 5 and Extra Reading Evidence Use of knowledge

Task 4 Content Task 7

• Types of words • Pronunciation of the letter a

Articulation

Task 6 Evidence

Content Formulation

Unit 2

Task 1

Task 2 and Extra Reading

Tasks 3 and 7

Your Wildest Dreams

Task 4 Content

Evidence Use of knowledge Tasks 5 and 6 Evidence

Content Formulation

• Idioms related to the theme • Pronunciation of r and w words

Unit 3 Modern Treasure Hunters

Task 1 Task 6 Participation Content

Tasks 2, 3 and Extra Reading Evidence Use of knowledge Task 5

Tasks 4 and 7 Content Formulation

• Noun sufxes for occupations • Pronunciation of ch

Use of knowledge

268

Unit 4 Viral Videos

Task 1 Task 3

Tasks 2, 6 and Extra Reading Evidence

Tasks 4 and 7 Content

• Portmanteau words

Participation Content

Use of knowledge Task 5 Evidence

Formulation

• Hard and soft g

Unit 5 Mission: Accepted

Task 1 Task 4 Content Articulation

Tasks 2, 5, 6 and Extra Reading Evidence Use of knowledge

Tasks 3 and 7 Content Formulation

• Idioms related to the theme • Pronunciation of h

Unit 6 That Was the Future

Task 1 Task 6 Content Articulation

Tasks 2, 4 and Extra Reading Evidence Use of knowledge Task 5 Evidence

Tasks 3 and 7 Content Formulation

• Vocabulary related to the theme • Pronunciation of numbers

Zipline Year Two  Scope and Sequence Chart

Reproduction prohibited © TC Media Books Inc.

Functional Language

Grammar

Text Types

Final Project

Review of simple present, simple past, discourse markers, possessive adjectives

Stories, yearbook entries

Task 1 Giving examples, expressing opinions, brainstorming Task 3 Expressing opinions, agreeing and disagreeing, coming to a consensus

Compound nouns, compound sentences and conjunctions

Play excerpt, informative text, blog entry and comments, online news report, literary excerpt

Write the story of your own name.

Task 1 Expressing opinions, agreeing and disagreeing, contributing to teamwork Task 4 Stating opinions, summarizing viewpoints, expressing decisions

Past continuous and quantiers

Informative text, online discussion board, investigative news report, literary excerpt

Write a dream analysis.

Task 1 Expressing ideas, opinions and decisions, coming to a consensus Task 6 Expressing ideas and supporting opinions, agreeing and disagreeing, contributing to teamwork

Present perfect and comparative adjectives

Informative text, poem, instructional videos, podcast transcript, letter, literary excerpt

Write a letter to add to a time capsule.

Task 1 Comparing habits, stating opinions Task 3 Contributing to teamwork, expressing ideas, opinions and decisions, reporting and comparing answers

Superlative adjectives, types of adverbs and their position

How-to guide, informative text, online video, video analysis, magazine article

Write an analysis of a viral video.

Task 1 Stating opinions, coming to consensus Task 4 Asking and answering information questions, describing details

Future with be going to and information questions in the simple present and simple past

Spy proles, investigative news report, radio interview transcript, literary excerpt

Write a radio interview with a spy.

Task 1 Describing objects, events and ideas, expressing opinions, reacting Task 6 Asking questions, making suggestions, discussing ideas

There was, there were and there will be, and the future with will

Informative text, short biography, historical documentary clip, news articles

Write an article predicting what life will be like fty years from now.

Task 1 Telling stories, asking information questions, reacting Task 5 Expressing ideas, agreeing and disagreeing, contributing to teamwork

Reproduction prohibited © TC Media Books Inc.

Zipline Year Two  Scope and Sequence Chart

269

Suggested Websites Workbook Unit 1

Task

Page

1

11

Website 

a Name?

Watch the balcony scene from Romeo and Juliet. https://www.youtube.com/watch?v=OZLVlajiihI&feature=youtu.be

What’s in 5

25



Access lists of adjectives describing personality. http://www.esolcourses.com/grammar/adjectives.html

6

26



Read about Canada’s policies on colonization and assimilation. https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523

Word Games

35



Read anagrams made with names of famous people. http://stevengalen.com/actoranagrams.html

1

Unit 2

39



Check out online dream dictionaries.

Your Wildest

http://www.dreammoods.com/dreamdictionary/

Dreams

http://www.dreambible.com/ 2

41



Learn about how to remember your dreams. http://www.enchantedmind.com/html/creativity/techniques/creative_ dreaming.html

4

47



Watch videos of student debates. https://www.youtube.com/watch?v=-1fbmjHkhRE https://www.youtube.com/watch?v=Vv1S9QPblv0

Unit 3

Extra Reading

57

2

70



http://www.todaysparent.com/family/activities/10-great-canadian-road-trips/



Find more clues to where Forrest Fenn’s treasure is. http://www.today.com/news/keep-searching-fresh-clue-released-hunttreasure-worth-millions-6C10480482

Modern Treasure Hunters

Read about 10 great Canadian road trips.

4

76



Explore the ofcial geocaching website. https://www.geocaching.com/play

5

80



Learn about interesting time capsule projects. http://www.cnet.com/news/steve-jobs-time-capsule-dug-up-after-30years-heres-the-video/ http://www.warhol.org/tc21/main.html http://www.keo.org/uk/pages/faq.html

6

82



Read more details about the two time capsule projects. http://www.keo.org/uk/pages/message.php http://www.oglethorpe.edu/about_us/crypt_of_civilization/inventory.asp

1, 3, 7

Unit 4 Viral

94, 100, 112



Access this week’s most popular viral videos. http://www.theguardian.com/technology/series/viralvideochart http://viralspiralvideos.rightster.com/index.php/playlist/163428

Videos 3

100



Check out the Fine Brothers’ React videos. http://www.youtube.com/user/TheFineBros

270

Zipline Year Two  Suggested Websites

Reproduction prohibited © TC Media Books Inc.

Workbook Unit 4

Task

Page

5

106

Website 

Watch the viral videos mentioned in the reading.

Viral

http://www.youtube.com/watch?v=0Bmhjf0rKe8

Videos

https://www.youtube.com/watch?v=INscMGmhmX4

(cont.)

https://www.youtube.com/watch?v=txqiwrbYGrs https://www.youtube.com/watch?v=lih0Z2IbIUQ http://www.youtube.com/watch?v=6rPFvLUWkzs https://www.youtube.com/watch?v=owGykVbfgUE https://www.youtube.com/watch?v=IJNR2EpS0jw&feature=kp https://www.youtube.com/watch?v=28VmUxTDU5Q https://www.youtube.com/watch?v=kfVsfOSbJY0 https://www.youtube.com/watch?v=Y4MnpzG5Sqc https://www.youtube.com/watch?v=OQSNhk5ICTI http://www.youtube.com/watch?v=MNCzSfv4hX8 https://www.youtube.com/watch?v=fxyhCO_XQ

Unit 5

1

123



Learn more about CSIS recruitment.

Mission:

https://www.youtube.com/watch?v=dszXCHbvJYY

Accepted

https://www.csiscareers.ca/en 2

128



Read more about famous spies. http://www.biography.com/people/mata-hari-9402348 http://mentaloss.com/article/12567/10-celebrities-who-spied-side http://en.wikipedia.org/wiki/Jack_Bauer http://www.trueintrepid.com/CndPress.htm http://www.telegraph.co.uk/news/worldnews/europe/russia/7867512/AnnaChapman-prole-of-a-Russian-spy.html http://en.wikipedia.org/wiki/Harriet_the_Spy

6

135



Take a virtual tour of the International Spy Museum. http://www.spymuseum.org/about/virtual-tour/

Unit 6

3

158



Find information on how life has changed since the 1960s.

That Was

http://history1900s.about.com/od/famouscrimesscandals/u/timelines.htm

the Future

http://www.topendsports.com/world/timeline/ http://www.retrosewing.net/fashion-timeline.html http://cironline.org/reports/timeline-food-through-ages-2972 http://www.thecanadianencyclopedia.ca/en/article/history-of-education/

Reproduction prohibited © TC Media Books Inc.

Zipline Year Two  Suggested Websites

271

Audio CD Track List Track

Section

Duration

Page

Introduction

0:42 min

Task 5 Text “How Do We Get Our Names?”

5:48 min

Workbook page 23

 3

Pronunciation: The a Sound Steps 2 and 3

1:18 min

Workbook page 35

 4

Pronunciation: The a Sound Step 4

0:25 min

Workbook page 35

Task 5 Text “Dream Theories”

7:56 min

Workbook page 50

 6

Pronunciation: The w and r Sounds Step 4

1:01 min

Workbook page 63

 7

Pronunciation: The w and r Sounds Step 5

0:55 min

Workbook page 63

 8

Pronunciation: The w and r Sounds Step 6

1:13 min

Workbook page 63

 9

Pronunciation: The w and r Sounds Step 7

0:49 min

Workbook page 63

 10

Pronunciation: The w and r Sounds Step 8

0:39 min

Workbook page 63

Task 5 Text “The Speak Out Loud Podcast: ’History in the Making’ with Liam Green”

7:23 min

Workbook page 79

 12

Pronunciation: The ch Sound Steps 2 and 3

2:03 min

Workbook page 91

 13

Pronunciation: The ch Sound Step 4

0:38 min

Workbook page 91

Task 2 Text “How to Make a Video Go Viral”

6:55 min

Workbook page 97

Pronunciation: The g Sound Step 2

2:44 min

Workbook page 119

Task 6 Text “In Plain Sight”

7:13 min

Workbook page 136

Pronunciation: The h Sound Step 4

1:37 min

Workbook page 147

 1  2

Unit 1 What’s in a Name?

 5

Unit 2 Your Wildest Dreams

 11

 14

Unit 3 Modern Treasure Hunters

Unit 4 Viral Videos

 15  16  17

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CD

Unit 5 Mission: Accepted

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Track

Section

Duration

Page

 18

Pronunciation: The h Sound Step 5

0:55 min

Workbook page 147

 19

Pronunciation: The h Sound Step 6

0:54 min

Workbook page 147

Extra Reading Text “What May Happen in the Next Hundred Years” by John Elfreth Watkins, Jr.

10:11 min

Workbook page 171

 21

Pronunciation: Numbers Step 2

0:42 min

Workbook page 175

 22

Pronunciation: Numbers Steps 3 and 4

1:22 min

Workbook page 175

 23

Pronunciation: Numbers Step 5

1:04 min

Workbook page 175

 24

Evaluation Situation 1: Task 3 Text “Seles Gone Wrong”

3:43 min

Teacher’s Guide page 355

 25

Evaluation Situation 2: Task 2 Text “Water Stewardship” (One Drop at a Time)

4:24 min

Teacher’s Guide page 370

 20

Unit 6 That Was the Future

DVD Track List

DVD

Track

Section

Duration

 1

Unit 1 What’s in a Name?

“Reclaiming Dene Names”

6:11 min

Workbook page 26

 2

Unit 2 Your Wildest Dreams

“Why Do We Dream?”

7:56 min

Workbook page 54

 3

Unit 3 Modern Treasure Hunters

”Geocaching”

6:02 min

Workbook page 74

 4

Unit 4 Viral Videos

“Rosie’s Family Rescue”

7:43 min

Workbook page 110

 5

Unit 5 Mission: Accepted

“Modern Spies”

8:35 min

Workbook page 134

 6

Unit 6 That Was the Future

“Knowledge Explosion”

8:54 min

Workbook page 160

Reproduction prohibited © TC Media Books Inc.

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Reader’s EvaluationTheatre Components What is Reader’s Theatre? Reader’s Theatre is a type of theatre where actors are not required to memorize their lines. Instead, they perform a dramatic reading of a script. Emphasis is placed on vocal expression, rather than visuals like sets and costumes. Readings can be done seated or can be staged. This is a dramatic style that is easily adaptable to the classroom context. With its focus on vocal expression, Reader’s Theatre only requires a script. The Zipline Teacher’s Guide contains a prepared Reader’s Theatre script tailored to second language learners. You may also choose to have students adapt a text from the book in teams to create their own original script. Read the how-to guide below for a step-by-step explanation of how to implement this approach in your classroom.

What are the benets of Reader’s Theatre? • It is enhances comprehension. • It allows students to play and experiment with English. • It offers a great opportunity to practise English pronunciation. • Rehearsals allot students the time to repeat phrases. This repetition offers a chance to focus on form, to improve prosody (rhythm, speed, pitch, intonation, pausing) and to develop and gain uency. • With its set lines, scripts reduce the pressures associated with independently producing uent stretches of speech. For weaker students, this opportunity to uidly read scripted lines may boost their condence to speak in English in front of a group. • It engages multiple language skills. Students practise reading and speaking as performers and listening skills as members of the audience. • It is easy to implement within a classroom setting as it only requires a script.

How-to guide 1. Ask students to silently read the text once to familiarize themselves with it. 2. Model the text for the students. To do this, you may choose to employ reading strategies such as: • choral reading, i.e. the class reads the entire text aloud together • shared reading, i.e. you read the text aloud and students choose when to join in and read aloud • echo reading, i.e. you read a portion of the text and students repeat 3. As a class, discuss the plot, the characters and the setting. Brainstorm what each character might look like and/or sound like.

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4. Divide the class into smaller groups so that all students have the opportunity to participate in the reading. 5. Assign roles. You may choose to assign the roles based on students’ levels. Alternatively, students can negotiate and make this decision as a group. 6. Provide students with time to practise and rehearse. Use this time to correct students’ pronunciation. Focus on aspects such as: • intonation • speed • enunciation • volume • stress • rhythm 7. Have groups perform. You may choose to have students perform one group at a time in front of the class or to have multiple groups perform for one another in different areas if space permits. Remind students to look at the audience as well as at the other characters while performing.

Tips • Bring small props such as hats or masks. • Use sound effects or music to help students get into character. • Place scripts on a music stand so that students’ hands are free. • Have students employ strategies used in theatre such as freezing as a group to signal the end of a scene. Characters that need to exit a scene in Reader’s Theatre normally turn their backs to the audience rather than leaving the performance area. • Film or record students’ performances so that students can see or hear themselves speak. This offers students an opportunity to independently notice errors.

Helpful websites and examples • https://www.hip-books.com/teachers/readers_theatre/ • http://www.aaronshep.com/rt/RTE.html • http://en.copian.ca/library/learning/howtokit/theatre/theatre.pdf • http://curriculumplus.ca/Docs/Guides/RT_resource.pdf • https://www.youtube.com/watch?v=Bq0Ohvo_b1U • http://learning.blogs.nytimes.com//2012/08/10/readers-theater-drama-strategies-to-use-with-any-daystimes-part-5/

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Extra Reading

Extra Reading Handouts

Handout

 Unit 1: Excerpt from The Story of My Life                   ER 1 By Helen Keller

277

 Unit 2: Mysterious You: Zzz . . . !                           ER 2 By Trudee Romanek

281

 Unit 3: Excerpt from Treasure Hunters                    ER 3 By James Patterson

286

 Unit 4: “How Three Videos Went Viral”                    ER 4 By CBC News

291

 Unit 5: “Hamlet, for Short” An abridged Reader’s Theatre adaptation                 ER 5 By Lee Karvonen  Unit 6: Excerpt from Time Surfers: Mondo Meltdown         ER 6 By Tony Abbott

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Extra Reading Unit 1

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Handout ER 1

What’s in a Name?

The Story of My Life (excerpt)

me light!” was the wordless cry of my soul, and the

By Helen Keller

light of love shone on me in that very hour.

Helen Keller was born in 1880 in Alabama. At the age of two she was very sick and became blind and deaf. She lived in a world of darkness, silence and loneliness until the age of seven when her teacher, Anne Sullivan, taught her to communicate. The following excerpt from her novel The Story of My Life begins the day Helen meets her teacher, Anne Sullivan, for the rst time. The most important day I remember in all my life is the one on which my teacher, Anne Manseld Sullivan, came to me. I am lled with wonder when I consider the immeasurable contrasts between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps. [. . .] I did not know what the future held of marvel or surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle. Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and had no way of knowing how near the harbour was. “Light! Give

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I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me. The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once interested in this nger play and tried to imitate it. When I nally succeeded in making the letters correctly I was ushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my ngers go in monkeylike imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name. One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day we had had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in confusing the two. In despair she had dropped

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Extra Reading Unit 1

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Handout ER 1 (cont.)

What’s in a Name?

the subject for the time, only to renew it at the rst

I saw everything with the strange, new sight that had

opportunity. I became impatient at her repeated

come to me. On entering the door I remembered the

attempts and, seizing the new doll, I dashed it upon

doll I had broken. I felt my way to the hearth and picked

the oor. I was keenly delighted when I felt the

up the pieces. I tried vainly to put them together. Then

fragments of the broken doll at my feet. Neither sorrow

my eyes lled with tears; for I realized what I had done,

nor regret followed my passionate outburst. I had

and for the rst time I felt repentance and sorrow.

not loved the doll. In the still, dark world in which I lived

I learned a great many new words that day. I do not

there was no strong sentiment or tenderness. I felt my

remember what they all were; but I do know that

teacher sweep the fragments to one side of the hearth,

mother, father, sister, teacher were among them—

and I had a sense of satisfaction that the cause of my

words that were to make the world blossom for me,

discomfort was removed. She brought me my hat,

“like Aaron’s rod, with owers.” It would have been

and I knew I was going out into the warm sunshine.

difcult to nd a happier child than I was as I lay in

This thought, if a wordless sensation may be called a

my crib at the close of that eventful day and lived

thought, made me hop and skip with pleasure.

over the joys it had brought me, and for the rst time

We walked down the path to the wellhouse,

longed for a new day to come.

attracted by the fragrance of the honeysuckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout.

VOCABULARY blind > unable to see

As the cool stream gushed over one hand she spelled

deaf > unable to hear

into the other the word water, rst slowly, then rapidly.

dumb > unable to speak, silent

I stood still, my whole attention xed upon the motions

preyed upon > bothered, worried

of her ngers. Suddenly I felt a misty consciousness

fog > white cloud that obscures visibility

as of something forgotten—a thrill of returning

tangible > real; capable of being touched

thought; and somehow the mystery of language was

groped > used one’s hands to nd the way

revealed to me. I knew then that “w-a-t-e-r” meant

sounding line > a line used to measure the depth of water under a boat

the wonderful cool something that was owing over

ushed > excited

my hand. That living word awakened my soul, gave it

dashed > threw an object against something

light, hope, joy, set it free! There were barriers still, it

outburst > a sudden explosion of emotions

is true, but barriers that could in time be swept away.

hearth > place for a re

I left the wellhouse eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because

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Zipline Year Two  Extra Reading

spout > a tube through which water comes out gushed > poured soul > the spiritual part of a human quiver > tremble blossom > open like a ower

Reproduction permitted © TC Media Books Inc.

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Extra Reading Unit 1

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Handout ER 1 (cont.)

What’s in a Name?

Before Reading 1. What challenges does a visually impaired person have to face every day? What challenges does a hearing impaired person have to face every day? Give three examples of each in the chart below. Visually impaired

Hearing impaired

2. What tools, methods or technologies do you know of that help visually and hearing impaired people to communicate and live independently?

Word Box

3. Write the vocabulary words from the word box next to the correct denition. anger bitterness

expectant loneliness

longed for pleasure

Denition

pride sorrow

Word

a. solitude b. a strong feeling of displeasure, rage c. had a strong desire d. satisfaction, a sense of achievement e a feeling of deep sadness f. resentment and disappointment g. a feeling of happiness, satisfaction h. feeling excited that something is going to happen While Reading 4. Underline the sentences or words in the text that describe how Helen feels before she meets her teacher and how she feels after she discovers the meaning of words.

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Extra Reading Unit 1

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Handout ER 1 (cont.)

What’s in a Name?

After Reading 5. Connect each sentence using and, but, or and so. Use each conjunction only once. a. Helen lived in a world of darkness

Ann showed her the light and guided her.

b. Ann tried to teach her the difference between the words mug and water Helen persisted in confusing the two. c. Helen could choose to live in her lonely world the barriers and learn to communicate. d. Helen learned to communicate with others her own biography.

she could choose to overcome eventually was able to write

6. Helen uses metaphors to help the reader understand how she felt before she learned the meaning of words. Metaphors are expressions that represent or symbolize something else. What does Helen compare herself to before she met her teacher? How does she describe herself?

7. At what moment did Helen understand that the nger spellings were the names of things?

8. What does Helen mean when she says that at this moment “the mystery of language was revealed” to her?

9. Anne Sullivan played a big role in the author’s education. What do you think Helen’s life would have been like without her? Explain your answer.

10. Go online to nd the manual alphabet and practise spelling your name. Sit with a partner and practise nger spelling a word in one another’s hand, while keeping your eyes closed. Share your feelings and reaction after experiencing the frustration Helen went through when learning the names of things.

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Extra Reading Unit 2

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Handout ER 2

Your Wildest Dreams

Mysterious You: Zzz . . . !

Getting a Schedule

By Trudee Romanek

Many teenagers have a problem called teenage

Feeling Sleepy?

phase shift. Even though their bodies are growing

It’s been a busy day. An hour before bedtime,

a lot, they don’t produce more melatonin—the

you start feeling sleepy and begin to yawn.

chemical that signals it’s time for bed. So the

Your temperature drops a few tenths of a degree.

melatonin signal is weaker, and they don’t feel

Your body is gearing down for its nightly rest.

sleepy until well after midnight.

Once in bed, you relax. You may feel as though

Getting up is a nightmare and they drag themselves

you are falling, or your body may suddenly jerk.

around exhausted for the rest of the day. By evening,

You may “see” things that aren’t there and hear

they’re wide awake again and can’t get to sleep. To deal

voices. These are hypnagogic (hip-nuh-gaw-jik)

with the problem of sleepy teens, some U.S. high

hallucinations. They occur as you cross the line

schools are starting classes later in the morning

between wakefulness and sleep. Then after about

so that students can get the sleep they need.

20 minutes—click! You enter the mysterious land

Stages of Sleep

of sleep. [. . .]

In 1952, American researcher Nathaniel Kleitman

Yawn!

began studying the eyes of sleepers. He knew that

Like a sneeze, a yawn happens whether you want it

our eyes roll around slowly just as we’re falling asleep.

to or not. A yawn makes you open your mouth wide

But he didn’t know if this happened at other times

and take a slow, deep breath. Your lungs expand with

during the night as well.

air, and your jaw muscles stretch to hold your mouth open for about six seconds. The deep breath sends more oxygen to your body

Kleitman asked a research student, Eugene Aserinsky, to stay awake all night and watch a sleeping person’s eyes. Aserinsky was astonished

and especially to your brain. It also helps clear out

by what he saw. Although the sleeper’s eyeballs

carbon dioxide, the gas we breathe out. That may be

didn’t roll, from time to time they darted very quickly

why you yawn, although scientists aren’t quite sure.

back and forth under closed eyelids. What Kleitman

Mostly, people yawn just before bed or when they

and Aserinsky had discovered was a special stage

get up, but just thinking about yawning can make you

of sleep. They named it Rapid Eye Movement (REM)

yawn. You may even be yawning while you’re reading

sleep and soon found that it’s during REM sleep that

this! And when one person yawns, people nearby

sleepers have their most elaborate dreams.

may yawn, too. Try yawning a few times during dinner. Did you get anyone else at the table yawning?

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Handout ER 2 (cont.)

Your Wildest Dreams

Sleep researchers everywhere began to monitor

passing into Stage 1 and then waking up, you enter

brainwaves throughout the whole night. What they

your rst period of REM (Rapid Eye Movement) sleep.

found was that the brainwaves changed during the

For the rest of the night you pass up and down

night, not just once, but many times. They divided the

through the stages of sleep in cycles that last a little

different types of brainwaves into ve stages of sleep

more than an hour. You spend less time in deep SWS

that people go through each night—REM sleep and

and more time in REM sleep as the night passes.

Stages 1, 2, 3 and 4 of non-REM sleep. [. . .]

In fact, most people have no deep sleep at all after

Non-REM Sleep

about 2 a.m. [. . .]

Stage 1 sleep is so close to being awake that if you

Sweet Dreams

were woken from it you’d probably say you weren’t

Everyone dreams. Most people dream for about

even asleep. After several minutes in Stage 1, you

an hour every night during REM sleep. We dream

sink into Stage 2 sleep. The brainwaves during this

in other stages of sleep, too, but those dreams are

stage are a little larger and slower than at Stage 1.

about fairly normal things, and people seem to forget

From there you sink into the deeper sleep of Stages

those more easily. Some people don’t remember any

3 and 4. Your body is very relaxed and it is difcult to

of their dreams at all. And although people dream in

wake you. During Stage 4, your body produces the

colour, some only remember the dream adventures

largest amount of some of the chemicals that help

in black and white. Colour seems to be the rst thing

you grow.

to fade from memory. [. . .]

Stages 1 and 2 are often called light sleep. Stages 3 and 4 are called deep sleep, or Slow-Wave Sleep (SWS), because your brainwaves are larger and slower in those stages.

The Dreamer’s Body While you’re in non-REM sleep, you are relaxed and calm. But your body seems to switch to high alert when you enter REM sleep. Your heart and breathing

The Sleep Cycle

may suddenly speed up. Your eyes dart around as

Throughout the night, you make your way through

though you’re “watching” your dream take place.

the ve stages of sleep on a very regular schedule.

Your brainwaves look a lot like they do when you’re

After falling asleep, you drift down through light

awake. In fact, your whole body behaves much

sleep (Stages 1 and 2) and then into deep SWS sleep

like it does when you’re awake, with one very big

(Stages 3 and 4). You stay in Stage 4 sleep for about

difference—you can’t move. At all. Your closed eyes

20 minutes, your longest chunk of it for the night.

dart around and you may twitch a little, but you never

Then, you begin to drift back up through Stage 3

move. You are paralyzed. Unless something very

and into the lighter sleep of Stage 2. But instead of

scary or startling happens in a dream that shocks

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Extra Reading Unit 2

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Handout ER 2 (cont.)

Your Wildest Dreams

you awake, you lie perfectly still until your dream is

You Try It

over. This is called REM sleep paralysis, or atonia.

How can you get rid of a nightmare that keeps

While you’re sleeping, your brain sends messages to your arms and legs to move, just like when you’re awake. But in REM sleep, something keeps those

coming back? Give this a try. 1. Write down everything you can remember about the nightmare.

messages from reaching their destination. Atonia

2. Think up a happy ending.

prevents you from acting out what’s happening in

3. In your mind, go over your dream with its new

your dream. It may also be why some dreamers feel

happy ending. Describe it to someone else

rooted to the spot. [. . .]

or try writing it down. Think about it before

Things That Go Bump in the Night Long ago, many people thought bad dreams were caused by visits from an evil spirit. That’s where the word nightmare comes from—in Old English, mare means demon. People of all ages have nightmares, but we dream our scariest ones when we are three or four years old. Experts think this is because that’s when our imaginations are forming, and we may have trouble

you go to bed. Good night!

VOCABULARY gearing down > slowing down jerk > move suddenly and quickly wakefulness > consciousness drag > pull with difculty or effort exhausted > extremely tired astonished > very surprised

telling what’s real from what’s not real. For some

darted > moved suddenly and rapidly

reason, girls have more nightmares than boys.

sink > descend

Most nightmares occur during the second half of

drift > move slowly

the night, when we are getting more REM sleep. In a

chunk > a substantial amount

nightmare, you feel threatened and in danger. REM

fade > disappear

sleep paralysis can make a scary nightmare even

startling > sudden

scarier, because you feel you can’t move a muscle to protect yourself. If the fright is strong enough,

rooted to the spot > stuck, unable to move fright > scare, alarm get rid of > stop, eliminate

it may break through the paralysis, allowing you to move. That’s why you usually remember the most frightening nightmares—your fear was great enough to wake you up. Most experts think people have nightmares when they are afraid of, or worried about, something.

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Extra Reading Unit 2

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Handout ER 2 (cont.)

Your Wildest Dreams

Before Reading 1. Describe your sleep habits. Do you have regular sleep patterns? Are you a night person or a morning person?

2. Have your sleep habits changed in recent years? Explain your answer.

3. Studies show that many teens have trouble falling asleep or have trouble sleeping. What do you think is the cause of this?

While Reading 4. As you read, underline facts that surprised you and highlight facts that you already knew. After Reading 5. There are ve stages of sleep: REM sleep and Stages 1, 2, 3 and 4 of non-REM sleep. Next to each statement, indicate which stage of sleep it is referring to. Statement

Stage of sleep

a. Your body is very relaxed and it is difcult to wake you in these stages. b. Your eyeballs dart very quickly back and forth under your eyelids. c. Your body is on high alert. d. Your body produces the largest amount of growth hormones. e. Your heart and breathing can suddenly speed up. f. You are so close to being awake that you do not realize that you are asleep. g. These stages are also called light sleep. h. In this stage you have your most elaborate dreams. i. These stages are also called deep sleep. j. Your brainwaves are larger and slower in these stages.

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Name:

Date:

Extra Reading Unit 2

Group:

Handout ER 2 (cont.)

Your Wildest Dreams

6. What is a possible reason for yawning?

7. Try the experiment described in the paragraph on yawning and describe your results below.

8. What is atonia or REM sleep paralysis?

9. According to the text, why do teens have trouble getting up in the morning?

10. Do you think school should start later in the morning? Why or why not?

11. Try the experiment described in the last paragraph of the text. If you cannot remember a recent nightmare, you can create one. Description of nightmare

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Description of alternate happy ending

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Extra Reading Unit 3

Group:

Handout ER 3

Modern Treasure Hunters

Treasure Hunters (excerpt)

“Yeah. I was kind of goong on, you know,

By James Patterson

the word gold.”

Tommy, Storm, Bick and Beck Kidd have grown up diving down to shipwrecks in search of treasure and travelling the world on a boat named The Lost as part of their family treasure hunting business. When their mother is kidnapped and their father disappears in a violent storm, the children have to work together to defeat dangerous pirates and evil treasure hunting rivals while following cryptic clues to nd out what really happened to their parents. But they can only do this if they rst nd a shipwreck full of gold. In this excerpt, Tommy locates the shipwreck, and the children dive down to it to retrieve the treasure. Tommy clicked the mouse and an underwater photograph came up. It showed two Spanish galleons lying side by side at the bottom of the sea, their barnacled masts completely intertwined, almost as if they were spindly skeletons holding hands. “The one on the left he dubbed La Hermosa Señorita Rebecca. The one on the right he called the El Muy Brillante Señor Bickford. According to the ships’ manifests”—he clicked the mouse again and scrolled down a list of incredible treasures—“these two galleons were carrying more than two thousand boxes of gold and silver coins, plus bullion bars, hundreds of ingots of copper, jewellery, religious medals, and junk like vanilla, chocolate, and indigo.” “Uh, Tommy?” said Beck. “Is this why you told me to ’chillax’ yesterday? That no matter what happened; we’d be ’golden’?” Tailspin Tommy got a sheepish grin on his face.

“And you know how to reach the dive site?” asked Storm. Tommy slid a ash drive into the computer. “Even better. I just need to copy this navigational le, load it into the computer up in the wheelhouse, and put The Lost on autopilot. It’s not too far from the Alligator Reef, southeast of Upper Matecumbe Key. But it’s far enough out that nobody else knows about it.” “Is this for real, Tommy?” I asked, because I couldn’t believe we were nally catching a break. “Yep. By this time tomorrow, I gure, we’ll be the richest kids in the world. Except for, you know, that guy in the comic books. Richie Rich.” I raised both my arms over my head and shouted, “Woo-hoo!” When the navigational le was copied onto the ash drive, the four of us marched out of the room and paraded up to the wheelhouse singing rock songs and sea chanteys like we used to when we went adventuring with Mom and Dad. Dad particularly enjoyed a good Jimmy Buffett tune. So while Storm hid The Key someplace new, Beck, Tommy, and I launched into a very loud and extremely off-key rendition of “Cheeseburger in Paradise.” It felt like the good old days—you know, six months ago. But the days to come were looking up. At the very least, I had a pretty great feeling that when we pulled into port after tapping into our college fund, we’d all

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be able to order as many cheeseburgers as we wanted. We sailed north by northeast toward the treasure coast of Florida, our spirits buoyed by hope and the crazy anticipation of the dive to come. A little after noon, Tommy gave the air horn ve sharp blasts. Yes, this was even bigger than the Dolphins winning the Super Bowl. “Navigational software is making all the right

It means “descend.” We slowly made our way to the bottom, waiting for the moment our twin galleons would appear. A school of ve billion tiger-striped silvery sh parted in front of us like curtains opening on a stage. And there it was—the silhouette of the intertwined masts. We had found Dad’s hidden ships, tucked up against a coral reef. And I know this is going to sound weird, but, for just a second, I felt like Dad was right there beside me, patting me on the shoulder, giving

noises!” Tommy hollered from the poop deck.

me a big okay hand signal because we’d done good.

“Gear up!”

We’d kept the family together.

Beck and I had been in our rubberized wet suits since breakfast (not a bad way to eat, by the way, especially if you slurp and spill a lot). Storm was right there with us, helping us strap

We’d helped one another through thick and thin and crying over lost treasure maps. Now it was time to reap our reward. Tommy led us around a crustacean-encrusted

on our tanks, checking valves, handing out the dive

cannon and down through a narrow hatch opening.

bags, standing by with fresh tanks so we could keep

Dozens of golden sh were swimming beside us,

diving all day. But this time, Beck and I didn’t have

probably curious to see what we found down in the

our sticks to poke the ground. Tommy was so

hold of King Philip III of Spain’s long-forgotten galleon.

condent about Dad’s dive coordinates he was going

They weren’t disappointed.

to be the only one toting a metal detector.

Tommy icked on a oodlight, and I could see we

“You guys are gonna need your hands free to scoop up all that booty,” he said with a wink. When the three of us were good to go, we actually grabbed hands and jumped into the water together. You’re basically looking at an underwater wall of bubbles after you do that. Tommy ashed us a series of hand signals— ending with a thumbs-down. Don’t worry—in diving, that’s a good thing.

were inside a room the length, width, and depth of our entire ship. The heavily timbered chamber was like a warehouse lled with barnacle-covered sea chests (it looked like someone had poured wet concrete over them) stacked one on top of another. Tommy signaled to me, and we kicked up to a chest at the top of one stack. Then, using our dive knives, we snapped open the brittle lock and loosened the crusty buildup clinging to the latch hasp. Tommy raised the heavy lid.

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You know those ball pits people sometimes have

Before the sun had set, we had several million

at birthday parties? Picture that, but instead of

dollars’ worth of loot on board The Lost. We didn’t

brightly coloured balls, put in gold coins.

feel so lost anymore.

Tommy and I ran our gloved hands through the mound of sparkling treasure. There was so much, it dribbled through our ngers like clamshells into a bucket. I couldn’t help it. I did a slow ip, pumping my arms

VOCABULARY shipwrecks > sunken ships galleons > large boats or ships masts > vertical poles that support the sail

and making a sound like . . . well . . . like I was yelling

intertwined > interlaced

underwater. We were rich! We were beyond rich!

spindly > thin and elongated

Beck swam over toting a rusty old helmet she’d just found. Then the three of us manned our scoops and started lling up bags and buckets and even the helmet with loads and loads of solid gold doubloons. We made a total of seven dives down to the shipwreck. While we were hauling everything up, Storm was

dubbed > named chillax > relax Tailspin > out of control sheepish grin > embarrassed smile wheelhouse > where the steering wheel is on a ship launched > started hollered > cried out poop deck > sheltered area on a ship poke > stick into the ground

in charge of counting the coins and sorting them into

toting > carrying

cloth sacks—the thick kind they carry on armoured

booty > treasure

cars that drop money off at the bank. She put the jewels (diamonds, emeralds, rubies) in separate

reap > obtain warehouse > building to keep merchandise chests > storage boxes

sacks and kept the artifacts in another pile for

dribbled > owed slowly like a liquid

further study.

loot > treasure

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Before Reading 1. Test your knowledge of treasure trivia. Four of the following six statements are true. Check whether you think each statement is true or false. Statement

True

False

a. Treasure hunters have searched for a money pit on Oak Island, Nova Scotia, for 200 years and still haven’t found the treasure hidden there. b. The mythical city of gold, El Dorado, is said to be located in the western United States. c. King Tutankhamun’s tomb in the Valley of the Kings in Peru is the most complete ancient Peruvian royal tomb ever found. d. The law of nders keepers means whoever nds the treasure gets to keep it. e. In 1216, King John of England is said to have lost the crown jewels in a card game. f. The Spanish treasure ship Santa María del Camino wrecked off the coast of Florida in 1554. While Reading 2. As you read, highlight the modern technology that the Kidd family uses to nd the treasure. After Reading 3. Choose the appropriate meaning for the following expressions using context clues from the text. The expressions are underlined in the text. Expression

Meaning

a. goong on

1. incorrectly sung version of a song

b. catching a break

2. in good times and bad times

c. sea chanteys

3. taking advantage of, accessing

d. off-key rendition

4. playing with

e. looking up

5. songs sung by sailors

f. tapping into

6. going to improve

g. our spirits buoyed by hope

7. with a positive attitude

h. through thick and thin

8. getting lucky

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4. Why do you think the Kidd family named their sailboat The Lost?

5. What are some things that are lost in the story?

6. How does Tommy nd the treasure site?

7. Why does the narrator, Bick, feel that his dad would have been happy?

8. The author helps you visualize the story by using similes. A simile compares two different things using like or as. Complete the chart with three more similes found in the text. Simile

What is being compared?

a. . . . their barnacled masts completely intertwined, almost as if they were spindly skeletons holding hands.

the masts of the ships and skeletons holding hands

b.

c.

d.

9. How do you think the Kidd children manage on their own without their parents?

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Viral Videos

How Three Videos Went Viral

exceed 100 000 views get a perfect score. Centre

By CBC News

NAD’s production simulation workshop has gained

CBC looks at what happened when three very different videos went viral.

attention for other hoax videos in the past, including one of a penguin appearing to escape from the Montréal Biodôme.

Child-snatching eagle video created as student project Three students in 3D animation are sure to get a perfect grade after a video depicting an eagle snatching a toddler in a Montréal park went viral and generated discussions around the world. Normand Archambault, Loïc Mireault and Félix Marquis-Poulin, students at the École des arts numériques de l’animation et du design (NAD), have come forward to claim responsibility for the overnight sensation. The video “Golden Eagle Snatches Kid in

David Bird, a McGill University professor of wildlife biology, had said earlier that he doubted the video’s authenticity. Bird said he has never heard of an eagle grabbing a child. “The public has nothing to fear from bald eagles in that regard of picking up their babies, and for that matter, even their pets.” Several people in online communities had guessed that the video was a hoax created using computer-generated images. No, dogs don’t have to be bilingual in Montréal A ctitious story about a controversial Montréal

Montréal” shows a large bird swooping down from

bylaw proposal requiring dogs to be comfortable

the sky above Mont Royal Park and picking up a child

in the country’s two ofcial languages has rippled

with its talons. The bird travels several metres before

through the realms of social media and fooled even

dropping the toddler and ying away. The camera

some seasoned news sites.

then zooms in on the child, who is crying but seems

The story, a deadpan parody crafted by CBC

to be uninjured. The video garnered over ve million

Radio’s This is That, went viral this week after

views in one day.

the show posted a segment on its website about

Archambault said his team came up with the

the “untenable chaos” that was rife in Montréal

perfect equation to get people to talk about their

dog parks because some animals were receiving

work. “We brainstormed some ideas of what is viral

commands in French and others in English.

online,” said Archambault. “Everything that is animal

An interview featured a man with a French accent

related and baby related is super popular so we

posing as a councillor and answering the host’s

tried to bring both together and make something

questions. The show’s website included a quote from

extraordinary that wouldn’t happen every day.”

a phoney Montréal city councillor, Benoit LaDouce.

The video took the students 400 hours to create.

“Dog parks in our city are chaotic and communication

The school grades the project according to the

is at the heart of the conict,” the fake city ofcial is

amount of views each video receives. Videos that

quoted as saying.

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The post spread quickly on Twitter and within hours had hundreds of retweets. It was picked

Newfoundlander Meghan Waterman goes viral with #ALSicebucketchallenge

up by social media aggregator Digg and linked

There have been thousands of ALS Ice Bucket

to by the Drudge Report and a blog post on New York

Challenge videos posted in the last week, but the

Magazine. The latter later issued a correction, stating:

video from Torbay’s Meghan Waterman has not only

“Apparently this is a fake news story produced

been noticed—it’s gone viral.

by a fake news show. So, never mind.” This is That staff watched in awe as the story was

Buzzfeed has declared her YouTube video the “Funniest, Most Heroic Video Ever.” Friday morning,

gobbled up by social media and diffused internationally

it had received over 500 000 views. But Waterman has

overnight. Some tweeters immediately saw aws

a hazy recollection of what happened. She recorded

in the story. Others expressed outrage that Québec

the video after undergoing removal of four wisdom

had gone too far on language policy. “We obviously

teeth and while still under the inuence of an

feel for the City of Montréal and city council who are

anaesthetic. Her mother put her to bed and told her

probably getting some calls right now. We feel bad

to stay in her room. Waterman had other ideas.

that that was an outcome of this, but it’s a joke. A pretty funny one,” said This is That producer Chris Kelly. City ofcials did acknowledge they were getting an abnormal amount of calls this morning. They directed callers to the show’s website. “The priority

The video shows Waterman taking the challenge with a swollen face and sometimes bleeding mouth. She’s also worried about whether her mother is going to catch her. “All I remember is I was on Facetime with my

is making sure people understand their elected

friend and it just seemed so important that I had

ofcials are not working on making dogs bilingual,”

to do it. So I hung up on her and I ran out into

said Jonathan Abecassis, spokesperson for Montréal

my kitchen and I lmed it,” she told CBC. “All I

Mayor Michael Applebaum. “The priority is managing

remember next is I woke up, and then I looked on

the city and ghting corruption.”

Facebook, and I guess I posted it when I was asleep.

Kelly said the response to the story has been

I was kind of confused on why I did that. I was like,

overwhelming. The show, self-described as a current

’Oh, that’s me doing weird things on the Internet.”

affairs program that “doesn’t just talk about the issues,

Waterman doesn’t know how her challenge

it fabricates them,” has seen some of its segments

came to the attention of Internet heavy hitters like

go viral before by unwitting social media trollers,

Buzzfeed. She posted it on Tumblr and it started

but not on this scale. “The overarching truth that

to get lots of likes and reblogs. People were asking

we’ve noticed about this style of stuff is we live in a

her to post it on YouTube, so she decided to before

very knee-jerk age and people sometimes don’t take

someone else did.

the time to go beyond the 140 characters,” Kelly said.

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“I’ve gotten a lot of good reaction actually.

Lateral Sclerosis or Lou Gehrig’s disease. Thousands

The only kind of bad reactions I’ve got are mostly

of people have taken the challenge of pouring ice

on Facebook and that’s kind of the adults, saying,

on their heads or donating. Most are doing both.

’Wow, why would this teenager do that? That’s pretty

ALS Canada announced via Twitter Friday morning

stupid.’ That doesn’t really bother me because

that it had received $2 million in donations.

I’m getting a lot of nice messages, saying how I made someone’s day and how I made someone smile,” she said. “And it’s just amazing that a little video like that can have that effect on someone.” Waterman said another upside is that people are

VOCABULARY snatching > quickly taking hold of something swooping > descending on something hoax > something that is not true, a joke

watching other videos she’s posted of her singing

deadpan > a dry sarcastic humour

covers of songs she likes. Waterman said she’s not

rife > general, common

worried about what happens when her 15 minutes

social media aggregator > a platform that shows media from multiple sources

of fame end; she’s happy about the attention she’s received, and making people happy. “I was going to donate. I wasn’t going to do the video at rst because I didn’t have time because I was getting my wisdom teeth out,” she said. “But I guess I decided to do both.”

gobbled up > devoured quickly outrage > anger, rage unwitting > unknowing, ignorant trollers > people who like to cause conict on the Internet knee-jerk > an immediate, typical reaction to an issue

The ALS Ice Bucket Challenge was started to raise money for people suffering from Amyotrophic

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Viral Videos

Before Reading 1. Think of a viral video that you watched recently. In your opinion, why is this video popular?

While Reading 2. As you read, highlight the main reason each viral video was made. After Reading 3. Use context clues to dene the following words from the text. The words are underlined in the text. Verify your answers with a dictionary. Word

Denition

a. toddler b. uninjured c. garnered d. phoney e. awe f. aws g. swollen h. upside 4. Why do you think the three videos described in the text went viral?

5. Which viral video did you relate to the most? Why?

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6. Analyze the three viral videos. Complete the following chart. Information about the video

Viral video #1 Child-Snatching Eagle

Viral video #2 Bilingual Dogs

Viral video #3 Ice Bucket Challenge

a. What are the video’s positive effects?

b. What are the video’s negative consequences? c. Did the video’s creator intend for it to go viral? d. What emotions did the video provoke? e. What elements make the video effective?

7. What do these three videos have in common?

8. Which one provokes the strongest emotions? Why?

9. Choose one video and decide which type of viewer would have the strongest reaction to it. Explain your answer.

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Mission: Accepted

By Lee Karvonen

Prince Hamlet’s father, the king of Denmark, has recently died. His father’s brother, Claudius, has married his mother and is now king. Hamlet suspects that Claudius was involved in his father’s death. Characters (in order of appearance) Hamlet—Prince of Denmark

Laertes—Ophelia’s brother

Horatio—Hamlet’s best friend

Polonius—advisor to the queen, father of Ophelia and Laertes

Gertrude—Hamlet’s mother, the queen Ophelia—Hamlet’s girlfriend

Claudius—Hamlet’s uncle and stepfather, now king Osric—member of the court

Scene 1 Narrator: The outlook wasn’t brilliant for the Danish court that day. The king was in his grave, and his son was not okay. So on that stricken son and heir, a melancholy sat. For there seemed, regarding Mother, that the chances were quite fat. [. . .] Hamlet: My father’s barely in his grave and Mother has rewed! To Uncle! It seems that is incest in my parents’ bed! But I’m no fool, although I will play one for a while. Because I cannot bear to see my sleazy uncle smile. All the court will think I’m mad, but really I will check To learn if Uncle has played fair, or if he’s stacked the deck. Scene 2 Horatio: O Hamlet, dearest friend of mine, I have a tale to tell. These guards have seen your father or a ghost come back from hell. Hamlet: O when and where? You have to tell. I really have to know

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If Father has a word for me. Let’s nd him now. Let’s go!

Hamlet, for Short

Ghost—Hamlet’s dead father, the former king

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Scene 3 Ghost: Oh Danes, come hither. Hear my tale, how I did disappear As I slept in my orchard, my bro poured poison in my ear. Swear to me upon your life my death you will avenge. I cannot sleep until I know my son gets my revenge! Hamlet: O Father, how can I but promise I will make him pay And that evil Uncle Claudius, I will gladly slay? [. . .] Scene 4 Gertrude: My son, you act so strangely. Are you feeling blue? Hamlet: Mother, I am oh so well. Would that you were too. Gertrude: Are you upset I’ve wed your uncle? He has really been so kind. Hamlet: Of course he has, dear Mother. Do you think I’m blind? He is a thrifty sort, I see. To fuel the wedding feast He has used the funeral leftovers. Thrifty, to say the least. Scene 5 Ophelia: Hamlet, do you love me? Will we marry? Will we wed? Hamlet: Fickleness, thy name is woman. Rather, I’d be dead! Ophelia: Hamlet, please don’t torture me! Please be sweet and kind. Hamlet: Just forget me, sweetheart, you’ve helped me lose my mind. Scene 6 Laertes: Father, since I go away, have you any good advice? I’ll only ask you once because I know you’ll answer twice. Polonius: My son, in France, you must be good and heed me when I say Don’t lend and don’t you borrow; lenders rarely do repay.

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So have yourself a good trip and mind your Ps and Qs And then come back to all of us when you have paid your dues. Laertes: Ophelia, I must tell you. Do not wait for Hamlet’s love. Princes are notorious and get orders from above. Don’t waste your love on princes. They cannot be true. Ophelia: Oh, Laertes, I still love him and he makes me feel so blue. Scene 7 Claudius: Rosencrantz and Guildenstern, Hamlet’s childhood friends Hang around with Hamlet to see why he’s gone around the bend. Make sure he’ll not suspect a thing, while upon him you do spy, And then report all back to me, the understanding guy. Scene 8 Hamlet: (Aside) I think I’m sure my dad is right and Claudius killed him dead, But maybe I just dreamed it all, in my little bed. To be or not to be is easy; killing will be hard. I just want to be very sure; I must keep up my guard. If I could just be positive that Claudius is the perp, Then I could easily off him, the slimy little twerp. But if I’m wrong and he’s a creep, but not a murderer, Then I would feel just terrible, and I would hate to err. Scene 9 Hamlet: (Aside) Some acting troupe has come to town. Perhaps they’ll improvise A little murder plot, to see Claudius’s surprise When a murder like his very own, he sees before his face He should react and I can surely put him in his place. Scene 10 Hamlet: (Aside) The plot’s afoot, the troupe is mine, the murder will occur And I will see his guilty face, and then will y the fur! Aha, here comes the dirty bit! Claudius is amazed! He will be much more upset when he sees me crazed!

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Handout ER 5 (cont.) And now I know for certain my father’s spoken true And now I know exactly what it is that I must do! Scene 11 Polonius: I shall hide, my lady, ’neath this curtain on the wall. When Hamlet comes to see you, I will listen to it all. You must tell him he must straighten up and he must y right. Do not sugar-coat this; and tell it him tonight! Gertrude: Yes, I will, Polonius. Your wisdom shines again. I will tell him straight out, regardless of his pain. Hamlet: Mother, dear, you called for me. What would you like to say? Gertrude: Your father you’ve offended. For this you have to pay. Hamlet: My father? Oh, my uncle! I think you’ve got it wrong! He’ll never be my father. And you may not be my mother very long. Gertrude: Hamlet, do not threaten me! You will not murder me! Polonius: Murder? Oh, help! Murder! This can never be! Hamlet: (Hamlet stabs the curtain.) A rat behind the curtain! I will kill before it spreads! Polonius: My lady, he has stabbed me! And, I fear, I’ll soon be dead! (Polonius dies.) Gertrude: O Hamlet! Oh my Hamlet! Look upon what you have done! Hamlet: Oh, it’s just Polonius! I thought I’d killed someone. Gertrude: You’ve killed our dear old counsellor! Is that not bad enough? Hamlet: Hardly! Kill a king and marry his queen! Now that is really rough! [. . .] Ghost: My son, I hope you’ve not forgot. My killer lives and yet My wife is so confused and weak. This she does not get. Help her so she understands and gets beyond her guilt, Then later you can put your sword into Claudius— to the hilt.

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Mission: Accepted

Hamlet: O Father, you are sick and pale! O Mother, don’t you see? This is just a ghost of what my father used to be! Gertrude: Hamlet, are you really mad? I don’t see what you see! [. . .] Hamlet: Mother, I’ve not lost my mind! I’ve found it, if you will. And now about my uncle, will you take a bitter pill? Gertrude: What is it you will have me do? Please tell me now, my son. What is it you will have me do? You know it will be done. Hamlet: Sleep not again in uncle’s bed, though he may tempt you to. It is diseased and poisonous. You and he are through! [. . .] Scene 12 Claudius: Laertes, welcome back to Elsinore, my boy! It is indeed unfortunate, that it is without joy. For Hamlet has your father slain and drove your sister mad, And now he even dares to make a threat to me! He’s bad! Laertes: I hate him with a passion that is deep and very wide! I know I’ll not be happy till I know that Hamlet’s died! Claudius: Patience, dear Laertes, for I know and share your rage. But let us wait till time is ripe to turn another page. [. . .] Laertes: I’ll trust you, honest Claudius. Don’t leave me in the lurch. For right now I would like to cut his throat right in the church! Gertrude: O my dear Laertes, I bring news will make you shriek! Your sister has just drowned herself in the local creek. Laertes: Oh, Claudius, you must hold me back. I cannot on my own! I don’t think I can wait until I slice him to the bone! Claudius: I know it’s tough, but please hang on. It really won’t be long Until you see Hamlet’s blood and hear his own death’s gong.

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Handout ER 5 (cont.) Scene 13 Laertes: O sister, dear, why did you die? Could you not wait for me? Was it for love of Hamlet that you chose not to be? Hamlet: Ophelia! I did love you, but I had other things to do. I am so sad you’re gone because I really loved you true. Laertes: (Laertes jumps at Hamlet.) You hateful man, how dare you speak of love when she is dead? Because of you she took her life! Her life is on your head! Hamlet: Don’t mess with me, Laertes. I’m a man of single mind And a very dangerous opponent I will be, this you will nd. Claudius: Pry them apart! This is no time to quarrel or to ght. We’ll let you settle this with swords at Elsinore tonight. Scene 14 Claudius: Laertes, I’ll give you the sword that has been deadly dipped. The slightest cut on Hamlet and his soul—it will be ripped. Laertes: Fear not, my lord, our Hamlet’s breath shortly will not be, For as a swordsman I don’t think that Hamlet equals me. Claudius: (Aside) Meanwhile, I will back up my play with an extra poison cup. If Hamlet wins, he loses when this wine he does suck up. Osric: Gentlemen, please choose your foils. The duel will soon begin. And if you all observe the rules, then may the best man win. Laertes: Have at it, coward! I’ll see you bleed and die upon this oor! Hamlet: Maybe yes, and maybe no, and maybe something more. [. . .] Osric: En garde! Now start! Look at them go! That nearly was a hit! But no, says brave young Hamlet. I didn’t feel a bit.

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Handout ER 5 (cont.)

Mission: Accepted

And now there is a fresh exchange. The sparks y from their steel. If anybody gets a hit, it’s a hit he’s going to feel! Gertrude: I’m thirsty, son, from watching you. I think I’ll have a drink. Claudius: Oh no, my dear, you mustn’t! That’s Hamlet’s glass, I think. Gertrude: Now don’t be rude, O Claudius. My thirst it must be quenched! Claudius: (Aside) Oh my dear, my Gertrude. My heart has just been wrenched! Osric: The lads resumed their battle and they had a deadly clinch. Laertes nicked poor Hamlet. He said, “It’s just a pinch.” They dropped their blades; they switched their blades, and then resumed the ght, But now the queen is looking sick, in fact, she looks afright! And Hamlet’s wounded Laertes, a deep wound that could kill, But now the queen is on the oor. I think she needs a pill. Hamlet: How is the queen? My mother looks quite bad from here. What goes? Claudius: She only faints to see the blood. It’s no big deal, you know. Gertrude: The drink! The drink is poisoned! Oh no, Hamlet, I am doomed! Hamlet: Then you’re going to have company! I think I’ll kill the room! Laertes: Hamlet, I am doomed because I had a poisoned blade And that same blade wounded you also, so your fate too is made! My treachery has ended me, as it should rightly do. But I’m afraid it also has become the end of you. Hamlet: And too the queen who drank the drink the king had planned for me. But now I’m going to stick this blade where it should really be! (Hamlet stabs Claudius.) Claudius: O help, I’m stabbed! I’m hurt! Help me! The blade has struck my chest!

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Hamlet: And now I’m going to help you out! Here take it! Drink the rest! (Hamlet forces the remaining poisoned wine down Claudius’s throat.) You damned, incestuous, murdering Dane! This is your just dessert! I did it! I have killed the room! Now I’ll die from my hurt! Horatio, my only friend, now I’ll die with class. Please turn the country over to my goodly Fortinbras. (Hamlet dies.) Horatio: Good night, sweet prince, your noble heart has cracked within your chest, And now those ights of angels, they will sing you to your rest. As for the rest, they rest in peace, or rest in hell below But Hamlet, my sweet prince is gone, and that is all I know.

VOCABULARY sleazy > immoral slay > kill thrifty > economical, frugal Fickleness > changeability, inconstancy heed > listen to around the bend > crazy perp > perpetrator; criminal off > kill twerp > foolish person afoot > in operation y the fur > cause a ght stabs > cuts with a knife or sword bitter > painful, difcult to accept drowned > died under water settle > resolve deadly dipped > covered in poison foils > weapons, swords quenched > satised nicked > cut blades > swords

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Date:

Extra Reading Unit 5

Group:

Handout ER 5 (cont.)

Mission: Accepted

Before Reading 1. Is it ever okay to spy on someone? Read each of the following spying activities and check whether you think it is always, sometimes or never acceptable to spy. Explain your answer. Is it okay to . . . Always

Sometimes

Never

Always

Sometimes

Never

look at someone’s Facebook page when you are not ’Friends’?

Always

Sometimes

Never

as a parent, install spyware on your child’s computer?

Always

Sometimes

Never

check the text messages on your boyfriend or girlfriend’s phone?

listen to a friend’s private conversation?

2. Look at the literal meanings of the idioms below. mind your Ps and Qs > don’t forget to be polite wait until the time is ripe > wait until the perfect moment to act sugar-coat > try to make the truth less bad pay your dues > do something less desirable in order to achieve something more desirable stack the deck > manipulate events so that you have the advantage feel blue > be sad

3. Complete the following sentences with the correct idiom from the list above. a. I don’t think Mauricio will be happy that you crashed his car, but he will be angrier if you try to the news. b. Remember to be on your best behaviour tonight. Say hello to Mrs. Macmillan and remember to during dinner. c. I know you didn’t win the game today, but don’t team again next month. 300

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.We’ll play that

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Extra Reading Unit 5

Group:

Handout ER 5 (cont.)

Mission: Accepted

d. Don’t be impatient; we need to

.

e. Don’t even think about bringing cookies for Mr. Brown. He doesn’t like when students in their favour. f. In order to get this promotion, you have to

.

While Reading 4. As you read, nd and underline two examples of spying in the story. After Reading 5. Place the events of the play in order. Claudius poisons the wine. Hamlet meets his father’s ghost. Hamlet stabs Polonius who is spying on him from behind the curtain. Laertes and Hamlet have a sword ght. Ophelia drowns herself. Claudius asks Rosencrantz and Guildenstern to spy on Hamlet. Gertrude dies. Hamlet sees Claudius’s reaction to the murder scene in the play. 6. Why is Hamlet angry with his family?

7. How does Hamlet learn the truth about his father?

8. Should parents be allowed to “spy” on their children in order to learn about their behaviour? Write one advantage and one disadvantage in the chart below. Advantage

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Disadvantage

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Extra Reading Unit 6

Handout ER 6

That Was the Future

Time Surfers: Mondo Meltdown (excerpt) By Tony Abbott

When Ned has to move to a new town, life gets tough. Not only does he leave behind his best friend Ernie, but the kids at his new school call him Ned the Nerd. Then something amazing happens. He travels through a timehole into the future, where he and his new friends Roop and Suzi are Time Surfers who ght to save the planet from destructive forces. When Ernie comes to visit Ned, they go on a time travelling mission together only to nd that Vorg, the evil master of time, has travelled to the past to change the future. Now the planet is a mess. It’s up to the Time Surfers to make things right again. With his best friend by his side, Ned is ready for an all-out battle to save the future. But will it be too late? “No school for a week,” Ned sighed. “This is the way it should be.” Ernie nodded. “Yeah, vacation is great.” He was spending the week with his best friend. “So, like, what are we doing at school?” Ned had to think. “Because . . . um . . . my dad didn’t put the hoop on the garage yet?” That was true. It had only been a few months since Ned and his family had moved to Lakewood. And there had been a lot to do. A few months? It seemed to Ned as if a hundred years had passed since he’d lived back in Newton Falls with Ernie. A hundred years since his life had been normal. “My mom and dad say we just have to give it time. Can you believe it? Time!” “They still don’t know?” “No one knows, except you.”

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Time! That word. It meant something different to Ned than it did for anyone else. Ned travelled in time. He’d been to the future. In fact, he was an ofcial Time Surfer, the most honoured thing a kid could be in 2099. That was the year he travelled to most often. That was the year his other friends lived in. Roop Johnson and Suzi Naguchi. They were so cool. Well, of course they were. They lived in the coolest future imaginable! Along with Ned they made up Time Surfer Squad One, an incredible deep-space action team. “The future is unbelievable, Ern,” Ned said. “Kids do everything. They rule! Like Suzi, for instance. She’s the best sure pilot in the galaxy. And Roop, he’s a real wirehead. A tech-freak!” Ernie nodded. “Kind of like you.” Ned shrugged. “I guess so. It was my communicator that started it all.” The communicator was a little black box that Ned had invented so that he could keep in touch with Ernie. The communicator, or beamer, as Roop called it, just happened to open something called a timehole in Ned’s new closet. A door to the future! Ned never went anywhere without his beamer. He never knew when Roop and Suzi might call him on a mission. Being a Time Surfer was the best thing that had happened since he’d moved. But almost everything else was terrible. The rst worst part for Ned was being separated from his best friend in the whole world. The second worst part was Lakewood School, where everybody

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Extra Reading Unit 6

Date:

Group:

Handout ER 6 (cont.)

That Was the Future

from the janitor to the principal thought Ned was weird. But the third worst part, and maybe the worst worst part, was Ned’s teacher, Mr Smott. Ned was convinced that Mr. Smott was out to get him. Mr. Smott complained about everything Ned did. Even regular stuff. Mr. Smott had stopped him twice just for grabbing the wall on his way out of the classroom! “Stop that!” he would say, pointing to the shiny spot where the paint was getting worn away.

There was a sound coming from down the hall. “Do you hear that?” asked Ned. “Buzzing?” Ned popped the basketball over to Ernie and started down the hall. “Let’s take a look.” They tiptoed past all the empty classrooms, their footsteps echoing along the halls. [. . .] “Something’s not right.” Quietly they crept down the hall and stopped outside Ned’s classroom. Buzzing lled the air. Whenever the sound got louder, the lights dimmed.

“If everyone did that, the wall would be worn right

They peeked into the classroom.

down to the stone!”

A man, his back to the door, was hunched over

With any other teacher, it would have been a joke. But Mr. Smott wasn’t like any other teacher. He meant it. How many times had he written a note for Ned

a black box the size of a small TV. In the middle of it was a ne blue beam. It was focused on a patch of shiny material. The material glowed. “Weird science,” Ernie whispered.

to take home, saying that Ned wasn’t doing his

“Weird is right,” Ned answered. “But who—”

best? That Ned didn’t pay enough attention in class?

The gure moved, and Ned saw the man’s prole.

That Ned was a daydreamer? Which he probably was. When all the other kids were watching TV or doing homework, Ned was ghting smelly green aliens and trying to stop Vorg, a half human, half robot, from taking control of time. Once Ned had even blown up a giant killer comet

A smile was spreading across his lips. “It’s Mr. Smott!” Ned hissed to Ernie. “I’ve never seen him smile before! Never!” Suddenly a sound erupted from Ned’s back pocket. It was loud. Diddle-iddle-eep! Ned’s communicator!

seconds before it would have blasted Earth. How

A call from the future!

could he not daydream about stuff like that?

Mr. Smott swung around. In a ash, his large

“I need a drink,” said Ernie.

smile twisted into the most horrible frown Ned had

“Too bad the school is locked.” But Ned leaned

ever seen! [. . .]

over and yanked on the door anyway. It swung open. “Whoa!” he said. Ernie grinned. “Water fountain!”

Voooom! The boys took off down the hall, leaving Mr. Smott and his big frown in the dust. They ew down the stairs, Ned leading the way. [. . .]

They stepped inside. [. . .]

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Handout ER 6 (cont.)

That Was the Future

“Hey,” said Ernie, slowing to catch his breath.

“Into the pod!” yelled Ned. He dragged Ernie

“What was your teacher working on? A new kind

through the ring of light, shoved him down into the

of cappuccino maker?”

time pod, and jumped in.

Ned shrugged. “Some kind of laser thing?” “But why is he here during vacation?” “Maybe he’s always here. Maybe he lives here!”

Ka-voom! The pod’s mini-engine roared, blasting the closet door back open. [. . .] “We’re outta here!” shouted Ned. Smoke lled the

Ned shuddered. “Suzi told me that Lakewood School

closet, the ring closed up, and the pod shot off into

is still around in 2099. Maybe Mr. Smott is still here

the shiny blue timehole!

then, too.” Ernie made a face. “Scary thought.”

Ernie was thrown back into his seat. “Are we— really—going—to—the future?”

They stopped outside the gym, and Ned pulled his communicator out of his back pocket. A coiled

VOCABULARY

antenna with a blue ball at the top began to turn.

timehole > tunnel to travel in time

Diddle-iddle-eep!

hoop > basketball net

“This is a mission, Ern,” he said. “We’ve got to nd a timehole, pronto.” He pressed a green button on the communicator and pointed it down the hall. The box hummed.

rule > govern wirehead > someone who cares only about computers tech-freak > someone obsessed with technology janitor > maintenance worker out to get him > wants to cause him problems

“The pod! Yes!”

worn > well used

“The pod?” Ernie asked.

meant it > was serious

“The time pod that crashed here the rst time

daydreamer > someone who fantasizes a lot

I came back from the future. It’s still in the closet!” Suddenly there were footsteps thumping down the stairs. “And Mr. Smott is still after us—let’s blast!” They ran down the hall and screeched to a stop

yanked > pulled roughly tiptoed > walked quietly dimmed > became less bright In a ash > suddenly pronto > immediately

in front of the janitor’s closet. “Follow me!” Ned jumped in, pulled Ernie along with him, and shut the door behind them. [. . .] Zoosh! A ring of silver-and-blue light burst from the back of the closet. On the other side of the ring was a small bubble-shaped time pod. [. . .]

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Name:

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Extra Reading Unit 6

Group:

Handout ER 6 (cont.)

That Was the Future

Before Reading 1. Why do you think time travelling intrigues people?

2. If time travel were possible, would you like to travel to the future or to the past? What year would you travel to? Explain your answer.

While Reading 3. As you read, highlight the facts about the future that Ned discovers when he time travels. After Reading 4. Find the information in the text that supports the following statements. Ned felt that . . . a. the future was really cool because . . .

Evidence from the text kids do everything. Kids rule.

b. almost everything was terrible since he moved because . . .

c. Mr. Smott was out to get him because . . .

d. he couldn’t help daydreaming at school because . . .

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That Was the Future

Group:

Handout ER 6 (cont.)

5. Ned says that in the future kids do everything and that kids rule. If you could rule your school, what are two things you would change? Why?

6. Why did Ned invent the beamer? What does it do?

7. Do you think Ned’s teacher Mr. Smott is somehow connected to the time travelling? Why or why not?

8. The author uses different sensory words to describe sound; for example, he writes, “their footsteps echoing along the halls.” Scan the text and write as many sensory words as you can that describe sound. Compare your list with a partner’s to see who found more.

9. An onomatopoeia is a word formed in imitation of a sound. With a partner, decide which sensory words in Step 8 are onomatopoeic? Write them below.

10. What do you think your school will be like in the year 2099? What do you think will be different and what will be the same?

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Extra Grammar

Extra Grammar Handouts

Handout

 Unit 1: Grammar Exercises Compound Nouns                            GE 11 Conjunctions                                 GE 11-12 Compound Sentences                         GE 12 Grammar Quizzes Compound Nouns                            GQ 11 Conjunctions and Compound Sentences         GQ 12  Unit 2: Grammar Exercises Past Continuous                              GE 21 Quantiers                                  GE 22 Grammar Quizzes Past Continuous                              GQ 21 Quantiers                                  GQ 22  Unit 3: Grammar Exercises Present Perfect                              GE 31 Comparative Form of Adjectives                GE 32 Grammar Quizzes Present Perfect                              GQ 31 Comparative Form of Adjectives                GQ 32  Unit 4: Grammar Exercises Superlative Form of Adjectives                 GE 41 Types of Adverbs                             GE 42 Grammar Quizzes Superlative Form of Adjectives                 GQ 41 Types of Adverbs                             GQ 42  Unit 5: Grammar Exercises Information Questions (Simple Present and Simple Past)                             GE 51 Future with Be Going To                       GE 52 Grammar Quizzes Information Questions (Simple Present and Simple Past)                             GQ 51 Future with Be Going To                       GQ 52  Unit 6: Grammar Exercises There Was / There Were / There Will Be            GE 61 Future with Will                              GE 62 Grammar Quizzes There Was / There Were / There Will Be            GQ 61 Future with Will                              GQ 62

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Guide Page 308 308 309 310 311 312 314 316 317 318 320 322 323 324 326 328 329

330 331

332 333 334 335 336 337

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Grammar Exercises Unit 1

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Handout GE 1.1

Compound Nouns and Conjunctions

A. Write a compound noun for each description. 1. A yard that is in the back of a house: 2. A store where books are sold: 3. A ticket for boarding a plane: 4. A board that you write on with chalk: 5. The day you were born: 6. Boots that you wear in the winter: 7. A bottle that contains water: 8. Milk that has chocolate in it: B. Underline the main noun in the compound nouns below. Then, make the compound nouns plural. car seats 1. car seat 4. bedroom 2. car key

5. police station

3. father-in-law

6. hair dryer

C. Circle the conjunction that best completes the sentences. 1. Our hockey team played very well a. but

b. so

c. and

2. Paul broke his leg a. or

b. except

d. or he went to the hospital.

c. so

3. I like all kinds of music a. or

b. and

they didn’t win the tournament.

d. but I hate country music.

c. but

d. so

4. This morning I made my bed, swept the oor a. but

b. and

c. or

5. Do you prefer chocolate a. or

b. and

308

b. so

d. so vanilla ice cream?

c. but

6. Jennifer had a bad headache a. or

did the dishes.

c. except

Zipline Year Two  Extra Grammar

d. except she went to bed. d. but

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Grammar Exercises Unit 1

Date:

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Handout GE 1.2

Conjunctions and Compound Sentences

A. Write logical endings to the sentences using each conjunction in the word box at least once. Word Box

and

but

or

so

1. Mackenzie went shopping and bought sunglasses, a hat 2. My brother wanted to play baseball 3. You can either do your homework now 4. Alexandre loves to hike 5. Stella is afraid of heights, ying 6. My bedroom was a mess, B. Highlight the subjects and underline the verbs. Write S beside the simple sentences and C beside the compound sentences. Sentence Type 1. I have math classes on Tuesdays and Thursdays. 2. Shane will bring the birthday cake and I will bring the candles. 3. It started to rain, so I opened my umbrella. 4. Joshua has guitar lessons every day except Mondays. 5. Nina’s dance performance was good, but she stepped on her partner once. 6. Peter usually plays soccer or goes to the gym on Saturdays. C. Combine the simple sentences to form a compound sentence. Use an appropriate conjunction from the word box to join the sentences. Use each conjunction at least once. Word Box

and

but

or

so

1. I played the piano. My brother sang. 2. Katy loves karaoke. She doesn’t sing very well. 3. My computer stopped turning on. I called a technician. 4. We can stay at home all day. We can go out with our friends.

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Grammar Quiz Unit 1

Group:

Handout GQ 1.1

Compound Nouns

A. Match words in columns A and B to make new compound nouns. Column A

/10

Column B

1. life

a. pool

2. home

b. work

3. bird

c. in-law

4. pencil

d. coat

5. swimming

e. guard

6. check

f. watching

7. winter

g. up

8. brother

h. friend

9. girl

i. ball

10. basket

j. case

B. Complete the sentences with an appropriate compound noun from Exercise A. 1. He’s gotten in good shape since he started playing

.

2. My brother has a summer job. He will be a 3. It’s important to have a

/10

at the water park. every year to monitor your health.

4. Paul is sad because he broke up with his

.

5. I didn’t understand some exercises, so I couldn’t nish my 6. My sister’s husband is my

.

7. Put on your

. It’s very cold today.

8. The scissors and the glue are in my 9. You can’t use the 10.

.

. if you don’t wear a bathing suit.

is my grandfather’s favourite hobby. He loves nature.

C. Underline the main noun in each compound noun. Then, make the compound noun plural. 1. football

4. tennis shoe

2. ex-boyfriend

5. frying pan

/5

3. haircut

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Grammar Quiz Unit 1

Date:

Group:

Handout GQ 1.2

Conjunctions and Compound Sentences

A. Circle the correct conjunction.

/15

Joey likes Katia very much (so / but) he called her (and / or) asked her out on a date last Saturday. First, they went to the cinema (but / and) saw an action movie, (but / so) Katia didn’t like it. She said that the movie was long and boring (or / and) she almost fell asleep. After the movie, Joey took Katia to the amusement park (so / but) Joey didn’t have much fun there. Katia and Joey rode some rides, (so / but) Joey was too scared to ride Katia’s favourites: “The Demon” and “The Destroyer.” After the amusement park, Joey and Katia were very hungry (or / so) they went to a nearby fast food restaurant. Katia asked Joey if he wanted to order pizza (or / but) a hamburger, (so / but) Joey didn’t like either of these options. Katia was getting upset about Joey’s attitude (but / or) she forced a smile (or / and) suggested an Italian restaurant. In the restaurant, Joey ordered ravioli (or / and) Katia ordered lasagna. The food was really good (so / but) a little expensive. After dinner, Joey was feeling tired (so / or) he asked Katia if he could take her home. After they said goodbye, Joey still thought Katia was nice (but / so) he also thought they were too different to be a good match! B. Write logical compound sentences by combining the two clauses and a conjunction. Word Box

and

Clause 1

but

or

/5

so Clause 2

There will be a big snowstorm tomorrow

the weather was a little cold

My father put up the camping tent

all schools will be closed

Next summer, Alice can either stay in Montréal

she still missed her ight

We had a nice picnic in the park

I collected some wood

Sandra rushed to the airport

visit her family in Greece

1. 2. 3. 4. 5.

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311

Name:

Date:

Grammar Exercises Unit 2

Group:

Handout GE 2.1

Past Continuous

A. Complete the sentences with a verb from the word box. Use the past continuous. Word Box

y

lie

ride

1. My sister 2. You

swim

take

wear

a beautiful dress at prom. her bike to school when it started to rain.

4. The students

at their desks quietly when the teacher arrived. for the bus for about an hour, but it never came.

6. Jason

a nap when you called.

7. Yesterday afternoon, Thomas and Sarah 8. I

wait

in the ocean all afternoon.

3. My sister 5. We

sit

from Chicago to Vancouver.

when I said I didn’t know Freddy.

B. Complete the sentences with the negative form of the past continuous. 1. The children (do) 2. I (plan) to a party. 3. Joseph (get) classes. 4. Sasha (study)

their homework. They were playing video games. to go out today, but my friends convinced me to go good grades in math so he started taking private seriously so she failed her course.

5. Cory and Zoe (listen) 6. The projector (work)

when the teacher called their names. , so the teacher had to call the lab technician.

C. Read the sentences below and underline the interrupting action. 1. I was sleeping when a loud noise woke me up. 2. Eddie was doing his homework when he spilled coffee on his notebook. 3. We were dancing when someone turned off the music. 4. Tania fell down when she was riding her bike. 5. Cameron was running when a dog began to chase her. 6. I was mopping the oor when I saw a mouse. 7. I cut my nger when I was making spaghetti. 8. Jerry learned the news when he was working.

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Grammar Exercises Unit 2

Group:

Handout GE 2.1 (cont.)

Past Continuous

D. Write yes / no questions for the following answers. Use the past continuous. 1. Q: A: No, Lisa and Deena weren’t studying in the library. 2. Q: A: Yes, I was walking my dog at 6:00 p.m. 3. Q: A: Yes, my sister was practising the piano. 4. Q: A: Yes, Bruno and Alex were watching the soccer match. 5. Q: A: Yes, it was raining this morning. 6. Q: A: Yes, I was going to my skating lessons. 7. Q: A: No, I wasn’t making cookies. 8. Q: A: No, you weren’t talking in your sleep. E. Use the prompts to write information questions in the past continuous. 1. Why / you / cry / yesterday? 2. Who / Angie / talk to / in the cafeteria? 3. Where / you / go / after class? 4. What song / they / sing? 5. What / you / eat / at lunchtime? 6. Who / Michelle / call?

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Name:

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Grammar Exercises Unit 2

Group:

Handout GE 2.2

Quantiers

A. In each column, rank the quantiers from 1 to 6 from the greatest amount (1) to the least amount (6). Uncountable nouns

Countable nouns

a lot of cheese

no potatoes

no cheese

some potatoes

too much cheese

many potatoes

enough cheese

a few potatoes

a little cheese

enough potatoes

some cheese

too many potatoes

B. Check all the quantiers that can correctly be used with the noun in bold. 1. I have a few

sci- books in my room. much

a lot of

a bit of

passenger will nd a set of earphones on the plane.

2. many

all

3. There is both

some

every

some

each

enough

several

sh in the freezer. some

4. We don’t have

a little

our to make a cake. any

many

a lot of

enough

of my classes are very interesting.

5. all

both

6. Is there many

both

much

a few

each

rice to eat with the curry? any

7. Look out! I spilled

every

a lot of

enough

coffee on the oor. some

much

enough

several

people were sick after eating the soup.

8. many

314

several

a lot of

Zipline Year Two  Extra Grammar

every

several

some

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Grammar Exercises Unit 2

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Handout GE 2.2 (cont.)

Quantiers

C. Circle the correct quantier to complete the sentences. 1. This soup tastes very good but it needs (a few / a bit of) salt. 2. Do we have (enough / several) milk for our cereal? 3. There’s (too much / too many) trafc every day at 7:00 a.m. 4. (Each / Some) books in the library are in poor condition. 5. The teacher has assigned (many / a lot of) homework recently. 6. (Both / Every) players are doing very well this season. 7. We need to buy (a few / a little) vegetables at the supermarket. 8. (Each / All) student will get a free pass to go to the art museum. D. Fill in the blanks with the correct quantier from the word box. Word Box

1.

any

a bit

both

each

every

none of

several

too much

sweaters, the green and the black, look good on you.

2. The temperature today is 15ºC. It’s 3. Argh! This coffee has

warm. sugar in it.

4. The dinner was awful.

the guests ate the food.

5. You have to put a stamp on 6. Jane called you 7. There aren’t

envelope. times this morning, but you didn’t pick up the phone.

good restaurants in my neighbourhood.

8. The teacher gave

of her students a gift.

E. Fill in the blanks using every or all. 1. Worms had eaten 2.

of the tomatoes in the garden.

students must wear tennis shoes in the gymnasium.

3. My grandmother gives

of her grandchildren a birthday present.

4. Dylan wears the same pair of socks to

soccer game for good luck.

5. When we left the library, we found that

of our bicycles had been stolen.

6. He sighs

time I ask him to help me with my homework.

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315

Name:

Date:

Grammar Quiz Unit 2

Group:

Handout GQ 2.1

Past Continuous

A. Complete the sentences using the past continuous form of the verbs in parentheses. 1. We left the concert because we (enjoy, negative) 2. Joanne (get)

/5

it.

dizzy so she sat down for a while.

3. While Peter (swim)

, he got a cramp in his left leg.

4. You (pay, negative)

attention while

I (talk)

.

B. Complete the sentences using past continuous with an appropriate verb from the word box. Word Box

1. Katy 2. While I 3. They

chat

drive

sing

text

her friend Chiara on her cellphone. , my friend was giving me directions. a picnic when it started to rain.

4. Klaus and I 5. Tory

have

/5

online when my computer froze. while she was taking a shower.

C. Use the prompts to write yes / no questions using the past continuous form of the verb.

/5

1. they / eat / in the car? 2. your sister / wear / a blue hat? 3. the guests / arrive / at 8:00 p.m. ? 4. I / speak / too loudly? 5. Marc and Holly / ght? D. Read the answers. Complete the information question for each answer. Use the past continuous.

316

1.

this morning? Nadia was going home.

2.

an email to? Paul was sending an email to his teacher.

3.

last night? I was screaming because I saw a rat!

4.

at the mall? We were buying a present.

5.

in October? They were travelling to Winnipeg.

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/5

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Grammar Quiz Exercises Unit 2

Group:

Handout GQ GE 2.1 2.2

Question Words Quantiers

A. Circle the correct quantier to complete the sentences. 1. In a soccer match, a. no

team has eleven players.

b. both

c. each

2 Jenny left her ofce a. a little

/10

minutes ago.

b. a few

c. a bit of

3. I couldn’t see the parade very well because there were a. every

b. too much

c. too many

4. This sauce doesn’t taste like anything. It has a. no

b. every

spices in it.

c. many

5. Carla is new to the school but she has a. a lot of

b. both

friends now.

c. a little

6. Could you please buy a. a few

bread at the supermarket?

b. some

c. several

7. I’d like to buy that jacket, but I don’t have a. too many

people on the street.

b. many

money.

c. enough

classroom has an overhead projector.

8. a. Some

b. Every

c. All

9. I enjoyed the hockey game a lot. a. Both

b. No

10. Sarah doesn’t eat a. a few

teams played very well. c. Each

seafood. She’s allergic. b. many

c. any

B. Underline the correct quantiers to complete the email.

/10

Hello Fatima, Thank you for your invitation to dinner. I’d like to let you know that I’m on a diet so I’m not eating (many / much) pasta, but I can eat (a little / a few) brown rice. I can eat (each / both) sh and chicken, but I’m not eating (any / a few) red meat. I’m eating (a lot of / many) salad these days with just (a few / a bit of) balsamic vinegar on it. I can also eat (a little / many) dessert. For instance, I can eat (some / a few) carrot cake, but (too many / no) brownies, please. I prefer to drink water. Soda has (too much / too many) sugar in it. See you on Friday! Bye. Jay

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317

Name:

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Grammar Exercises Unit 3

Group:

Handout GE 3.1

Present Perfect

A. Complete the crossword puzzle with the past participle form of the verbs in the clues. Clues Across

Down

3. give 5. wash 6. kiss

9. read 13. think 14. y

16. become 17. put 19. run

20. fall 21. tell

1. cry 2. leave 4. ride

5. write 7. drive 8. begin

10. steal 11. sell 12. stop

15. win 18. teach

1 2

3 4

G

I

V

E N

5 7

5 8

6 10

11

12

9 15

13

14

16 18

19

17

20

21

B. Complete the sentences with verbs from the word box. Use the present perfect form of the verbs. 1. I

to Rome several times.

2. I

a lot of delicious food during my trip around Europe.

3. The secretary

twenty emails so far today.

4. Jennifer and Christian

in Ottawa since 2004.

5. My teacher 6. We 7. Gabriel 8. You

318

me some advice to improve my project. our dog Spike for ten years. skating lessons since May. a very good job taking care of your little sister.

Zipline Year Two  Extra Grammar

Word Box be do eat give have live send take

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Grammar Exercises Unit 3

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Handout GE 3.1 (cont.)

Present Perfect

C. Rewrite the following sentences. Use the negative form of the verb and the time marker yet. 1. I have been to New Zealand. 2. The movie has started. 3. Mary and Paul have returned from Paris. 4. We have made our beds. 5. Tommy has seen that movie. 6. Sarah has gotten her exam results.

D. Write the sentences as yes / no questions. Follow the correct word order. 1. She has stayed at the hotel for a week. 2. We have known each other for 10 years. 3. I have been in a bad mood today. 4. Elodie has lost her wallet. 5. They have heard the news about Jackie. 6. Your mother has bought a new car. E. Underline the errors in the information questions. Rewrite each question correctly. 1. Where have your brother lived for the last ve years? 2. How long you have waited for Latisha? 3. Why have Danny and Rory broke up? 4. What countries Allison and Dean have visited?

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Grammar Exercises Unit 3

Group:

Handout GE 3.2 3.1

Imperatives Form of Adjectives Comparative

A. Write logical sentences using the items and the comparative form of the adjectives. Item 1 Hawaii Dogs Ice cream Planes My bedroom

Adjective

January Elephants Movies My history class

friendly cold easy entertaining hot

Item 2

delicious tidy big fast

TV shows tigers September cats Alberta

soup my math class my sister’s bedroom cars

1. Hawaii is hotter than Alberta. 2. 3. 4. 5. 6. 7. 8. 9. B. Complete the sentences with an appropriate adjective from the word box in comparative form. Word Box

cheap cute

1. Whales are 2. Lions are 3. Icelandic is 4. Grandpa Mark is

dangerous difcult

exciting far

than cats. to learn than Spanish. than Grandma Lucy. than the Paradise hotel.

6. Neptune is

from the sun than Venus.

7. Horses are

than sh.

8. Bungee jumping is 9. Hamsters are 10. Caramel pudding is

Zipline Year Two  Extra Grammar

old sweet

than dolphins.

5. The Blue Star hotel is

320

heavy intelligent

than playing chess. than bats. than chocolate pudding.

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Grammar Exercises Unit 3

Date:

Group:

Handout GE 3.2 (cont.)

Modals Comparative Form and of Adjectives

C. Complete the sentences using the comparative form of the underlined adjectives. 1. Richie’s is a very good restaurant. It is

Pizzaland.

2. Russia is a very large country. It is

Canada.

3. Diamonds are very expensive. They are

pearls.

4. My math teacher is very funny. He is

my science teacher.

5. The Cry is a very bad movie. It is

Flight 238.

6. Giraffes are very tall animals. They are

monkeys.

D. Each sentence contains an error. Rewrite the sentences correctly. 1. My dog is more small than yours. 2. Roses are prettyer than daisies. 3. This year our soccer team is more better than it was last year. 4. My dog is fater than my cat. 5. The Nile River is more longer than the St. Lawrence River. 6. An apple is more nutritious a hamburger.

E. Use the prompts to write your own comparative sentences. 1. science class / history class 2. soccer / golf 3. gorillas / rabbits 4. summer / winter

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Grammar Quiz Exercises Unit 3

Group:

Handout GQ GE 3.3 3.1

Discourse Present Perfect Markers

A. Complete the text with the present perfect form of the verbs in parentheses.

/15

Hello Mum, I’m sorry I (write,negative)

very often, but I (be)

very busy since I arrived in Rio. I (have)

so much fun here! Mr. and

Mrs. Ferreira and their son Roberto (be)

me very kindly. They (teach)

me a lot about Brazilian culture and they (help) me practise my Portuguese. I (speak) but it (be, negative)

in Portuguese as much as I can, easy. Still, Mr. Ferreira says that my Portuguese

(improve)

a lot.

I (meet)

a lot of Brazilians thanks to Roberto. They are so friendly.

Roberto and his friends (take)

me to see the sights around Rio,

including the Maracanã Stadium and the Tijuca National Park, but we (go, negative) to Sugar Loaf mountain yet. I think we’re going tomorrow. I (enjoy) the Brazilian food, too. Mrs. Ferreira (make)

many

typical dishes like feijoada and pão de queijo. They are so good! I (include)

some photos in this letter. Miss you!

Love, Brianne B. Use the prompts to make yes / no or information questions in the present perfect.

/10

1. you / eat / Korean food? 2. how long / you / live / in Berlin? 3. Isabel / ride / a horse? 4. where / David / travel? 5. Mr. and Mrs. Fisher / sell / their house? 6. Tommy / read / the book The Hobbit? 7. your parents / see / your report card? 8. we / dance / to this song? 9. where / you / hide / the cookies? 10. she / spoke / to the coach? 322

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Grammar Quiz Unit 3

Group:

Handout GQ 3.2 3.1

Imperatives Form of Adjectives Comparative

A. Complete the following sentences with the comparative form of the adjective in parentheses. 1. The Burj Khalifa is (tall)

/10

than the Eiffel Tower.

2. The math exam was (difcult)

than the history exam.

3. A tarantula is (scary)

than a snake.

4. St. Matthew’s Park is (popular) 5. Jupiter is (big)

than Anderson Park. than Saturn.

6. My grades this year are (good)

than last year.

7. Losing your laptop is (bad) 8. Japan is (far)

than losing your pencil case. from Canada than Mexico.

9. Computers are (modern)

than typewriters.

10. My brother Jason is (lazy)

than my brother Tom.

B. Circle the right adjective.

/5

1. Miami is (hotter / more hot) than Montréal. 2. These black pants are (eleganter / more elegant) than these jeans. 3. Eating fried ants is (stranger / more strange) than eating turtle eggs. 4. Canada is (largest / larger) than France. 5. Dolphins are (smarter / more smart) than sharks. C. Write sentences using the prompts and the comparative form of the adjectives in the word box. Word Box

challenging

expensive

fast

sweet

/5

young

1. cheetahs / horses 2. driving a car / riding a bike 3. Aunt Allison / Aunt Emma 4. house / apartment 5. lollipops / apples

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Name:

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Grammar Exercises Unit 4

Group:

Handout GE 4.1

Superlative Form of Adjectives

A. Write the adjectives in superlative form and place them in the correct section.

Word Box

bad beautiful big

cheap clean close

the + adjective + est

dangerous far funny

good happy hot

large popular pretty

nice short thin

the + adjective + st

the + double consonant + est

the + most + adjective

Irregular adjectives

the cleanest

the + change y to i + est

B. Complete the following sentences with the superlative form of the adjective in parentheses. 1. I live in one of (safe)

neighbourhoods in my city.

2. Monday is always (busy)

day of the week.

3. The Burj Khalifa in Dubai is (tall)

building in the world.

4. The Royal Inn is (expensive)

hotel in the city.

5. This is (boring)

book I have ever read.

6. Losing my dog Oliver was one of (sad) 7. The basement is (messy) 8. These are (comfortable) 9. You are (gorgeous) 10. He is (wild) 11. That dog is (white) 12. That was (entertaining)

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Zipline Year Two  Extra Grammar

moments of my life. part of our house. shoes I have ever tried on. person I know.

boy in the school. dog I have ever seen. movie I have ever seen.

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Grammar Exercises Unit 4

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Handout GE 4.1 (cont.)

Superlative Form of Adjectives

C. Complete the sentences using an adjective from the word box in the superlative form. Word Box

big cold

deep dry

famous hard

1. Whales are

heavy high

poisonous small

animals.

2. Diamonds are

mineral.

3. The Atacama Desert in South America is

place on earth.

4. The black mamba is one of

snakes.

5. Mount Everest is

mountain on earth.

6. Russia is

country.

7. The Mona Lisa is

painting.

8. Vatican City is

country.

9. East Antarctica is

place on earth.

10. Lake Baikal in Russia is (deep)

lake in the world.

D. Complete the sentences with your own ideas. Use the superlative form of the adjectives in parentheses. 1.

is (interesting)

book I’ve ever read.

2.

is one of (scary)

3.

is (good)

4.

is one of (important)

movies I’ve ever seen. teacher in my school.

5. In my opinion,

is (cute)

6. In my opinion,

is (delicious)

lessons I’ve learned. animal in the world. food.

7.

is one of (bad)

8.

is (kind)

person I know.

9.

is (cool)

band I have ever listened to.

10.

is (disgusting)

11.

is (far)

12.

is (complicated)

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movies I’ve ever seen.

food I’ve eaten. I have ever travelled from home. class I have ever had.

Zipline Year Two  Extra Grammar

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Name:

Date:

Grammar Exercises Unit 4

Group:

Handout GE 4.2

Types of Adverbs

A. Underline the adverbs in the following sentences. Above each adverb, write what type of adverb it is: T (time), M (manner), P (place), S (sequence), F (frequency) or D (degree). F

D

M

1. Ronald usually behaves very badly in class. 2. I searched everywhere but I couldn’t nd my keys. 3. We were quite shocked when we heard the bad news yesterday. 4. First, I need to quickly send these emails. 5. Alex still plays the piano very slowly. 6. Your package will probably arrive soon. 7. My school ID is here in my bag. 8. Last night, my neighbour played his guitar really loudly. 9. Ian always rides his bike too fast. 10. Li practises yoga often. B. Complete the sentences using the appropriate adverb. Look at the type of adverb in parentheses to help you. Word Box

carefully everywhere

1. Mona sings

often really

(time). (frequency) runs in the park.

4. My mother drives

(manner).

5. These shoes are

(degree) small for me.

6. There are books

(place) in this room.

7. Our teacher was 8. First, we’re going to watch a lm. dinner at a restaurant.

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Zipline Year Two  Extra Grammar

too very

(degree) well.

2. Please don’t forget to call me 3. Sydney

then tomorrow

(degree) upset when she saw the two students cheating. , (sequence) we’re going to eat

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Grammar Exercises Unit 4

Group:

Handout GE 4.2 (cont.)

Types of Adverbs

C. Circle the adverbs that correctly complete the following sentences. More than one answer is possible. 1. My brother a. twice a week

falls asleep when he watches a movie. b. now

2. The guests arrived a. quickly

b. regularly

a. well

d. early

c. last year

d. next week

c. completely

d. totally

wet. b. quite

5. Michael plays the drums very a. fast

c. really .

b. before

4. My coat was

d. sometimes

.

3. I worked at a clothing store a. now

c. usually

.

b. tomorrow

c. badly

d. third

D. Write logical sentences using words from each column. Put the adverbs in their correct positions. Subject

Verb

Adverb

1. Anna and Tom

work

beautifully

2. You

dance

every day

3. Nancy

paint

often

4. Chantale

drive

well

5. My brother and I

skate

fast

6. I

swim

twice a week

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Grammar Quiz Unit 4

Group:

Handout GQ 4.1

Superlative Form of Adjectives

A. Complete the text with the superlative form of the adjectives in parentheses. I had the (fun)

/15

vacation of my life with my

(good)

friends last summer in Hawaii, one of the

(popular)

travel destinations in the world. We stayed

at the (prestigious)

hotel in Hawaii near Lanikai Beach,

which is one of the (beautiful)

beaches I have ever visited.

We wanted the (big)

, the (pretty)

and the (comfortable)

room in the hotel, so we stayed in the

(fancy)

suite called the “Paradise Suite.” It wasn’t the

(cheap)

room, but it had the (nice)

view of the beach and the sea. My friends and I had the (great) time in Hawaii visiting its (attractive)

places. One of them

was the Kilauea Volcano, the (active)

volcano in the world.

The Kilauea is one of the (cool)

things I have ever seen.

B. Complete the sentences using the correct superlative form of the adjectives in bold. 1. Mr. Sanders’ desk is always very dirty. It is

/5

desk in our ofce.

2. My brother Michael is very young. He is

of my siblings.

3. I got a very bad grade on my exam. It is

grade I’ve had this term.

4. Watch out! That dog is very dangerous! It is

dog in the neighbourhood.

5. My friend Dominique is very smart. She is

328

Zipline Year Two  Extra Grammar

of my friends.

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Name:

Date:

Grammar Quiz Unit 4

Group:

Handout GQ 4.2

Types of Adverbs

A. Circle the correct adverb.

/5

1. We (now / occasionally / yesterday) go on school trips. 2. Our soccer practice nished (really / early / regularly) today. 3. The streets were (very / before / next) crowded during the festival. 4. My friends and I go bowling (probably / yesterday / regularly). 5. Auntie Rachel cooks (badly / very / absolutely). B. Choose the adverb from the word box that best completes the sentences below. Word Box

anywhere

beautifully

1. Your sister sings 2. We

recently

sometimes

/5

then

. buy souvenirs during our trips.

3. You can’t nd a cheap hotel

in this neighbourhood.

4. First, we went to the Eiffel Tower.

, we went to the Louvre Museum.

5. Mr. and Mrs. Ferguson lived in Australia

.

C. Circle the correct adverb placement in each sentence.

/10

1. (Often) my mother (often) makes brownies. 2. Lindsay has to get up (tomorrow) very early (tomorrow). 3. Ivan doesn’t (very) dance (very) well. 4. Mia is (usually) nervous during class presentations (usually). 5. My best friend (completely) forgot my birthday (completely). 6. I have watched (before) this movie (before). 7. (Too) The room was (too) cold. 8. I can (barely) understand (barely) what you’re saying. 9. The Brown sisters (probably) will (probably) be late to their swimming practice. 10. Ethan can’t (right now) come to the phone (right now).

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329

Name:

Date:

Grammar Exercises Unit 5

Group:

Handout GE 5.1

Information Questions (Simple Present and Simple Past)

A. Read the answers. Complete the questions with question words and the verb to be in the simple present. 1. Q:

you today?

A: I’m ne, thanks.

2. Q:

Julia?

A: She is in the cafeteria.

3. Q:

your parents’ names?

A: Maria and Paolo.

4. Q:

your English class?

A: It’s on Tuesdays.

5. Q:

your favourite teacher?

A: Ms. Liogas.

B. Complete the information questions with verbs in the simple present. Use the prompts. 1. Where (Liam / spend)

Christmas?

2. How often (they / go)

to the stadium?

3. What (you / do)

after school?

4. How (I / get)

to the train station?

5. When (classes / start)

?

C. Underline the correct words to complete the questions. 1. Where (are / do) you work?

4. When (is / does) your birthday?

2. Who (is / does) your neighbour?

5. Who (are / do) you sit next to?

3. How (are / do) you feel today?

6. What (are / do) they need to buy?

D. Complete the questions in the simple past with appropriate words from the word box. Word Box

what was

when was

where was

who was

who were

why were

1.

Hellen Keller from?

4.

the French Revolution?

2.

the girl with the blue hat?

5.

the best hockey players?

3.

you sad the other day?

6.

the book about?

E. Each question has at least one mistake. Correct the mistake by rewriting the question. Where did you go after class? 1. Where you went after class? 2. Who did you invited? 3. What do you did last night? 4. Where Nadia found her bag?

330

Zipline Year Two  Extra Grammar

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Name:

Grammar Exercises Unit 5

Date:

Group:

Handout GE 5.2

Future with Be Going To

A. Complete the sentences with the verbs in parentheses. Use the future with be going to. 1. I (take)

swimming classes next month.

2. My friends and I (watch)

the football game.

3. Sandra (go, negative) 4. It (snow)

to her basketball practice tomorrow. this afternoon.

5. You (play, negative)

video games today.

6. Bella and Christian (wear)

costumes to the party.

7. I (wait, negative)

for you anymore.

8. Katie and Eric (walk, negative) 9. I (buy) 10. We (eat)

to school together tomorrow. a cake for the party. lunch in the park.

B. Use the prompts to write yes/no questions with the future with be going to. 1. we / have a test / tomorrow 2. you and Ross / eat out / tonight 3. Samira / call you / this afternoon 4. I / play the drums / in the school band 5. It / be a hot day / tomorrow 6. Sue / run a marathon / next month 7. Stella / get a job / this summer 8. The soccer team / play / in the tournament C. Read the sentence and write ve information questions with the future with be going to that you can ask. Look at the underlined pieces of information to help you. Tonight, I am going to watch a horror movie with Isabel at the Odyssey cinema. 1. What are you going to do tonight? 2. 3. 4. 5.

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Zipline Year Two  Extra Grammar

331

Name:

Date:

Grammar Quiz Exercises Unit 5 2

Group:

Handout GQ GE 2.1 5.1

Information Questions (Simple Question Words Present and Simple Past)

A. Read the answers. Complete the questions with question words and the verb to be in the simple present.

/10

1. Q:

Ms. Senecal?

A: Ms. Senecal is our new science teacher.

2. Q:

Isabel and Sean?

A: Isabel and Sean are at the gym.

3. Q:

the next soccer game?

A: The next soccer game is on Friday.

4. Q:

your sister work?

A: My sister works at a shoe store.

5. Q:

we have tech class?

A: We have tech class on Thursdays.

6. Q:

your mother?

A: She’s ne. Thanks for asking.

7. Q:

Luke eat for breakfast?

A: He eats cereal and toast.

8. Q:

I look?

A: You look very elegant.

9. Q:

they do in the afternoons?

A: They practise lacrosse.

Paula live with?

A: She lives with her brother.

10. Q:

B. Use the prompts to write questions in the simple past. Use was, were or did.

/5

1. Who / Neil Armstrong? 2. Where / they / go last summer? 3. When / the book fair? 4. What / watch / on TV last night? 5. Why / Ellen and you / so excited? C. Write questions in the simple past for the corresponding answers.

/5

1. Q: A: I studied at Greenwood Middle School. 2. Q: A: I went to school by bus. 3. Q: A: Classes started at 8:10 a.m. 4. Q: A: My favourite teacher was Mr. McKenzie. 5. Q: A: My favourite classes were social studies and science.

332

Zipline Year Two  Extra Grammar

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Name:

Date:

Grammar Quiz Unit 5

Group:

Handout GQ 5.2

Future with Be Going To

A. Complete the sentences with an appropriate verb from the word box using the future with be going to. Word Box

break burn

buy eat

get organize

pass rain

/10

study win

1. Look at those grey clouds in the sky. I think it

.

2. I love this jacket! It ts me perfectly. I

it.

3. Jackie reads a lot of books. She

literature.

4. Shen and Anna skate extremely well. They

the competition.

5. Rory’s birthday is next week so we

a surprise party for her.

6. We’re starving! We

pizza.

7. That coffee is too hot! You

yourself.

8. Joyce has gotten excellent grades. She

her course with ying colours.

9. My brother is playing baseball inside the house. I’m sure he 10. I have a fever and I feel weak. I think I

something. the u.

B. Complete the dialogue. Use the prompts to make questions and complete the answers using the future with be going to.

/10

1. Where/ you / go / tomorrow night? ?

Q: A: I

to a party.

2. Your friend / have / a Halloween party? ?

Q: A: Yes, my friend

a Halloween party.

3. Where / the party / be? ?

Q: A: It

at Jessica’s place.

4. What costume / you / wear? ?

Q: A: I

a rabbit costume.

5. You / know / a lot of people at the party? ?

Q: A: No, I

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a lot of people at the party.

Zipline Year Two  Extra Grammar

333

Name:

Date:

Group:

Handout GE 6.1

Grammar Exercises Unit 6

A. Rewrite the sentences using there was, there wasn’t, there were and there weren’t. 1. I didn’t have any money in my pocket. in my pocket. 2. My brother had many toys in his bedroom. in my brother’s bedroom. 3. Many people were at the concert. at the concert. 4. We didn’t nd any ATMs on Watson Street. on Watson Street. 5. I found a love note in my notebook. in my notebook. B. Write if you think an item will exist in 2060 or if you think it will not exist. Write a sentence for each item using there will be or there will not / won’t be. Prediction for 2060

Sentence

1.

ying cars

1.

2.

robot servants

2.

3.

a cure for cancer

3.

4. more protected forests around the world

4.

holographic video games

5.

5.

C. Use the prompts to make sentences with there was / there wasn’t, there were/ there weren’t or there will be / there won’t be. Include sentences in the past and future. 1. computers in the 19th century 2. many books in my school bag yesterday 3. a bazaar at my school next week 4. a banana in my lunch box yesterday

334

Zipline Year Two  Extra Grammar

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Name:

Date:

Grammar Exercises Unit 6

Group:

Handout GE 6.2

Future with

A. Read the dialogues and ll in the blanks with an appropriate verb from the word box. Use the afrmative or negative form of the future with will. Word Box

be

have

help

keep

miss

pass

tell

1. A: Oh! I have to call Jamie now. I can’t go to her party tomorrow. B: She

happy when you tell her.

2. A: I think I didn’t do well on my test. B: You studied a lot for it. I’m sure you

the exam.

3. A: I’m so excited about our trip to Jamaica! B: I know! We

a great time there for sure.

4. A: Oh, no! We overslept! B: Let’s hurry up or we

our ight.

5. A: We’re moving to our new apartment soon. B: Good for you! Let me know when you’re moving and I 6. A: Please promise me you B: Don’t worry. I

you.

my secret. anyone about it.

B. Read the answers. Write a yes / no question for each answer. 1. Q: A: Yes, Clara will call me. 2. Q: A: Yes, I will meet you. 3. Q: A: No, Michael won’t make the birthday cake. 4. Q: A: Yes, Jim will coach the basketball team. C. Write an information question for each of the prompts. Use the future with will. 1. 5 p.m. 2. spaghetti and meatballs 3. by bus 4. in the park

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Zipline Year Two  Extra Grammar

335

Name:

Date:

Grammar Quiz Exercises Unit 6 2

Group:

Handout GQ GE 2.1 6.1

Question Words

A. Complete the following sentences with there was / there wasn’t, there were/ there weren’t or there will be / there won’t be.

/10

1.

a blackout in our neighbourhood last night, so we had to use candles.

2.

many students at the poetry recitation tomorrow. Seventy people signed up!

3.

an earthquake in my city four years ago. Many buildings were destroyed.

4.

any clean black socks in my drawer, so I had to wear white ones.

5.

winter coats on sale, but I didn’t like any of them.

6.

any beluga whales at the aquarium. I was disappointed.

7.

a single mistake on my essay. My writing was perfect!

8.

any cake left when I got back home. My brothers had eaten it all.

9.

two rotten apples in your bag. They smelled pretty bad!

10.

enough food for tomorrow’s party. More people are coming than expected.

B. Complete the text with there was, there were or there will be. Last night,

/10

a big robbery at the art gallery on the corner. a lot of policemen in the area investigating what happened. reporters and cameras everywhere.

even a helicopter from the TV news station. It seems that the robbers got away with a lot of money since

very valuable items in the gallery; in fact, authentic paintings from the 18th century.

a sculpture estimated at over $800 000. Also,

an antique jade necklace that belonged to an Indian princess.

The robbers stole all of it! TV reporters say

336

a rare African tribal mask.

Zipline Year Two  Extra Grammar

a full police investigation.

Reproduction permitted © TC Media Books Inc.

Name:

Grammar Quiz Unit 6

Date:

Group:

Handout GQ 6.2

Future with

A. Complete the text with the future with will of the verbs in parentheses.

/10

Take this map and this silver key. If you follow these instructions, you (get) the moon treasure hidden near the tower. Walk 20 meters south until you see a huge oak tree and two paths. Take the darker path; it (take) you to the tower. You (know)

that you’re getting closer when you see

a river. Once you get to the river, try to nd the big rock with the red X on it. Dig in the sand. There, you (nd)

a hidden black bag with some old clothes in it. Put

on the clothes because you (need)

them to accomplish your mission.

Keep walking for 20 more meters and you (arrive)

at the gates of

the tower. The guards (stop, negative)

you because of your clothes.

Follow the map to a small garden where the treasure chest is hidden. Open it with your silver key and take the blue diamond only. You (need, negative)

the coins

because they aren’t very valuable. Stay hidden till sunrise. I (come) for you then and we (escape)

.

B. Underline the errors in the sentences with the future with will. Rewrite the sentences and correct the errors.

/10

1. They will retake their exam? 2. Will you the race tomorrow win? 3. How you will get to school on time if you don’t get up before 7:00 a.m.? 4. Sarah and Florence be will here after dinner. 5. The computer will to reboot after you nish the update.

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Zipline Year Two  Extra Grammar

337

Evaluation Components

Evaluation Grids for the Student

Handout

Page

 Self-Evaluation Log for Competency 1                                  SE 1                  339 Self-Evaluation Log for Competency 2                                  SE 2                  340 Self-Evaluation Log for Competency 3                                  SE 3                  341  Peer Evaluation Sheet for Competency 3                               SE 4                  342  Unit Reection Sheet                                                SE 5                  343

Evaluation Grids for the Teacher

Handout

Page

 General Competency Rubric for C1                                    TE 1                  344 General Competency Rubric for C2                                    TE 2                  345 General Competency Rubric for C3                                    TE 3                  346  Individual Progress Log                                              TE 4                  347  Observation Grid for Competency 1                                    TE 5                  348 Observation Grid for Competency 2                                    TE 6                  349 Observation Grid for Competency 3                                    TE 7                  350

Evaluation Situations

Handout

Page

 Evaluation Situation 1 Teacher’s Notes and Evaluation Rubrics                        ES 11–ES 12                  351 Transcript for Task 3                                                ES 13                  355 Student Handouts                                           ES 14–ES 17                  357  Evaluation Situation 2 Teacher’s Notes and Evaluation Rubrics                        ES 21–ES 22                  366 Transcript for Task 2                                                ES 23                  370 Student Handouts                                           ES 24–ES 27                  372

338

Zipline Year Two  Evaluation Components

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Name:

Date:

Self-Evaluation Log

Group:

Handout SE 1

C1 Interacts Orally in English

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in oral interaction Content of the message

I contribute throughout the discussion. I encourage peers to participate. I make links to personal or outside references. I build on the ideas of others. I communicate my message with ease.

Articulation of the message

Management of strategies and resources

I do not hesitate when I speak. I use the targeted language correctly. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

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Zipline Year Two  Student Evaluation Grids

339

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 2

C2 Reinvests Understanding of Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task Management of strategies and resources

I show a detailed understanding of the text / video. I support my position with arguments from the text / video. I share my understanding of the text / video and adjust it if needed. I can select relevant ideas and language from the text / video to reinvest. I combine ideas from the text / video with my own ideas. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

340

Zipline Year Two  Student Evaluation Grids

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Name:

Date:

Self-Evaluation Log

Group:

Handout SE 3

C3 Writes and Produces Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in the writing and production processes

Content of the message

I use all steps of the process to complete the task. My work shows improvement through the steps of the process. My ideas are pertinent. I consider the audience, topic and purpose. My ideas are highly organized. I develop and support my ideas. My message is clear and easy to understand.

Formulation of the message

I use appropriate text features and components. My text includes varied language and sentence structure. I know which strategies help me and I use them.

Management of strategies and resources

I know which resources help me and I use them. I independently edit my text to improve my work. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

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Zipline Year Two  Student Evaluation Grids

341

Name:

Date:

Peer Evaluation Sheet

Group:

Handout SE 4

C3 Writes and Produces Texts

Instructions • Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each criterion. Name of classmate:

Date:

Criterion

Performance

Participation in the writing and production processes

My classmate used all steps of the process to complete the task.

Content of the message

Yes

Partially

No

Task number:

Comment

The ideas are pertinent. The product is appropriate for the audience, topic and purpose. The ideas are highly organized. The ideas are well developed and supported. The message is clear and easy to understand.

Formulation of the message

My classmate uses the text components and features required for the task. The text includes varied language and sentence structure.

Production process only

The images, video and / or music enhance the message of the text.

Describe one aspect of your classmate’s product that you liked.

Describe one aspect of your classmate’s product that could be improved.

342

Zipline Year Two  Student Evaluation Grids

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Name:

Unit Reection Sheet Unit number:

Date:

Group:

Handout SE 5

What Did You Learn?

Title:

Instructions • Reect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit. Language prompts to help share your ideas • I learned . . . • What was your answer for . . . ? • I think that . . . • What’s your opinion? • What do you think about . . . ? • That’s interesting. • If I understand correctly, . . . • Based on my experience, . . . • Tell me why you . . . • That’s possible, but I think . . . • It seems to me that . . . • The text on . . . mentions that . . .

1. Look back at the tasks you completed in the unit. a. Write new words or expressions you want to remember.

b. Write something helpful you learned in this unit.

2. a. Describe the theme of the unit in your own words.

b. Write something you learned about the theme.

Share and reinvest. 3. In teams: • Discuss your answers to the questions in Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your classmates. • Ask your classmates questions. • Respond to your classmates’ ideas and experiences.

Set a goal. 4. Write your goal for speaking, listening, reading or writing in the next unit.

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Zipline Year Two  Student Evaluation Grids

343

Name:

Date:

Participation in oral interaction

General Competency Rubric

A

B

Interacts actively and spontaneously throughout the task

Interacts throughout the task

Contributes pertinent ideas on a broad range of familiar and unfamiliar subjects, making references to outside information and experiences

Content of the message

Handout TE 1

C1 Interacts Orally in English

Actively encourages peers to participate in discussion

C

Makes frequent attempts to encourage peers to participate in the discussion Contributes pertinent ideas to discussions on familiar subjects

D

Interacts sporadically

E

Speaks when prompted or when asked direct questions

Makes some attempts to encourage peers to participate in the discussion

Fluency

Communicates messages with ease and condence Little to no hesitations

Expresses messages using language that is accurate and idiomatic**

Provides answers to routine questions Does not incite discussion with peers

Does not often incite discussion with peers

Contributes ideas to discussions on familiar topics

Contributes short, simple messages

Uses facts and examples to support ideas

Contributes answers using models or direct translations from mother tongue OR Relies on single word answers or gestures to signal understanding

Builds on others’ ideas

Accuracy

Articulation of the message

Group:

Communicates messages with a certain amount of ease

Requires some support to communicate messages

Hesitations do not hinder interaction

Hesitations sometimes hinder interaction

Expresses messages using language that is somewhat accurate and idiomatic

Expresses messages that are understood, but contain errors that sometimes hinder comprehensibility

Requires support to communicate messages Hesitations often hinder interaction

Expresses messages that rely on models or direct translation from mother tongue

Expresses messages that are understood, but contain many errors that impede understanding and require interpretation

OR Reverts to a language other than English

Targeted language conventions

Management of strategies and resources*

Type of error

Selects and manages a variety of strategies and resources effectively to improve oral interaction

Very few

Selects and manages appropriate strategies and resources Efcient use of a variety of resources

Requires little or no support

Requires some prompting to use strategies and resources Draws on one or two strategies

Some

Many

Uses familiar strategies and resources when told explicitly which to use

Too many

Despite prompting, does not make use of strategies or resources Uses simple strategies like gesturing to compensate

Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** Idiomatic language includes expressions and sentence structures typical of the English language, e.g. use of gerunds.

344

Zipline Year Two  Teacher Evaluation Grids

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Name:

Date:

Selection and use of information / ideas / language Coherence of organization, combination with own ideas

Management of strategies and resources*

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

General Competency Rubric

A

Group:

Handout TE 2

C2 Reinvests Understanding of Texts

B

C

D

Shows understanding of the subtleties of texts

Shows solid understanding of texts

Shows some understanding of texts

Shows basic understanding of texts

Supports position with arguments from texts

Forms and justies opinions

Negotiates and adjusts understanding in small groups or with teacher*

Able to identify required information about the text

Supports others in negotiating meaning*

Negotiates meaning with others and adjusts understanding as needed*

Relies on others to adjust understanding*

E Shows that texts have been understood by responding nonverbally, with single words or short phrases Answers simple questions with support

Selects appropriate, accurate and pertinent information / ideas and language from texts

Selects mostly appropriate, accurate and pertinent information / ideas and language from texts

Selects some appropriate, accurate and pertinent information / ideas and language from texts

Selects little appropriate, accurate and pertinent information / ideas and language from texts

Information / ideas and language are inappropriate or inaccurate

Skillfully combines and organizes pertinent information / ideas and language from texts with own ideas to create a personalized product

Combines relevant information / ideas and language from texts with own ideas to create a coherent product

Combines some information / ideas or language from texts with own ideas

Gives opinions about texts, when asked, but makes few links between own ideas and texts

Own ideas are not included or are not coherently tied to information from texts

Relies on the model to complete the task

OR

Uses a wide variety of strategies and resources relevant to the task

Uses appropriate strategies and resources

Uses familiar strategies if reminded

Uses modelled strategies

Needs to be reminded to diversify use of resources

Needs to be reminded to use resources and feedback from peers or teacher

Uses a resource provided by the teacher

Offers feedback to peers

Uses model to create a personalized product

Asks for feedback from peers or teacher

Uses model to create a somewhat personalized product

Uses feedback from peers or teacher

Copies from the model**

Requires a great deal of prompting and feedback from teacher

Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card. ** If only a few passages were copied from the model, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 2.

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Zipline Year Two  Teacher Evaluation Grids

345

Name:

Date:

Handout TE 3

C3 Writes and Produces Texts

C

D

E

Requires guidance throughout the steps of the process

Does not use the steps of the process

Writes a text well adapted to the target audience, topic, purpose

Writes a text appropriate for the target audience, topic, purpose

Writes a text somewhat suited to the target audience, topic, purpose

Writes a text somewhat unsuited to the target audience, topic, purpose

Writes a simple text that does not meet the task requirements

Provides wellorganized, developed and supported ideas and viewpoints

Provides generally well-organized, developed and supported ideas and viewpoints

Provides somewhat organized, developed and supported ideas and viewpoints

Provides ideas and viewpoints that lack some organization, development and support

Provides ideas and viewpoints that lack organization, development and support

Shows advanced understanding of the rst cycle language repertoire (vocabulary, mechanics**, grammatical structures and idiomatic expressions), making few, if any, errors

Shows strong understanding of the rst cycle language repertoire, making few errors

Shows acceptable understanding of the rst cycle language repertoire, making some errors

Shows limited understanding of the rst cycle language repertoire, making a number of errors

Shows little or no understanding of the rst cycle language repertoire

Produces few, if any, errors

Produces errors that do not affect readability and understanding***

Produces errors that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that frequently hinder understanding

Includes and tailors the required text components and features

Includes required text components and features

Includes most of the required text components and features

Partially includes the required text components and features

Does not respect the task requirements

Inconsistently uses elements of style

Uses few elements of style effectively

Does not include elements of style

Uses strategies and resources when guided by the teacher

Text components / features and elements of style

Clarity of message

Accuracy of language repertoire

When reminded, uses the steps of the process to complete the task

Pertinence

B Uses the steps of the process to complete the task

Organization and development

A Condently personalizes the processes to plan and carry out the task

Management of strategies and resources*

Formulation of the message

Content of the message

Participation in the writing and production processes*

General Competency Rubric

Group:

Skillfully uses elements of style, e.g. voice, varied language structures

Effectively uses some elements of style

Selects and uses appropriate strategies and resources as necessary

Uses familiar strategies and resources as necessary

Requires some prompting to use strategies and resources

Uses strategies that have been modelled

Notices and corrects errors when revising own text autonomously

Edits and revises own text using feedback provided by teacher and peers

Requires some guidance when self or peer editing

When reminded, makes basic corrections to own texts

Makes use of some resources

Includes direct translations from mother tongue

Copies from the model****

Refers mostly to teacher for guidance

Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** Mechanics include spelling, punctuation and capitalization. *** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. **** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

346

Zipline Year Two  Teacher Evaluation Grids

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Name:

Date:

Individual Progress Log

Competencies C1, C2 and C3

Competency

Group:

Handout TE 4

Date and level of prociency

C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

* The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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Zipline Year Two  Teacher Evaluation Grids

347

Name:

Date:

Observation Grid

Group:

Handout TE 5

C1 Interacts Orally in English

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in oral interaction

C Acceptable but needs improvement D Does not meet all expectations

Content of the message

Articulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Students

348

Zipline Year Two  Teacher Evaluation Grids

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Name:

Observation Grid

Date:

Group:

Handout TE 6

C2 Reinvests Understanding of Texts

Evaluation Criteria

A Exceeds expectations B Meets expectations

Evidence of understanding of texts through the response process

C Acceptable but needs improvement D Does not meet all expectations

Management of strategies and resources

Task and date

E Has serious difculties

Use of knowledge from texts in a reinvestment task

Students

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Zipline Year Two  Teacher Evaluation Grids

349

Name:

Date:

Observation Grid

Group:

Handout TE 7

C3 Writes and Produces Texts

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in the writing and production processes

C Acceptable but needs improvement D Does not meet all expectations

Formulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Content of the message

Students

350

Zipline Year Two  Teacher Evaluation Grids

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Evaluation Situation 1 Evaluation Components

Picture This For use after Units 1, 2 and 3 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1                                                               352 • Evaluation Rubrics for C1, C2 and C3 (Handout ES 11–ES 12)                                       353 • Transcript for Task 3 (Handout ES 13, Audio CD Track 24)                                          355 Student Handouts (ES 14–ES 17)                                                                 357 • Answer Keys for Handouts (ES 14 and ES 16)                                                 AK-30 ESL Competencies Evaluated C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3 Writes and Produces Texts • Formulation of the message

General Procedure Make sure that students understand each step of the procedure Step 1: Theme and Questions • Describe the theme in general terms Students will look at the history of self-portraits and modern-day seles, their value as works of art and what they say about the people who made 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 for each task • Explain the evaluation criteria, using the rubrics for the three ESL competencies on pages 353–354 • Tell students which resources they are allowed to use • Collect the handouts when students have nished Use the appropriate answer keys and evaluation rubrics to evaluate students’ work

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Zipline Year Two  Evaluation Situations

351

Overview of Evaluation Situation 1 Students will read about the history of self-portraits and how they led to today’s seles. They will look at historical self-portraits and seles, and will discuss what they believe each one says about the people who made them. Students will then listen to a group of teenagers discussing how seles can go wrong. Finally, they will write an opinion text on whether they are for or against taking seles.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Task 1: At Arm’s Length 40 min

C2 Reinvests Understanding of Texts

• Informative

• Present perfect • Compound nouns

• Evidence of understanding of texts through the response process

• Compound sentences

Task 2: Caption This! 40 min

C1 Interacts Orally in English

• Discussion

• Comparative adjectives • Reaching consensus

• Participation in oral interaction • Content of the message • Articulation of message Task 3: Seles Gone Wrong 40 min

C2 Reinvests Understanding of Texts

• Conversation/ Dialogue

• Giving advice

• Opinion text

• Quantiers

• Evidence of understanding of texts through the response process Task 4: To Sele or Not To Sele? 75 min

C2 Reinvests Understanding of Texts

• Comparative adjectives

• Use of knowledge from texts in a reinvestment task

• Compound sentences

C3 Writes and Produces Texts

• Expressing opinions

• Present perfect

• Formulation of the message

352

Zipline Year Two  Evaluation Situations

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Name :

Date :

Evaluation Situation 1

Evidence of understanding of texts through the response process

Task 1:

Task 2:

C2

Group :

Handout ES 1.1

Evaluation Rubrics for Tasks 1 and 2

Reinvests Understanding of Texts A

B

C

Demonstrates a superior understanding of the text by correctly answering the questions in Steps 6, 7, 8 and 9

Demonstrates a good understanding of the text by correctly answering most of the questions in Steps 6, 7, 8 and 9

Demonstrates a fair understanding of the text by correctly answering some of the questions in Steps 6, 7, 8 and 9

Makes pertinent connections between the text and own experience in Step 10

Makes some connections between the text and own experience in Step 10

C1

D

Makes few connections between the text and own experience in Step 10

Demonstrates a partial understanding of the text by answering only one or two questions in Steps 6, 7, 8 and 9

E Is unable to complete Steps 6, 7, 8, 9 and 10

Makes no connections between the text and own experience in Step 10

Interacts Orally in English D

E

Participation in oral interaction

C

Initiates and maintains interaction during the discussion by asking and answering questions, listening to others and elaborating on ideas

Maintains interaction by asking and answering questions during the discussion

Occasionally asks and answers questions during the discussion

Responds to questions when prompted

Content of the message

B

Shares highly pertinent information about self-portraits and seles

Shares mostly pertinent information about self-portraits and seles

Shares some pertinent information about self-portraits and seles

Shares little pertinent information about self-portraits and seles

Shares unrelated or irrelevant information

Articulation of the message

A

Uses comparative adjectives accurately and with ease during the discussion

Uses comparative adjectives accurately during the discussion

Uses comparative adjectives accurately most of the time during the discussion

Occasionally uses comparative adjectives during the discussion

Is unable to use comparative adjectives during the discussion

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Is unable to participate in the discussion Reverts to a language other than English

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353

Name :

Date :

Evaluation Situation 1 Task 3:

C2

Reinvests Understanding of Texts

Evidence of understanding of texts through the response process Use of knowledge from texts in a reinvestment task Formulation of the message

C

Demonstrates a good understanding of the text by accurately listing most of the pros and cons of taking seles in Step 4

Demonstrates a fair understanding of the text by accurately listing some of the pros and cons of taking seles in Step 4

Moves beyond context of the text to insightfully address issues at a broader, more general level in Step 5

Moves beyond context of the text to address issues at a broader, more general level in Step 5

Somewhat moves beyond context of the text to address issues at a broader, more general level in Step 5

C2

Skillfully combines information from previous tasks with own ideas to write an opinion text that displays all the necessary characteristics of the targeted text type

C3

D

E

Demonstrates a partial understanding of the text by listing only one or two of the pros and cons of taking seles in Step 4

Is unable to list any of the pros and cons of taking seles in Step 4 Responses do not address broader issue in Step 5

Has difculty addressing the broader issue in Step 5

Reinvests Understanding of Texts B Combines relevant information and ideas from texts with own ideas to write an opinion text that displays the necessary characteristics of the targeted text type

C Combines some information and ideas from texts to write a somewhat personalized opinion text that displays some of the characteristics of the targeted text type

D Combines little appropriate information from texts with own ideas

E Is unable to select information to write an opinion text that displays the characteristics of the targeted text type OR Copies from texts

Writes and Produces Texts A

354

B

Demonstrates a superior understanding of the text by accurately listing all the pros and cons of taking seles in Step 4

A

Task 4:

Handout ES 1.2

Evaluation Rubrics for Tasks 3 and 4

A

Task 4:

Group :

B

Text easily understood after one reading

Most of the text easily understood after one reading

Text contains very few, if any, errors in the use of quantiers and comparative adjectives or other relevant language components required for the task

Text contains few errors in the use of quantiers and comparative adjectives or other relevant language components required for the task

Accurately writes at least one compound sentence and at least one present perfect sentence

Accurately writes at least one compound sentence and at least one present perfect sentence

Zipline Year Two  Evaluation Situations

C

D

Text requires a second reading but text is generally coherent

Text difcult to understand, even after a second reading

Text contains some errors in the use of quantiers and comparative adjectives or other relevant language components required for the task

Text contains many errors in the use of quantiers and comparative adjectives or other relevant language components required for the task

Writes only one compound sentence and only one present perfect sentence

Writes only one compound sentence OR one present perfect sentence

E Most of text is difcult to understand even after a second reading Text contains many errors, rendering it largely incomprehensible Writes neither a compound nor a present perfect sentence

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Name :

Date :

Evaluation Situation 1

Seles Gone Wrong

Group :

Transcript for Task 3 Audio CD Track 24

C2

Handout ES 1.3

CD

(Cousins meeting at a family reunion) Christine: Wow, Sebastien, Hugo, Valerie! It’s been

team even photoshopped their seles to make themselves look more muscular.

such a long time since we’ve been together like this.

Sebastien: I wonder if they’ll ever come to regret

I’m going to take a sele. Come in close so you guys

that. Come to think of it, didn’t you used to post a ton

are in the picture, too!

of seles, Christine?

Sebastien: Whoa, wait a minute. I’m not sure about

Christine: I did, but then at one point I looked back

this. There are so many things that can go wrong

at my account and was so embarrassed. It was fun

with seles . . .

to see how I’d changed, but, boy, did I look like I was

Hugo: Yeah, like when the phone is angled all wrong and you come out looking like an alien? You know the

self-centred. I try to be more reasonable now, but I still love them.

ones we see sometimes, people with huge eyes and

Hugo: Oh yeah, I remember that. I thought it was

tiny little mouths and nostrils?

a bit much and I have to admit, I thought about

Valerie: Ugh! Seles! Last month, one of my

unfollowing you for a while.

friends did one of those sele-a-day challenges and

Christine: Thanks for sticking with me! And at least I

completely clogged up my social media feeds with

was not sitting on the toilet, like someone I know . . .

pictures of herself. Why do people do that?

Right, Valerie?

Christine: Well, it’s her account; why not let her be

Valerie: Hey! You said you would keep it a secret!

creative? Sebastien: She was probably just shing for compliments.

Sebastien: What? What happened? Christine: I took a sele in the washroom getting ready for a party. In a corner, you can see a bit of the

Valerie: You’re right! She’d caption the photo with

mirror, and guess whose reection is in it, sitting

something like, “Why do I look so tired?” And all she

on the toilet: our Valerie! She was sitting on the

really wanted was for her “friends” to tell her how

lid, waiting for me, but still! It’s minuscule and a

pretty or natural she looked.

bit blurry, so no one really noticed, but I ended up

Hugo: Tell me about it! I saw that go by on my feed last month, too. Some of the guys on the football

deleting the picture. Valerie: People take seles in the strangest places sometimes and often forget to look at everything

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Name :

Date :

Evaluation Situation 1

Transcript for Task 3 Audio CD Track 24

Group :

C2

Handout ES 1.3 (cont.)

else that is in the picture. You did it, too, in Germany,

Hugo: I’m in, but let’s all take the time to look at it

Sebastien. Remember that?

before we post it on the Internet? Four pairs of eyes

Sebastien: Oh yeah! There I was, close to where the Berlin Wall fell. I posted a sele but I never noticed that, right behind me, a man was being arrested by the police. So, in my picture, you see me, with a big smile, a piece of the Wall and a man in handcuffs. It looks like I’ve done it on purpose and that I’m laughing at the guy.

are better than one, no? Sebastien: Good idea. Valerie: Okay, I’m in, too. And let’s go in the backyard to take it. This way, we know for sure that we won’t get Aunt Gertrude dancing behind us. Christine: All right! Everyone ready? Say, “cheese!”

Christine: So, what do we do? Will you guys be in my sele, or do we forget about it?

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Name :

Date :

Evaluation Situation 1

Task 1: At Arm’s Length

Group :

C2

Handout ES 1.4

Before Reading 1. How do you dene a sele?

2. Do you think that seles represent artistic self-expression? Explain your answer.

3. Decide whether the following self-portraits represent artistic expression. Place them in order from 1 to 6, with 1 indicating it is the most artistic example and 6 indicating the example is not at all artistic. A museum exhibition of black and white photographic self-portraits Your friend’s seles posed in front of street art grafti A self-portrait painted by Leonardo Da Vinci

Seles of you and your friends at a party Your best friend’s painted self-portrait in art class Your latest “duck-face” sele

While Reading 4. Read the following text on the history of seles. As you read, underline three examples of the present perfect and highlight as many examples of compound nouns as possible. How Did We Get From Self-Portraits to Seles? A person’s self-image is important. It is how we

The rst record of a self-portrait dates back to

dene ourselves and how we wish to present

1365 BCE, when the sculptor of the Egyptian pharaoh

ourselves to others. We rely on other people’s

Akhenaten included himself in a stone carving.

perception of who we are to develop our social self.

However, we have to wait until the Renaissance

As a result, humans have always been fascinated

(early 15th century), when mirrors became more

with the idea of being able to see what they look like

readily available and artists more resourceful, for

and share that perceived image with others. Artists’

self-portraits to actually become a trend. Artists

self-portraits thus represent a huge part of our

from that era, such as Leonardo da Vinci and

artistic and cultural heritage.

Michelangelo, not only made actual self-portraits

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Name :

Date :

Evaluation Situation 1

Group :

Task 1: At Arm’s Length

C2

Handout ES 1.4 (cont.)

but also included themselves in some of the scenes

can instantly communicate where we are, what we

they painted. It was like today’s “photobombing,”

are doing, who we think we are and who we think or

where you put yourself in someone else’s photo

hope is watching.

as a joke, or like movie directors making cameo appearances in their movies. Over the years, artists have frequently chosen to

This type of self-portraiture is completely different from anything we have seen so far; it has become a new visual genre. This is a very big deal for the

represent themselves in self-portraits. It is a way for

artistic world because new genres arise relatively

them to display their feelings, talents or simply to

rarely. Also, this genre is not dominated by artists.

tell a story. It is also an essential exercise to develop

Instead, anyone who owns a camera and who wishes

skills, to improve their power of observation, to

to express how they see themselves in that specic

increase their visual memory and to provide a great

moment becomes part of this new trend. It is very

means of self-promotion and recognition. Finally,

possible that seles are about to become the most

it is a fascinating way for the artists to reproduce

popular artistic genre ever.

themselves as ne art. Some artists took this

Some people believe that seles are a type of folk

exercise to heart more than others. For example,

art that is already pushing the boundaries of what

Rembrandt is represented in no less than

people see as “art.” As New York Magazine author

90 self-portraits and Van Gogh painted himself

Jerry Saltz pointed out, seles are an amazing

over 30 times between 1886 and 1889.

representation of the ne details of modern life. In

The arrival of the photographic process in 1839

a hundred years, they will help people understand

allowed artists to express themselves through a new

what it was like to live in this era. Too bad the ancient

media and to create even more self-portraits. As

Greeks did not have smart phones!

with the painted self-portrait, the photographic

A sele is casual and improvised, but it is never

self-portrait is used to preserve memorable

accidental, even if some people would like us to

moments as well as the way the photographers

believe so. After all, any sele has to be approved

look, the way they feel and, perhaps even more

by the “artist” before being posted on a social

importantly, the way they want others to see them.

network. Muscle poses, pouty-lipped “duckfaces,”

The invention of digital photography around the

or snapshots in front of famous monuments

year 2000 made it easy to take a lot of pictures, as

or with famous people are the ultimate form of

many as you like! The later rise of cellphones put

self-expression and self-promotion. Just like artists

a camera in everyone’s pocket and a new form of

who painted themselves with royalty or into beautiful

self-portrait was born: the sele. Taken with the

landscapes, they allow us to portray an image

camera of a smart phone and rapidly distributed on

of ourselves to a large amount of people.

the Internet, a sele is an instant self-portrait. It

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Name :

Evaluation Situation 1

Date :

Group :

Task 1: At Arm’s Length

C2

Handout ES 1.4 (cont.)

After Reading 5. Complete the compound sentences with the appropriate conjunction from the word box. Use each conjunction only once. Word Box

and

but

or

so

a. Artists’ self-portraits could be individual paintings of themselves involve artists including themselves in scenes they painted. b. Today, most cellphones include a camera anytime they want. c. Seles are a representation of modern life themselves.

they could

people can take seles anywhere and they allow people to promote

d. Some people want seles to appear to be spontaneous

all seles involve intention.

6. What was the rst recorded “sele” in history?

7. Name two reasons artists make self-portraits.

8. Name two reasons people take seles.

9. What is one main difference between an artistic self-portrait and a sele?

10. In your opinion, should seles be considered art? Why or why not?

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Name :

Date :

Evaluation Situation 1

Group :

Task 2: Caption This!

C1

Handout ES 1.5

1. In a group, discuss the following questions for each portrait shown below. As you discuss, use comparative adjectives. a. What time period does each portrait come from and what inuence might that have on the artist and the style of the image? b. What do you know about the people in these portraits based on the images? c. In your opinion, why did these people make portraits of themselves? d. Which of these portraits is the best self-portrait or sele? How is it better than the others? e. What do you think is the message behind each portrait? 2. With your group, write a caption for each self-portrait / sele. Come to a consensus for each caption.

Caption:

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Caption:

Zipline Year Two  Evaluation Situations

Caption:

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Name :

Date :

Evaluation Situation 1

Task 2: Caption This!

Group :

C1

Caption:

Caption:

Caption:

Caption:

Caption:

Caption:

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Handout ES 1.5 (cont.)

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Name :

Date :

Evaluation Situation 1

Task 3: Seles Gone Wrong

Group :

C2

Handout ES 1.6

Before Listening 1. In your opinion, what characterizes a good sele?

2. What do you think characterizes a really bad sele? Write down two things.

3. Have you ever been embarrassed by a sele that you posted online? Explain what happened.

While Listening 4. Listen to a conversation between four cousins and take notes on the positive and negative points of taking seles. Positive Points

Negative Points

After Listening 5. What advice would you give to someone who wanted to take and post the perfect sele?

362

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Name :

Evaluation Situation 1

Date :

Group :

Task 4: To Sele or Not To Sele?

C2

C3

Handout ES 1.7

Some classmates have started a campaign titled “No More Seles!” to try to stop people at your school from taking seles at school and posting them online. Write an opinion piece for your school newspaper that either supports or opposes their campaign. Think about the following elements: • the reasons people make self-portraits and take seles as explained in Task 1 • the discussion about the messages behind self-portraits and seles in Task 2 • the consequences of seles as explained in Task 3 1. Choose your opinion.

I support this campaign.

I do not support this campaign.

2. Plan your text below. Take notes in each section. a. Introduction: State and briey explain your opinion.

b. Body: Plan three arguments. Use information from Tasks 1 to 3 to support your ideas. Describe at least one example of a sele that supports your opinion. Argument 1:

Argument 2:

Argument 3:

Example:

c. Conclusion: Restate your opinion and write a concluding sentence.

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Name :

Date :

Evaluation Situation 1

Group :

Task 4: To Sele or Not To Sele?

C2

C3

Handout ES 1.7 (cont.)

3. Write the rst draft of your opinion text. Follow your plan from Step 2. Respect the characteristics of the text type. Use the information from Tasks 1, 2 and 3 to help you. Use quantiers and comparative adjectives. Write at least one compound sentence and one present perfect sentence.

Writing Checklist My text clearly expresses my opinion on taking seles. I wrote at least three arguments to support my position. I gave an example of a sele to support my position. I used quantiers in my text. I used comparative adjectives in my text. I wrote at least one compound sentence.

4. Revise and edit your text. Use the writing checklist.

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Zipline Year Two  Evaluation Situations

I wrote at least one present perfect sentence.

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Name :

Evaluation Situation 1

Date :

Group :

Task 4: To Sele or Not To Sele?

C2

C3

Handout ES 1.7 (cont.)

5. Write your nal copy here. Integrate the changes and corrections you made in Step 4.

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Evaluation Situation 2 Components

One Drop at a Time For use after Units 4, 5 and 6 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2                                                               367 • Evaluation Rubrics for C1, C2 and C3 (Handout ES 21–ES 22)                                       368 • Transcript for Task 2 (Handout ES 23, Audio CD Track 25)                                          370 Student Handouts (ES 24–ES 27)                                                                 372 • Answer Keys for Handouts (ES 24 and ES 25)                                                 AK-32 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

General Procedure Make sure that students understand each step of the procedure Step 1: Theme and Questions • Describe the theme in general terms Water inuences almost every aspect of our lives, yet people take water for granted In this evaluation situation, students will raise their water awareness while learning about ways in which they can help preserve water as a resource • Lead a class discussion on water consumption Suggested questions: • Do you think water awareness is important? • Do you think the world water crisis concerns you as a Canadian? Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class • Make sure that students understand what they need to do and what is expected of them for each task • Explain the evaluation criteria, using the rubrics for the three ESL competencies on pages 368–369 • Tell students which resources they are allowed to use • For Task 3, group students into teams of three or four Each student will need the handout on page 377 and the transcript from Task 2 to complete the task • Collect the handouts when students have nished Use the appropriate answer keys and evaluation rubrics to evaluate students’ work

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Overview of Evaluation Situation 2 In Task 1, students will learn about the water cycle and the global water crisis. In Task 2, they will listen to an interview with a young person who has begun a water stewardship club. Next, they will work in teams to nd a way to the reduce water consumption of one family in Task 3. Finally, students will reinvest what they have learned by creating a Frequently Asked Questions (FAQ) yer about water conservation and awareness in Task 4.

Time

ESL Competency and Evaluation Criteria

Text Type

Language Repertoire

Task 1: Global Water Crisis 40 min

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process

• Informationbased / Persuasive

• Information questions

• Interview

• Supports ideas

• There was; there will be

Task 2: Water Stewardship 40 min

C2 Reinvests Understanding of Texts

• Recognizes numbers

• Evidence of understanding of texts through the response process Task 3: Budgeting Water 35 min

C1 Interacts Orally in English • Participation in oral interaction

• Role play / discussion

• Future with will and be going to • Adverbs of frequency • Expressing agreement and disagreement

• Articulation of the message

• Reaching consensus Task 4: Spread the Word 75 min

C2 Reinvests Understanding of Texts • Use of knowledge from texts in a reinvestment task

• FAQ (Frequently Asked Questions) yer

• Information questions • Adverbs

C3 Writes and Produces Texts • Formulation of the message

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Name :

Date :

Evaluation Situation 2

Evidence of understanding of texts through the response process

Task 1:

Task 2:

C2

Reinvests Understanding of Texts B

C

Demonstrates a superior understanding of the text by correctly answering the questions in Steps 4 to 9

Demonstrates a good understanding of the text by correctly answering most of the questions in Steps 4 to 9

Demonstrates a fair understanding of the text by correctly answering some of the questions in Steps 4 to 9

Moves beyond context of the text to insightfully address issues at a broader, more general level in Step 10

Moves beyond context of the text to address issues at a broader, more general level in Step 10

Evidence of understanding of texts through the response process

Somewhat moves beyond context of the text to address issues at a broader, more general level in Step 10

D Demonstrates a partial understanding of the text by correctly answering two or three of the questions in Steps 4 to 9

E Is unable to answer questions Responses do not address the broader issue in Step 10

Has difculty addressing the broader issue in Step 10

Reinvests Understanding of Texts A

368

Handout ES 2.1

Evaluation Rubrics for Tasks 1 and 2

A

C2

Group :

B

C

Demonstrates a superior understanding of the text by correctly answering the questions in Step 3

Demonstrates a good understanding of the text by correctly answering most of the questions in Step 3

Demonstrates a fair understanding of the text by correctly answering some of the questions in Step 3

Makes pertinent connections between the text and own experience in Step 4

Makes some connections between the text and own experience in Step 4

Makes few connections between the text and own experience in Step 4

Zipline Year Two  Evaluation Situations

D

E

Demonstrates a partial understanding of the text by correctly answering one of the questions in Step 3

Is unable to answer questions Responses not linked to the text

Makes no connections between the text and own experience in Step 4

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Name :

Date :

Evaluation Situation 2 Task 3:

C1

Participation in oral interaction Articulation of the message Use of knowledge from texts in a reinvestment task Formulation of the message

Task 4:

Handout ES 2.2

Evaluation Rubrics for Tasks 3 and 4 Interacts Orally in English A

Task 4:

Group :

B

C

Initiates and maintains interaction during the problem solving situation by asking and answering questions, listening to others and elaborating on ideas

Maintains interaction by asking and answering questions during the problem solving situation

Occasionally asks and answers questions during the problem solving situation

Responds to questions when prompted

Uses the future with will and be going to as well as adverbs of frequency accurately and with ease in Steps 1 and 2

Uses the future with will and be going to as well as adverbs of frequency accurately in Steps 1 and 2

Uses the future with will and be going to as well as adverbs of frequency accurately most of the time in Steps 1 and 2

Occasionally uses the future with will and be going to as well as adverbs of frequency

C2

E Is unable to interact during the problem solving situation Reverts to a language other than English

Is unable to use the future with will and be going to as well as adverbs of frequency in Steps 1 and 2

Reinvests Understanding of Texts A

Selects relevant information from previous tasks to write an informative FAQ yer

C3

D

B Selects mostly appropriate information from previous tasks to write an informative FAQ yer

C

D

E

Selects some appropriate information from previous tasks to write an FAQ yer

Selects little appropriate information from texts to write an FAQ yer

Selects inappropriate or inaccurate information to write an FAQ yer

Writes and Produces Texts A

B

C

D

E

Text contains very few, if any, errors in the use of question formation and adverbs

Text contains few errors in the use of question formation and adverbs

Text contains some errors in the use of question formation and adverbs

Text contains many errors in the use of question formation and adverbs

Text contains many errors, rendering it largely incomprehensible

Most of text easily understood after one reading

Text requires a second reading but text is generally coherent

Text difcult to understand, even after a second reading

Most of text is difcult to understand, even after a second reading

Text easily understood after one reading

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Name :

Date :

Evaluation Situation 2

Water Stewardship

Group :

Transcript for Task 2 Audio CD Track 25

C2

Handout ES 2.3

CD

Brian: Good morning, Brian Taylor, morning-man

clubs and provide guidance for school and

at CWRA here. This morning I’m in the studio with

community projects. Our goal is to eventually involve

a young student from the organization One Drop at

schools from across Canada.

a Time. Hi, Caroline.

Brian: Wow! That’s quite a goal. Caroline. But with

Caroline: Hi, Brian.

all this water around us, how could Canadians be

Brian: Can you tell our listeners what your

contributing to the problem?

organization is about and how it got started?

Caroline: Well, Canadians are big water consumers:

Caroline: It started a few years ago when I learned

the second biggest freshwater consumers after

that there’s a major world water crisis. I just have to

Americans. We use about 340 litres of fresh water

turn on the tap to get fresh water, but people in many

per person per day. That’s enormous compared to

other countries have to walk for hours just to get a

other countries. We act as if there’s no limit to the

small amount of water. Even if we’re surrounded by

amount of fresh water we can use when, in fact, the

vast oceans and plentiful lakes and rivers, students

world water situation is critical.

like me really need to be more aware and change

Brian: So what can students listening to you this

their habits.

morning do on a regular basis to help save water?

Brian: So then what did you decide to do?

Caroline: There are a lot of things we can do. By

Caroline: Well, rst I started a water stewardship

changing a few of our daily habits, we can save tens

club at school, and I encouraged my friends to join.

of litres of water every day. For example, I turn off the

Brian: What exactly is water stewardship?

water while washing my hair to save up to 570 litres

Caroline: Water stewardship is acting responsibly

of water a month.

to help conserve water. Every one of us has a

Brian: Wow, that’s a lot of water. Well, I’ve gotten into

responsibility to look after the planet both for

the habit of turning off the water while shaving and

ourselves and for future generations. We can make

brushing my teeth.

a difference even if it’s just one drop at a time.

Caroline: That’s great, Brian. Just that is saving

Brian: Hence the name of your organization!

3.7 litres of water a minute. That adds up to

Caroline: Exactly!

1140 litres a month! Now, if you also reduce the

Brian: So what does your organization do?

length of your shower by just 1 minute, this would

Caroline: We go into schools around the province

save 9.5 litres of water per shower. And a low-ow

to increase awareness about consumption,

shower head would save 11 litres of water a minute.

conservation and world issues related to water. We

That adds up to 2850 litres a month.

also help schools start their own water stewardship

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Name :

Evaluation Situation 2

Date :

Group :

Transcript for Task 2 Audio CD Track 25

C2

Handout ES 2.3 (cont.)

Brian: I’ll have to ask my landlord about that. He did

76 litres per load. And you should remember,

add an aerator to the taps in the apartment.

yourself, that if you run the dishwasher only when it’s

Caroline: That was a smart move—it will save

totally full, you can save an extra 38 litres of water

almost 4 litres of water a minute. If he also installed

every load.

a low-ow toilet it would save up to 38 litres of water

Brian: Thanks, Caroline. These are great tips. And

every time you ushed.

you’ve shown that small changes to our habits today

Brian: That’s a lot of water! Any other improvements

can make a real difference.

I should request?

Caroline: Thanks for inviting me and for giving me

Caroline: You could point out to him that an

the chance to help people be water smart!

energy-efcient clothes washer can save up to

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Name :

Date :

Evaluation Situation 2

Group :

Task 1: Global Water Crisis

C2

Handout ES 2.4

Before Reading 1. Read the statements below. With a partner, alternate asking information questions based on the statements and answering the quiz questions to discover your water IQs. Underline the answer in parentheses that best completes the sentence. 1. Approximately (500 million people—about 1 in 4) (750 million people—about 1 in 9)—do not have access to clean water. 2. Humans have access to approximately (1%) (20%) of the water on Earth because some two-thirds of that water is permanently frozen or salty. 3. Canada has (20%) (50%) of the Earth’s fresh water. 4. We use (3) (6) times more water today than we did 100 years ago. 5. The average Canadian single-family home uses (34) (340) litres of water per person every day in the winter and (45) (456) litres every day in the summer. 6. In a home, (25%) (66%) of the water used is used in the bathroom. 7. In general, baths use (less) (more) water than a typical shower. 8. About 25 700 litres of water are required to grow a day’s food for (1 family) (10 families) of four people. 2. Correct your quiz as your teacher tells you the answers. What is your score? ____________ While Reading 3. As you read, nd the underlined words in the text that correspond to the denitions in the chart below. Write the words in the chart. Word

Denition a. a handle you turn on and off to control the ow of water from a pipe b. a hole dug in the ground to nd water c. immensely d. overworking e. general condition f. water you can drink and that is not salty g. plants and animals

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Name :

Evaluation Situation 2

Date :

Task 1: Global Water Crisis

Group :

C2

Handout ES 2.4 (cont.)

One Well: The Story of Water on Earth By Rochelle Strauss

One Well Imagine for a moment that all the water on Earth came from just one well. This isn’t as strange as it sounds. All water on Earth is connected, so there really is just one source of water—one global well—from which we all draw our water. Every ocean wave, every lake, stream and underground river, every raindrop and snowake and every bit of ice in glaciers and polar ice caps is part of this global well. So whether you are turning on a faucet in North America, pulling water from a well in Kenya or bathing in a river in India, it is all the same water. And because it is all connected, how we treat the water in the well will affect every species on the planet, including us, now and for years to come. [. . .] The Water in the Well We live on a watery planet. Almost 70 percent of Earth’s surface is covered with water. This surface water is found in oceans, lakes, rivers, streams, marshes, even puddles and the morning dew. There is so much water that if you looked down at Earth from space, it would appear blue. But there is also water we can’t see, beneath the Earth’s surface. This groundwater can be found just about everywhere—it lls the cracks in rocks and the spaces between rocks, grains of sand and soil. Most groundwater is close to the Earth’s surface, but some of it is buried quite deep. Water is also frozen in glaciers and polar ice caps. And there is water in the atmosphere. Every one of these water sources feeds Earth’s One Well. [. . .] Recycling Water in the Well The amount of water on Earth doesn’t change—there’s no more water now than when the dinosaurs walked

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the Earth. The same water just keeps going through a cycle over and over again. This constant movement of water is called the water cycle. [. . .] People at the Well Today, water is essential in our homes, in industry and in agriculture. At home we use water for cleaning, cooking, drinking, ushing toilets and for bathing. But homes account for only 10 percent of all the fresh water used. About 21 percent of water we use goes to make everything from computers to cars. Water is used in hydroelectric plants to generate electricity and in petroleum plants to make gas. In factories, water is used to heat things up or cool things down and to wash away waste. Water vapor (steam) even runs machinery. Water is also an ingredient in many products, such as lotions, shampoos, chemicals and drinks. The remaining 69 percent of the fresh water we use goes into agriculture. Farms use huge amounts of water for crops and livestock. Look around—almost everything you see was made using water. [. . .] Fresh water in the Well Most of the water on Earth is salt water—almost 97 percent. Only three percent is fresh water. [. . .] But most of the fresh water—over 99 percent—is frozen in ice caps and glaciers, trapped deep underground or in the atmosphere, so we can’t use it. [. . .] While there is a lot of water on the planet, we have access to less than one percent of it. Access to the Well While the amount of water on Earth is always the same, the distribution of water across the world isn’t. Huge differences in rainfall can happen from country to country and even within the same country.

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Name :

Date :

Evaluation Situation 2

Task 1: Global Water Crisis

Less rainfall means less water available in lakes, rivers and aquifers. Sometimes there just isn’t enough water where it’s needed most. Because water is not evenly distributed across the globe, nearly one-fth of the world’s population does not have access to enough water. Many of these people live in Africa and Asia. [. . .] Demands on the Well 6 563 107 901 . . . give or take a few. That’s how many people there are on Earth, and that number is growing every day. More people mean a greater demand for water. But this growing population isn’t the only thing putting a strain on our water supplies. The average person today uses about six times more water than a hundred years ago. [. . .] There are more of us, and our demand for water at home, in industry and in agriculture has grown tremendously. But all the water we have is all the water we ever will have. There is no more water now than there was 100 or 1000 or even 10 000 years ago. And there will be no more 100 years from now, when the population may be closer to 10 billion. We need to nd a balance between our demands for water and the amount of water that’s available to us. Pollution in the Well The water cycle helps keep Earth’s water clean. As water evaporates, minerals, chemicals and dirt are left behind. The water vapor that rises into the atmosphere is relatively clean. When rain falls back to Earth, some of it is ltered through rocks and sand and is further cleansed. Even plants play a role. As water travels through them, plants remove chemicals in the water. Then they transpire clean water back into the air. But more and more waste from industry, agriculture and homes is getting into the water. [. . .] Our actions may be overloading water’s natural ability to clean itself.

374

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C2

Handout ES 2.4 (cont.)

As more water becomes polluted, there is less clean water available. Nearly 80 percent of all sicknesses in the world are caused by unsafe water. And wildlife suffers, too. Water pollution threatens the health of many species and habitats across the planet. Because of water’s self-cleaning powers, the effects of pollution can be stopped and quite possibly reversed. But to do so, we need to reduce the amount of pollution that gets into water. [. . .] Saving the Water in the Well Water is the most basic and important need of all life on Earth. But Earth’s One Well is in trouble. There is simply not enough clean water to go around. Taking actions to conserve water can help save the well. Conserving water means protecting both the quantity and quality of water on Earth. For example, using less water helps prevent water sources from drying up. And reducing water pollution protects the overall health of the well. Water conservation can help ensure there is enough clean water for everyone on the planet. By becoming more aware of how you use water and by using less, you too can protect the water in Earth’s One Well. Remember—every drop counts.

VOCABULARY draw > take beneath > under feeds > supplies aquifers > underground rock or soil that holds water growing > getting bigger available > accessible overloading > making something work too hard threatens > menaces aware of > knowledgeable about

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Name :

Evaluation Situation 2

Date :

Group :

Task 1: Global Water Crisis

C2

Handout ES 2.4 (cont.)

After Reading 4. Explain why the author titled this article “One Well.”

5. Is there more water on Earth today than there was one hundred years ago? Explain your answer.

6. Why does almost one-fth of the world’s population not have access to enough water?

7. How does pollution affect the water in Earth’s one well?

8. In your own words, explain why Earth’s one well is in trouble and the role humans play in causing the water crisis.

9. Do you think most people use water responsibly? Explain your anwer.

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Name :

Date :

Evaluation Situation 2

Group :

Task 2: Water Stewardship

Handout ES 2.5

C2

Before Listening 1. Where do you think you waste the most water in your daily life?

2. Match each word with its denition. Use a dictionary for help. Word

Answer

Denition

a. look after

1. using less water than average

b. low-ow

2. the openings of pipes where water ows from

c. aerator

3. a system for introducing air into water

d. taps

4. take care of

While Listening 3. Read the questions below before listening to the radio interview. As you listen, answer the questions with information from the text. a. Canadians use about

litres of fresh water per person per day.

b. How much water is saved by making the following changes? 1. Turning off the water while washing your hair

litres per month

2. Turning off the water while brushing your teeth or shaving

litres per minute

3. Reducing the length of your shower by 1 minute

litres every shower

4. Installing a low-ow shower head

litres per minute

5. Installing an aerator on your tap

litres per minute

6. Installing a low-ow toilet

litres per ush

7. Buying a high-efciency clothes washer

litres per load

8. Running the dishwasher only when it is totally full

litres per load

After Listening 4. Name one thing you could change right now in your daily habits, or one change your family has already made, that can help conserve water. Explain your choice.

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Name :

Evaluation Situation 2

Date :

Group :

Task 3: Budgeting Water

C1

Handout ES 2.6

You’re about to face a difcult situation: a water crisis. Government ofcials have decided to cut off the city’s water supply and to ration the little water that is left in the city reservoir. The daily water supply will be 100 litres per person per day. You are now using approximately 340 litres per person per day. You and your family will have to make big changes in your everyday life. 1. Now that you know the situation, do the following with a group of classmates. • List activities for which you use water on a daily basis. • Use the information found in the quiz in Step 1 of Task 1 and the fact chart in Step 3 of Task 2 to nd ways to reduce your consumption of water. • Think of other ways you could reduce your consumption. • Use the future with will and be going to as well as adverbs of frequency to express your ideas. 2. Complete the following chart. Indicate which activities will be eliminated and which will be reduced. Compare how often you do each activity now and how often you will do it in the future. Agree on how to use your daily water allowance (100 litres each, 400 litres for a family of four).

Ways you use water

Eliminate or reduce?

How often do you do this now?

How often will you do this in the future?

a. b. c. d. e. f. g. h. i. j.

3. As a group, try to estimate how much water your family will save by making these changes. Do you think you will succeed in reducing your consumption to 100 litres per person per day?

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Name :

Date :

Evaluation Situation 2

Task 4: Spread the Word

Group :

C2

C3

Handout ES 2.7

You are starting up a water stewardship club at your school. Prepare an FAQ (Frequently Asked Questions) yer that you will distribute to the students to motivate them to join. Use information from the previous tasks to create your questions and answers. You can use the transcript from Task 2. Include information about the following: • the importance of water awareness • acting responsibly to conserve water (examples of how students at your school could reduce their water consumption and reduce pollution) 1. Read the tips below for writing an FAQ. Tips for Writing an FAQ • Choose your audience: What would your reader want to know about the subject? • Decide what information is important to include. • Organize your FAQ as a set of questions and answers. • Use simple, clear language. Be short, but not so short that people feel like they did not learn anything from reading your FAQ. • Make sure that what you say is accurate. 2. Organize the ideas you need for your text. Plan for four questions about your topic. 3. Write your ideas in the graphic organizer below. Title of FAQ: Audience: Questions and Answers: Q: A: Q: A: Q: A: Q: A:

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Name :

Evaluation Situation 2

Date :

Task 4: Spread the Word

Group :

C2

C3

Handout ES 2.7 (cont.)

4. Write the rst draft of your FAQ yer. Include your ideas from Step 3. Use at least three adverbs and four questions. Do not copy sentences from the reading and listening texts. Use your own words.

Writing Checklist I used information from Tasks 1 and 2 when writing my text. I followed the tips for writing a good FAQ yer. I used information questions correctly. I used adverbs correctly. I checked my spelling and punctuation.

5. Revise and edit your text. Use the writing checklist.

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Name :

Date :

Evaluation Situation 2

Task 4: Spread the Word

Group :

C2

C3

Handout ES 2.7 (cont.)

6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.

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Digital Tools from Chenelière Éducation The Zipline collection is offered in digital ipbook on Chenelière Éducation’s

platform.

The following pages provide an overview of the platform’s functionalities and of the specics of the Zipline collection. The video of the guided tour (in French) of Chenelière Éducation’s platform, viewable at www.cheneliere.ca under the tab / Secondaire / Tour d’horizon, describes the main features of the platform and the collections it presents. It is also possible to view tutorials (in French) which describe how to use the basic tools at www.cheneliere.ca under the / Secondaire / Tutoriels.

platform’s

THE LIBRARY The Chenelière Éducation website allows teachers to access a personal library containing the digital books they have acquired. Teachers can access their library by visiting www.cheneliere.ca /Ma bibliothèque.

Chenelière Éducation’s

PLATFORM

User-friendly and downloadable, the platform is an environment perfectly adapted for in-class viewing of digital books. It offers a number of advantages. These include enhancing a workbook with personalized material and consulting various interactive content (hyperlinks, interactive maps, etc.) and reproducible documents offered by the publisher.

THE MAIN MENU In the platform, teachers can consult the digital version of each of the printed and digital components of a collection. The main menu contains the following buttons. 1. Table of Contents 2. Additional Material 3. Interactive Workshops 4. My Course 5. Presentations 6. Prole 7. Notes

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The “Table of Contents” button leads to the ipbook’s table of contents and allows you to explore the book. It is also possible to access the Additional Material in just one click. The “Additional Material” button accesses the additional material, reproducible documents and various interactive content offered by the publisher, as well as personal les included by the teacher. Searches can be carried out by chapter or by type of material (reproducible documents, hyperlinks, etc.). The “Interactive Workshops” button allows teachers to consult the list of interactive workshops related to a title, create groups, assign activities in learning or evaluation mode to students and access their results. The “My Course” button allows teachers to group together in one space all the resources required to teach a course. It is also possible to organize the content of a course in the order best suited to that course, and to share it with students or with colleagues. The “Presentations” tool allows for the creation of animated presentations. It is possible to integrate screen captures, text, images, hyperlinks, page references, audio and video les and much more! The “Prole” button allows teachers to modify their personal information. It also provides the possibility of creating student groups and colleague groups with which teachers can then share notes and documents. The “Notes” button groups together all the personal and public notes in one single directory. In addition, lters allow for rening note search results.

1. The digital flipbook The digital ipbook of the Zipline collection offers teachers the possibility of projecting pages with the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers either one by one or all at once, or consult the teacher’s notes for each page in one single click. The pages of the workbook also contain direct access to digital and interactive content. The following clickable icons thus appear throughout the pages of the digital ipbook. Reproducible document Interactive Hyperlink workshop Video (handout)

Audio clip

Page link

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As with the workbooks, the digital ipbook of the teacher’s guide of Zipline (which brings together all of the additional material) allows teachers to project reproducible documents using an inter­ active whiteboard or a projector. Teachers can also display there all the answers in one single click. This digital version contains all the reproducible documents in PDF format for easy printing, as well as in modiable Word format, allowing teachers to adapt documents according to their needs.

2. Interactive workshops The digital version of the Zipline collection contains 30 interactive workshops or quizzes per year that are related to the content of the workbook and sorted by theme or by grammar notion. These workshops are accessible throughout the pages of the digital ipbook as well as by the table of contents of the interactive workshops. They can be completed in class using an interactive whiteboard or else individually in learning or evaluation mode. Students can complete them on their own in class, in the lab or at home using a computer or a tablet. Each of the workshops includes 10 questions, with two additional tries/attempts (true or false, multiple choice, ll­in­the­blank, matching, drag­and­drop, drop­down menus, etc.). In learning mode, students are given a hint to help them answer questions, then the answer and feedback once they have submitted their answers. In evaluation mode, they get no additional tries, no hints and no answer. In both modes, however, accumulated points are displayed and are updated as the students answer questions. Pages of the workbook related to the workshop content

Hint Answer Next try

Navigation tabs

Accumulated points

Go to the next question

User­friendly learning management tools are also available to teachers with the interactive work­ shops. These tools allow, for example, for the creation of student groups, for assigning activities to these groups in learning or evaluation mode and for consulting the results. For more detailed information about interactive workshops, view the tutorials (in French) at www.cheneliere.ca under the tab / Tutoriels or the user’s guide (in French) available at www.cheneliere.ca under the tab / Guides de l’utilisateur. Reproduction prohibited © TC Media Books Inc.

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3. Downloading the platform The downloadable version of Chenelière Éducation’s platform allows you to use most of its functionalities without the need for an Internet connection. Teachers only need to connect to the Internet to synchronize operations carried out while ofine. Please note that certain functionalities, like accessing a website or assigning an interactive workshop to students, require an Internet connection.

Download button For more information about downloading the platform, view the Downloading the platform (in French) tutorial or consult the user’s guide in French at http://platform.cheneliere.ca/beta/ pages_info/iplus-secondaire/guides.php.

4. Tablet versions of the interactive workshops and student flipbooks In addition to being available to teachers and students on computers, Chenelière Éducation’s interactive workshops are also accessible on iPad and Android tablets. This allows students to complete workshops on their tablets. For more information regarding the Chenelière Éducation application for iPad, consult the user’s guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application for iPad at www.cheneliere.ca under the tab / Guides de l’utilisateur and / Tutoriels.

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DIGITAL TOOLS OFFERED WITH ZIPLINE The Zipline collection is available on the The following elements are included.

platform, which is online and downloadable.

For students • The digital flipbook version of the workbook • Access to 30 interactive workshops and exercises with automatic feedback, to be completed in class, in the lab or at home (these workshops are related to the workbook’s themes and grammar notions) • Complementary documents and all other digital content made available by the teacher For teachers • All printed components in digital version • Interactive workshops and exercises with automatic feedback developed according to the structure and progression of the collection, to be completed as a group or individually, comprised of 30 workshops related to the workbook’s themes and grammar notions • Learning management tools to measure students’ progress • All the reproducible documents in PDF and modifiable Word formats • Answers that can be displayed one by one • More than 24 hyperlinks • Access to 25 CD tracks (recorded texts and pronunciation activities) • Access to 89 audio tracks containing hundreds of vocabulary words • Access to six videos with and without English subtitles

OVERVIEW OF INTERACTIVE WORKSHOPS Completion time for each workshop is approximately 20 to 30 minutes. A workshop is offered for each of the grammar notions presented in the Grammar Point rubrics of the workbook. In addition, other workshops cover the grammar notions included in the Grammar Section of the workbook. For each unit, therefore, workshops covering the notions presented in the Grammar Point rubrics of the unit are supplemented by workshops covering other grammar notions from the Grammar section of the workbook. You can assign these workshops in any order you like directly from the Table of Contents of the Grammar Section or from the “Interactive Workshops” button. See the following pages for a list of all the workshops offered with Zipline Secondary Cycle One, Year Two.

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Unit 1 What’s in a Name? Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

Plural forms of nouns, p. 226

Workshop 1: Nouns

Countable and uncountable nouns, p. 227 Possessive forms of nouns, p. 228 Gerunds, p. 230 Workshop 2: Compound Nouns

Compound nouns, p. 12

Compound nouns, p. 229

Workshop 3: Compound Sentences and Conjunctions

Compound sentences and conjunctions, p. 21

Conjunctions, p. 245 Subject pronouns, p. 231

Workshop 4: Pronouns

Object pronouns, p. 232 Simple present (all), pp. 178–185

Workshop 5: Review of the Simple Present Unit 2 Your Wildest Dreams Workshop Title

Notion Covered in Grammar Points of the Unit

Simple past (all), pp. 195–206

Workshop 6: Review of the Simple Past Workshop 7: Past Continuous, Afrmative and Negative

Notion Covered in Grammar Section

Past continuous, afrmative Past continuous, afrmative and negative, p. 40 and negative, p. 208

Workshop 8: Past Continuous, Question Formation

Past continuous, question formation, pp. 210, 211

Workshop 9: Past Continuous vs. Simple Past

Past continuous vs. simple past, p. 212

Workshop 10: Quantiers and Demonstratives

Quantiers, p. 46

Quantiers, p. 234 Demonstratives, p. 233

Unit 3 Modern Treasure Hunters Workshop Title

Workshop 11: Present Perfect, Afrmative and Negative, Present Perfect vs. Simple Past

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

Present perfect, afrmative Present perfect, afrmative and negative, p. 67 and negative, p. 191, present perfect vs. simple past, p. 206

Workshop 12: Present Perfect, Question Formation

Present perfect, question formation, pp. 193, 194

Workshop 13: Position and Order of Adjectives

Adjectives, position and order, p. 235

Workshop 14: Possessive Adjectives

Possessive adjectives, p. 238

Workshop 15: Review of the Present Continuous

Present continuous (all), pp. 187–190

Workshop 16: Comparative and Superlative Adjectives

Comparative form of adjectives, p. 73*

Adjectives, comparative and superlative forms, p. 236

* This notion is addressed with the superlative form of adjectives in Workshop 16.

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Unit 4 Viral Videos Notion Covered in Grammar Points of the Unit

Workshop Title

Notion Covered in Grammar Section

Workshop 16: Comparative and Superlative Adjectives

Superlative form of adjectives, p. 95

Adjectives, comparative and superlative forms, p. 236

Workshop 17: Adverbs of Time and Frequency

Types of adverbs and their position, p. 102

Adverbs of time and frequency, pp. 239, 240

Workshop 18: Discourse Markers

Discourse markers, p. 241

Workshop 19: Prepositions

Prepositions of place and time, pp. 242, 243

Workshop 20: Punctuation and Capitalization

Punctuation and capitalization, pp. 247, 248

Unit 5 Mission: Accepted Notion Covered in Grammar Points of the Unit

Workshop Title

Workshop 21: The Future With Be Going To, Afrmative and Negative

The future with be going to, The future with be going to, afrmative afrmative and negative, and negative, p. 217 p. 124 Questions with be going to, p. 219

Workshop 22: The Future With Be Going To, Question Formation Workshop 23: Information Questions in the Simple Present and Simple Past

Notion Covered in Grammar Section

Information questions in the simple present and simple past, p. 131

Simple present, information questions, p. 185 Simple past, information questions, p. 204

Workshop 24: Modals, Afrmative and Negative

Modals, afrmative and negative, p. 220

Workshop 25: Modals, Question Formation

Modals, questions, p. 222

Unit 6 That Was The Future Notion Covered in Grammar Points of the Unit

Workshop Title

Workshop 26: There Was, There Were, There was, there were, there will be, p. 152 There Will Be

Notion Covered in Grammar Section

There was and there were, p. 197

Workshop 27: The Future With Will, Afrmative and Negative

The future with will, p. 159

The future with will, afrmative and negative, p. 214

Workshop 28: The Future With Will, Question Formation

The future with will, p. 159

Questions with will, p. 216

Workshop 29: Articles

Articles, p. 244

Workshop 30: The Passive Voice

The passive voice, p. 224

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Zipline Year Two  Digital Tools

387

The most complete workbook for enriched English!

Student Workbook

Teacher’s Guide and Answer Key

Review Unit plus six unique, high-interest themes In every unit, varied reading, viewing, speaking and writing tasks A nal writing project that gathers information learned in the unit in a nal written production An extra reading text and activity to explore the unit’s theme further Contextualized and decontextualized grammar exercises A grammar section presenting grammar notions and numerous exercises A useful reference section that offers functional language, strategies, tips for writing and production processes and other grammar references

Answer key Multiple handouts that include extra reading activities, grammar quizzes and exercises and evaluation tools Two evaluation situations A CD with pronunciation activities and recorded texts A DVD offering videos with and without English subtitles

Digital Resources With Chenelière’s new platform, available online and downloadable, you can display, create, personalize and share pedagogical content and so much more! For students

For teachers

Digital Student Workbook includes a Chenelière Éducation app for iPad Access to a large number of interactive exercises and workshops with automatic feedback that can be done in class, in the lab or at home Additional documents and digital content that can be made available by teachers

Digital versions of all the printed material A large number of interactive exercises and workshops with automatic feedback that follow the progression of the workbook and can be done in class or individually Classroom management tools to monitor your students’ progress All handouts in both PDF and Word formats Answers that appear one-by-one and numerous hyperlinks

The components of Print Version • Student Workbook • Answer Key • Teacher’s Guide

Secondary Cycle One Digital Version • Student Workbook (Chenelière Éducation app for iPad)

• Teacher’s Guide and Answer Key • platform